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

Author(s):  
David Wright ◽  
Richard Sumner
2003 ◽  
Author(s):  
Lee Carr ◽  
Kristen Lambrecht ◽  
Scott Shaw ◽  
Greg Whittier ◽  
Catherine Warner

Author(s):  
James H. Banks ◽  
Patrick A. Powell

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.


1998 ◽  
Vol 14 (02) ◽  
pp. 85-109
Author(s):  
Douglas Beck ◽  
John Lord

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.


Author(s):  
Susan A. Shaheen ◽  
Linda Novick

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.


2012 ◽  
Vol 48 ◽  
pp. 1356-1365
Author(s):  
Gianfranco Burzio ◽  
Leandro Guidotti ◽  
Guido Perboli ◽  
Roberto Tadei ◽  
Francesco Tesauri

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

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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