A FRAMEWORK FOR ACHIEVING LIFECYCLE VALUE IN AEROSPACE PRODUCT DEVELOPMENT

Creation of lifecycle value - a balance of performance with cost and other attributes - represents a challenge for the development of aerospace products in the twenty-first century. This paper examines the concept of lifecycle value that stems from existing approaches of value management and analysis, lifecycle costing, and systems engineering. To ascertain common characteristics of lifecycle value creation, case studies were done for four aircraft programs: F/A- 18E/F, JAS 39 Gripen, F-16C/D, and B-777. A lifecycle value creation framework is introduced, comprised of three phases: value identification, value proposition, value delivery. Based upon observed practices in the four case studies, six value creation attributes were identified. Capability maturity models for the six attributes and three value creation phases are presented. The resulting framework represents a starting point for programs seeking to create lifecycle value for aerospace products.

A Framework for Integration from the Manufacturing Perspective

-Industrial product maturity impact on manufacturing -What is manufacturing system design -The manufacturing system design framework

Lifecycle Value Framework for Tactical Aircraft Product Development

Due to a dramatic reduction in defense procurement, the benchmark for developing new defense systems today is performance at an affordable cost. In an attempt to encircle a more holistic perspective of value, lifecycle value has evolved as a concept within the Lean Aerospace Initiative, LAI. The implication of this is development of products incorporating lifecycle and long-term focus instead of a shortsighted cost cutting focus. The interest to reduce total cost of ownership while still improving performance, availability, and sustainability, other dimensions taken into account within the lifecycle value approach, falls well within this context. Several factors prevent enterprises from having a holistic perspective during product development. Some important aspects are increased complexity of the products and significant technological uncertainty. The combination of complexity in system design and the limits of individual human comprehension typically prevent a best value solution to be envisioned. The purpose of this research was to examine relative contributions in product development and determine factors that significantly promote abilities to consider and achieve lifecycle value. This paper contributes a maturity matrix based on important practices and lessons learned through extensive interview based case studies of three tactical aircraft programs, including experiences from more than 100 interviews.

Output from the 1998 Product Development Value Stream Workshop: A Framework for Understanding Information Flow in the Product Development Process

The descriptions below and the attached diagrams are outputs of the 1998 LAI Product Development Focus Team workshop on the Value Chain in Product Development. A working group at that workshop was asked to model the product development process: in terms of the phases of product development and their interfaces, boundaries and outputs. Their work has proven to be generally useful to LAI researchers and industry members, and so is formalized here.

The Personal tutorial guidance sessions in the framework of the teaching-learning field of the Bologna process: University of Minho (first cycle) courses students’ perceptions

The Bologna Process defends the adoption of a higher education in teaching-learning methodologies that – in contraposition to the previous model based on the transmission of knowledge, which for being essentially theoretical, gives the student a passive role in the knowledge construction process – allows a (pro) active, autonomous and practical learning, where the student acquires and develops his competences. The personal tutorial guidance sessions are included in the teaching contact hours. This abstract presents a study about the University of Minho (first cycle) Courses Students’ perceptions of the personal tutorial guidance sessions’ relevance in the scope of the learning-teaching process, so as to confirm if the implementation/implantation of the commonly called tutorial (type) education, as an approach to an active, autonomous and practical learning, is sensed by the learners themselves

MapFish. A WebGIS 2.0 Framework: toolkit to build rich client WebGIS

MapFish is an open-source development framework for building webmapping applications. MapFish is based on the OpenLayers API and the Geo extension of Ext library, and extends the Pylons general-purpose web development framework with geo-specific functionnalities. This presentation first describes what the MapFish development framework provides and how it can help developers implement rich web-mapping applications. It then demonstrates through real web-mapping realizations what can be achieved using MapFish : Geo Business Intelligence applications, 2D/3D data visualization, on/off line data edition, advanced vectorial print functionnalities, advanced administration suite to build WebGIS applications from scratch, etc. In particular, the web-mapping application for the UN Refugee Agency (UNHCR) and a Regional Spatial Data Infrastructure will be demonstrated

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework for teaching and supporting learning in higher education

The UK Professional Standards Framework (UK PSF) for teaching and supporting learning, launched in February 2006, is a flexible framework which uses a descriptor-based approach to professional standards. There are three standard descriptors each of which is applicable to a number of staff roles and to different career stages of those engaged in teaching and supporting learning. The standard descriptors are underpinned by areas of professional activity, core knowledge and professional values. The framework provides a reference point for institutions and individuals as well as supporting ongoing development within any one standard descriptor.

Linking the UK Professional Standards Framework to reflective practice and action research

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework for teaching and supporting learning in higher education

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

FAIA : framework para la enseñanza de agentes en IA.

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