Lessons Learned in Combined Developmental and Operational Test: Ten Years of F-15 Testing by the OFP CTF

2012 ◽  
Author(s):  
David Wright ◽  
Richard Sumner
Keyword(s):  
Lessons Learned ◽  
Operational Test

Unmanned Aerial Vehicle Operational Test and Evaluation Lessons Learned

2003 ◽  
Author(s):  
Lee Carr ◽  
Kristen Lambrecht ◽  
Scott Shaw ◽  
Greg Whittier ◽  
Catherine Warner
Keyword(s):  
Unmanned Aerial Vehicle ◽  
Lessons Learned ◽  
Test And Evaluation ◽  
Operational Test ◽  
Aerial Vehicle ◽  
Operational Test And Evaluation

San Diego Field Operational Test of Smart Call Boxes: Institutional Issues

1997 ◽  
Vol 1603 (1) ◽  
pp. 20-26 ◽  
Author(s):  
James H. Banks ◽  
Patrick A. Powell
Keyword(s):  
Intelligent Transportation Systems ◽  
San Diego ◽  
Intelligent Transportation ◽  
Transportation Systems ◽  
Lessons Learned ◽  
Institutional Infrastructure ◽  
Institutional Issues ◽  
Operational Test ◽  
Field Operational Test ◽  
Definition Of

Important institutional lessons learned in the course of the San Diego smart call box field operational test are presented. These lessons relate both to the conduct of the field test itself and to requirements for deployment of intelligent transportation systems similar to smart call boxes. The institutional issues were identified through review of project documents, interviews with participants, and the experience of the evaluator as a participant in the project. Issues were analyzed by preparing summaries that included a description and discussion of each issue, an assessment of its seriousness, identification of the organizational participants who raised it, a discussion of ways to avoid or mitigate any problems identified, and a list of actions to resolve the issue in the event of system deployment. Major institutional lessons include the potential impact of institutional arrangements on basic system concepts, the importance of involving potential users in the definition of system concepts and detailed design specifications, the need for quantitative market research to establish the potential profitability of intelligent transportation systems, the need for an adequate institutional infrastructure for deployment, and the importance of project organization schemes that minimize the number and complexity of formal agreements among participants.

Design and Production of ANZAC Frigates for the RAN and RNZN: Progress Towards International Competitiveness

1998 ◽  
Vol 14 (02) ◽  
pp. 85-109
Author(s):  
Douglas Beck ◽  
John Lord
Keyword(s):  
New Zealand ◽  
Lessons Learned ◽  
Army Corps ◽  
Additional Time ◽  
Shipbuilding Industry ◽  
New Class ◽  
Test And Evaluation ◽  
Operational Test ◽  
Under Construction ◽  
Design And Production

ANZAC, the acronym of the Australian and New Zealand Army Corps, is the name given to a new class often frigates under construction for the Royal Australian and Royal New Zealand Navies. The prime contract was awarded in November 1989, and a separate design sub-contract was awarded concurrently. HMAS ANZAC, the first of eight ships for the Royal Australian Navy (RAN), was delivered in March 1996. HMNZS Te Kaha, the first of two ships for the Royal New Zealand Navy (RNZN), was delivered in May 1997. The paper describes the collaborative process, involving the Australian Department of Defence, the New Zealand Ministry of Defence, and Defence Industry in Australia, New Zealand and overseas, for the design and production of the ships. The need to maximise the level of Australian and New Zealand industrial involvement, led to a process of international competition between prospective suppliers, and significant configuration changes from the contract design baseline. Delivery of the first ship was extended to accommodate the revised approach, and in the event only five months additional time proved necessary. Although formal acceptance of HMAS ANZAC is not due until the completion of operational test and evaluation, the contractor's sea trials have successfully demonstrated the performance exceeding the requirements and the expectations of the RAN. The paper also describes the growing maturity of Australia's naval shipbuilding industry. It suggests some lessons learned from the project, and identifies issues important for the further development and sustainability of the industry. It advocates the need for agreed methodologies to evaluate the productivity of the various elements of the shipbuilding process, and to help ensure the establishment and maintenance of world competitive costs and quality.

Framework for Testing Innovative Transportation Solutions

2005 ◽  
Vol 1927 (1) ◽  
pp. 149-157 ◽  
Author(s):  
Susan A. Shaheen ◽  
Linda Novick
Keyword(s):  
Stated Preference ◽  
Model Development ◽  
The United States ◽  
Lessons Learned ◽  
Pilot Program ◽  
Operational Test ◽  
Commercial Operation ◽  
Field Operational Test ◽  
Pilot Programs ◽  
Transit Connectivity

Transit accounts for just 2% of total travel in the United States. One reason for low ridership is limited access; many individuals either live or work too far from a transit station to make its use practical. In developing transit connectivity solutions, researchers often employ a range of study instruments, such as stated-preference surveys, focus groups, and pilot programs. To gain better understanding of response to one innovative transit solution, several research tools were applied, including a longitudinal survey, a field test, and a pilot program. The innovation examined was a commuter carsharing model, called CarLink, which linked short-term rental vehicles to transit and employment centers. Over several years, researchers explored user response to the CarLink concept, a field operational test (CarLink I), a pilot program (CarLink II), and a commercial operation (the pilot was turned over to Flexcar in summer 2002). This multistage approach provided an opportunity for researchers to learn and adapt as each phase progressed. In this paper, the authors outline the CarLink model, technology, and early lessons learned; describe CarLink II operational understanding; provide a synopsis of the pilot program transition; and offer recommendations for future model development.

scholarly journals Results and Lessons Learned of a Subjective Field Operational Test on the Lane Departure Warning Function

2012 ◽  
Vol 48 ◽  
pp. 1356-1365
Author(s):  
Gianfranco Burzio ◽  
Leandro Guidotti ◽  
Guido Perboli ◽  
Roberto Tadei ◽  
Francesco Tesauri
Keyword(s):  
Lessons Learned ◽  
Lane Departure Warning ◽  
Lane Departure ◽  
Operational Test ◽  
Field Operational Test

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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