Use of Digital Manufacturing to Improve Management Learning in Aerospace Assembly

The primary goal of this work is to quantify any bene?ts that the use of digital manufacturing methods can offer when used upstream from production, for manufacturing process design, and tool development. Learning at this stage of product development is referred to as management learning. Animated build simulations have been used to develop build procedures and tooling for a panel assembly for the new Bombardier CRJ1000 (Canadair Regional Jet, 100 seat). When the jig format was developed, its simulated performance was compared to that of current CRJ700/900 panel builds to identify and quantify any improvements in terms of tooling cost and panel build time. When comparing like-for-like functions between existing CRJ700/900 (Canadair Regional Jet, 70/90 seat) and the
CRJ1000 tooling, it was predicted that the digitally assisted improvements had brought about a 4.9% reduction in jig cost. An evaluation of the build process for the CRJ1000 uplock panel predicted a 5.2% reduction in the assembly time. In addition to the improvement of existing tooling functions, new jig functionality was added so that both the drilling and riveting functions could be carried out in a single jig for the new RJ1000 panel.

Reflections on Practice Learning in Northern Ireland and the Republic of Ireland: Lessons from Student Experiences

Practice learning is viewed as one of the most important components of social work education wherever in the world social work is practised. Northern Ireland and the Republic of Ireland provide an interesting case example of the educational impact on students resulting from their experience of different models of practice learning. Although sharing a common historical legacy, recent developments in policy in both jurisdictions have tended to engender greater divergences in how programmes organise and deliver social work education and practice learning. Drawing on findings from a joint-research project with students in Queen’s University, Belfast and Trinity College, Dublin, the authors highlight significant cross-border similarities as well as differences in the way practice learning is conceptualised, organised and delivered. Through comparing and contrasting student experiences, the authors reflect on how the findings might help to inform the future development of practice learning standards in both jurisdictions.

Who is susceptible to conjunction fallacies in category-based induction?

Recent evidence suggests that the conjunction fallacy observed in people's probabilistic reasoning is also to be found in their evaluations of inductive argument strength. We presented 130 participants with materials likely to produce a conjunction fallacy either by virtue of a shared categorical or a causal relationship between the categories in the argument. We also took a measure of participants' cognitive ability. We observed conjunction fallacies overall with both sets of materials but found an association with ability for the categorical materials only. Our results have implications for accounts of individual differences in reasoning, for the relevance theory of induction, and for the recent claim that causal knowledge is important in inductive reasoning.

Chemosensory learning in the chicken embryo

Examined how exposure to a chemosensory stimulus prior to hatching affects subsequent chemosensory preferences of newly hatched chicks. The chicks' preferences were assessed at 2 days after hatching using an olfactory preference test (strawberry-smelling shavings vs water-coated shavings) and at 4 days after hatching using a gustatory preference test (strawberry-flavoured water vs unflavoured water). With no exposure to strawberry before hatching, strawberry was highly aversive to chicks after hatching. However, following exposure to strawberry before hatching, chicks expressed a greater preference for (or weaker aversion to) the strawberry stimulus. Chicks exposed to strawberry before hatching drank more strawberry-flavoured water and spent more time in a strawberry-scented area than chicks having no exposure before hatching. This change in preference was specific to the stimulus experienced before hatching and was present in the absence of any posthatching exposure to the stimulus. Results demonstrate that a chick's chemosensory preferences are changed as a result of experience with a stimulus before hatching and are suggestive of learning.