The spatial–temporal activity–presence approach is used to estimate and validate hourly activity populations for individual buildings. A case study modeled the spatial–temporal activity of students at North Carolina State University. For the validation of results, student registration records provide observations of class schedules and locations for dynamic, time-varying class or study activity populations at individual buildings. Results show that the spatial–temporal activity–presence approach provides reliable estimates. This empirical case study should improve acceptance of the spatial–temporal activity procedure for activity distribution and demonstrate its value for other planning applications.
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