Scheduling the repair of aircraft components - a case study

In aircraft components maintenance shops, components are distributed amongst repair groups and their respective technicians based on the type of repair, on the technicians skills and workload, and on the customer required dates. This distribution planning is typically done in an empirical manner based on the group leader’s past experience. Such a procedure does not provide any performance guarantees, leading frequently to undesirable delays on the delivery of the aircraft components. Among others, a fundamental challenge faced by the group leaders is to decide how to distribute the components that arrive without customer required dates. This paper addresses the problems of prioritizing the randomly arriving of aircraft components (with or without pre-assigned customer required dates) and of optimally distributing them amongst the technicians of the repair groups. We proposed a formula for prioritizing the list of repairs, pointing out the importance of selecting good estimators for the interarrival times between repair requests, the turn-around-times and the man hours for repair. In addition, a model for the assignment and scheduling problem is designed and a preliminary algorithm along with a numerical illustration is presented.

Nitrogen requirements at bulb initiation for production of intermediate-day onions

Nitrogen requirements at bulb initiation for production of intermediate-day onions Article in Acta horticulturae · October 2016 DOI: 10.17660/ActaHortic.2016.1142.11 1st Rui Machado 16.44 · Universidade de Évora 2nd David R. Bryla 30.16 · United States Department of Agriculture Abstract Nitrogen requirements at bulb initiation for production of intermediate-day onions Authors: R.M.A. Machado, D.R. Bryla Keywords: Allium cepa, crop growth, nitrogen uptake, soil nitrate Abstract: The effect of nitrogen application on growth, nitrogen (N) uptake, yield, and quality of intermediate-day onion (Allium cepa 'Guimar') was evaluated in the field in southern Portugal. Plants were fertilized with 30 kg ha-1 N at transplanting, 10 kg ha-1 N at 29 days after transplanting (DAT) during early leaf growth, and with 0, 20, 40 and 60 kg ha-1 N at 51 DAT at the initiation of bulbing. The root system of plants in each treatment were concentrated in the top 0.1 m of soil and limited to 0.3 m depth but neither root length density nor rooting depth were affected by N application during later stages of bulb development. Leaf and bulb dry matter, on the other hand, increased linearly with N rate during bulb growth (85 DAT) and at harvest (114 DAT), respectively. Soil nitrate-N (NO3-N) at 0-0.3 m depth likewise increased linearly with N rate during bulb growth but declined from 15-30 mg kg-1 at bulbing to >10 mg kg-1 in each treatment by harvest. A substantial amount of N in the plants, which ranged from 302-525 mg, was taken up from the soil. Application of 60 kg ha-1 N resulted in luxury consumption. Yield (fresh bulb weight) increased from 0.19 kg plant-1 with no N at bulbing to as much as 0.28 kg plant-1 with 60 kg ha-1 N. Bulbs harvested from plants fertilized 40-60 kg ha-1 N averaged 8.2-8.5 cm in diameter, while those from plants with no N at bulbing averaged only 7.2 cm in diameter. Application of N fertilizer is thus recommended at bulbing to increase N uptake, yield, and bulb size of intermediate-day onions, particularly in dry Mediterranean climates where many onions are produced. Other components of quality, including neck diameter, bulb water content, total soluble solids, and juice pH, were not affect by N applied at bulbing.

Components of learning and assessment in linear algebra

Linear algebra provides theory and technology that are the cornerstones of a range of cutting edge mathematical applications, from designing computer games to complex industrial problems, as well as more traditional applications in statistics and mathematical modelling. Once past introductions to matrices and vectors, the challenges of balancing theory, applications and computational work across mathematical and statistical topics and problems are considerable, particularly given the diversity of abilities and interests in typical cohorts. This paper considers two such cohorts in a second level linear algebra course in different years. The course objectives and materials were almost the same, but some changes were made in the assessment package. In addition to considering effects of these changes, the links with achievement in first year courses are analysed, together with achievement in a following computational mathematics course. Some results that may initially appear surprising provide insight into the components of student learning in linear algebra.