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While systems engineering process is a program formal management technique and contractually binding, the design process is the informal practice of achieving the design project requirements throughout all design phases of the systems engineering process. The design process and organization are systems and component dependent. Informal reviews include technical information meetings and concurrent engineering sessions, and formal technical discipline reviews are conducted through the systems engineering process. This paper discusses and references major philosophical principles in the design process, identifies its role in interacting systems and disciplines analyses and integrations, and illustrates the process application in experienced aerostructural designs.

While systems engineering process is a program formal management technique and contractually binding, the design process is the informal practice of achieving the design project requirements throughout all design phases of the systems engineering process. The design process and organization are systems and component dependent. Informal reviews include technical information meetings and concurrent engineering sessions, and formal technical discipline reviews are conducted through the systems engineering process. This paper discusses and references major philosophical principles in the design process, identifies its role in interacting systems and disciplines analyses and integrations, and illustrates the process application in experienced aerostructural designs.

While systems engineering process is a program formal management technique and contractually binding, the design process is the informal practice of achieving the design project requirements throughout all design phases of the systems engineering process. The design process and organization are systems and component dependent. Informal reviews include technical information meetings and concurrent engineering sessions, and formal technical discipline reviews are conducted through the systems engineering process. This paper discusses and references major philosophical principles in the design process, identifies its role in interacting systems and disciplines analyses and integrations, and illustrates the process application in experienced aerostructural designs.

This book brings together contributions by some of the top working life researchers from Finland and abroad. It offers a series of short essay-type chapters covering a broad variety of topics related to how labour markets, work and working life are continuously changing. The book has a strong cross-national approach and stresses the importance of studying both microlevel changes within macrolevel contexts as well as the microlevel mechanisms of changes at the macrolevel. The chapters are grouped in four parts. Part I deals with how life courses have changed, with special focus on the entry of women to the labour market and the determinants of their economic contribution. Part II discusses two circuits of labour migration: that of mostly high-skilled and regulated work and that of mostly low-skilled and unregulated work. However, it also shows that the boundaries between those two are not always clear. Part III focuses on how work itself is changing, using the examples of women attorneys’ pro-bono work in Finland and Poland and the use of lean management in the Nordic public sector. Finally, in Part IV the authors explore the power of institutions and ideas in reshaping the way we work while labour markets are under pressure.

This talk is about the spaces between things, and how investigating such spaces can open up new areas for research and technological innovation. Specifically, I will discuss the spaces between what might appear unlikely bedfellows, for example, between the ordered and cluttered areas of the homes we live in, between scientific method and design practice and, as odd as it may seem, between artificial intelligence and human-computer interaction (HCI). Drawing on my own ethnographic research of family life and, more recently, of design practice at the Royal College of Art, I will make a case that it’s often from these regions of ‘betweeness’ or liminality that novel approaches and creative ideas emerge. I will use this position to outline a research proposal for a Post Doc at MSRC, suggesting that MSRC provides a site of unparalleled opportunity for revisiting the intersection between HCI and technology-led research like AI/machine learning. My proposal outlines a project for investigating this intersection and considering how it might inform and enrich new avenues of research. ©2009 Microsoft Corporation. All rights reserved.

This talk is about the spaces between things, and how investigating such spaces can open up new areas for research and technological innovation. Specifically, I will discuss the spaces between what might appear unlikely bedfellows, for example, between the ordered and cluttered areas of the homes we live in, between scientific method and design practice and, as odd as it may seem, between artificial intelligence and human-computer interaction (HCI). Drawing on my own ethnographic research of family life and, more recently, of design practice at the Royal College of Art, I will make a case that it’s often from these regions of ‘betweeness’ or liminality that novel approaches and creative ideas emerge. I will use this position to outline a research proposal for a Post Doc at MSRC, suggesting that MSRC provides a site of unparalleled opportunity for revisiting the intersection between HCI and technology-led research like AI/machine learning. My proposal outlines a project for investigating this intersection and considering how it might inform and enrich new avenues of research. ©2009 Microsoft Corporation. All rights reserved.

This paper explores the challenges of working with non-native speakers of English, on areas pertinent to the successful education of trainee teachers of young children in Lithuania. The challenges faced were numerous, as the two week programme was not specifically related to the young child's education, covering subjects such as quality assurance of programmes, induction processes for new teachers, the characteristics of teacher educators and mentors and the skills required by teachers in the twenty first century. The conclusions reached were the following; subject matter more directly related to young children's education, though this would not have stretched the students in the way desired by the researcher; and translation of the material used into Lithuanian, originally suggested by the researcher would have without doubt aided the comprehension and learning of the students, many of whose standard of English was often not sufficient for the tasks set. Struggling with the language of instruction definitely affected content learning. However, students despite the difficulties made very successful efforts to embrace the end of programme's challenge, involving group work and group presentations of a new curriculum for training pre-school teachers and pre-primary teachers. [For the complete Volume 16 proceedings, see ED586117.]

This paper explores the challenges of working with non-native speakers of English, on areas pertinent to the successful education of trainee teachers of young children in Lithuania. The challenges faced were numerous, as the two week programme was not specifically related to the young child's education, covering subjects such as quality assurance of programmes, induction processes for new teachers, the characteristics of teacher educators and mentors and the skills required by teachers in the twenty first century. The conclusions reached were the following; subject matter more directly related to young children's education, though this would not have stretched the students in the way desired by the researcher; and translation of the material used into Lithuanian, originally suggested by the researcher would have without doubt aided the comprehension and learning of the students, many of whose standard of English was often not sufficient for the tasks set. Struggling with the language of instruction definitely affected content learning. However, students despite the difficulties made very successful efforts to embrace the end of programme's challenge, involving group work and group presentations of a new curriculum for training pre-school teachers and pre-primary teachers. [For the complete Volume 16 proceedings, see ED586117.]

This paper explores the challenges of working with non-native speakers of English, on areas pertinent to the successful education of trainee teachers of young children in Lithuania. The challenges faced were numerous, as the two week programme was not specifically related to the young child's education, covering subjects such as quality assurance of programmes, induction processes for new teachers, the characteristics of teacher educators and mentors and the skills required by teachers in the twenty first century. The conclusions reached were the following; subject matter more directly related to young children's education, though this would not have stretched the students in the way desired by the researcher; and translation of the material used into Lithuanian, originally suggested by the researcher would have without doubt aided the comprehension and learning of the students, many of whose standard of English was often not sufficient for the tasks set. Struggling with the language of instruction definitely affected content learning. However, students despite the difficulties made very successful efforts to embrace the end of programme's challenge, involving group work and group presentations of a new curriculum for training pre-school teachers and pre-primary teachers. [For the complete Volume 16 proceedings, see ED586117.]