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The $5. 4 billion proposed for UV technology next year is an increase of 1. The actual amount proposed for unmanned vehicle development and related technology could be substantially higher, were UV components of larger procurement and research programs to be added. Proposed military unmanned vehicle spending next year is up substantially from 2. The Vehicle Technologies Market Report details the major trends in U.S. Car rentals including sedans, trucks, SUV's and more from Budget. UV spending of $3. Over the past two years Pentagon spending for unmanned vehicles has increased by 3. These numbers reflect only the line items in the proposed 2. DOD budget that specifically refer to unmanned vehicle technology. Federal fiscal year 2. Oct. 1. The Pentagon's unmanned vehicles spending plan for next year consists of $3. RDT& E) - - up by 2. The vast majority of proposed DOD unmanned vehicle spending involves unmanned aerial vehicles (UAVs), which the Pentagon often refers to as unmanned aerial systems (UASs). Relatively little of the DOD's UV budget is for unmanned ground vehicles (UGVs) or unmanned underwater vehicles (UUVs). Unmanned aerial vehicles represent the most mature unmanned vehicle enabling technologies, and Pentagon observers say they expect spending for unmanned ground and marine vehicles to begin increasingly rapidly over the next several years as UGV and UUV technologies mature. Air Force. The U. Vehicle Technologies Program Budget DecisionS. Air Force proposes to spend $2. Of that figure, $1. The Air Force allocated money for five Global Hawks a year in 2. Global Hawk is one of the largest UAVs flying, and is roughly the size of an F- 1. This aircraft is for long- duration, high- altitude reconnaissance missions using a variety of advanced radar and electro- optical sensor UAV payload technologies to see through clouds, darkness, and dust. In many ways this aircraft is an unmanned version of the U- 2 and SR- 7. Air Force leaders also are taking another step in building and deploying armed UAV technology next year. The service is planning to spend $4. General Atomics MQ- 9 Reaper unmanned aircraft, which essentially are armed versions of the MQ- 1 Predator unarmed surveillance UAV. The MQ- 9, however, is a larger and faster UAV Predator.
It has six stores pylons for bombs, missiles, or external fuel tanks. An MQ- 9 with two external fuel tanks and a thousand pounds of munitions can stay aloft for nearly two days. The Reaper can deliver the GBU- 1. Paveway II laser- guided bomb, the AGM- 1. Hellfire II air- to- ground missiles, and the GBU- 3. Joint Direct Attack Munition. In the future, the Reaper may carry the AIM- 9 Stinger air- to- air missile. The Air Force does not plan to buy any Predator UAVs in 2. Predators in 2. 00. Meanwhile, the Air Force next year plans to spend $1. Global Hawk, $1. 88. Predator, and $1. Reaper. In UAV research and development next year, the Air Force plans to spend $4. Reaper development - - a figure which is down from $4. The Air Force next year also plans to tuck away $1. Predator technology, which is down sharply from $3. For long- endurance UAV research and development, the Air Force plans to spend $3. Global Hawk development next year, and will begin the Endurance Unmanned Aerial Vehicles (EUAV) program with a research budget of $7. No Pentagon money was spent on EUAV research in 2. In 2. 00. 9 the Pentagon spent $5 million looking into hybrid electric renewable UAV propulsion and power systems technology for high- endurance UAVs, yet no money is budgeted for this program in 2. Army. Following closely behind the Air Force in UAV spending levels is the U. S. Army, which plans to spend $2. Of that figure, $1. In the procurement budget, the Army plans to spend $6. Predator UAVs, which is the service's largest MQ- 1 buy in several years. The Army allocated money for 2. Predators in 2. 00. Predators in 2. 00. The Army next year also plans to spend $8. Predator unmanned aerial system payloads. In addition next year, the Army plans to spend $6. AAI Corp. RQ- 7 Shadow medium- sized UAV system, which launches on the battlefield from a rail system, and is recovered with an arresting system similar to aircraft carriers. Each Shadow system has four UAVs, two ground stations, one launch trailer, and support vehicles for equipment and personnel. The Shadow UAV can fly for as long as six hours between refuelings, and gathers intelligence information on the local area with either electro- optical sensor UAV payloads, or an RF- based signals intelligence payload. The Army also plans to spend $7. RQ- 1. 1 Raven UAVs from Aero. Vironment. This UAV is a remote- controlled miniature unmanned aerial vehicle that soldiers launch by hand literally by throwing it like a model airplane. It has an electric motor and can fly for as far as 6. This UAV enables soldiers in the field to . For 2. 01. 0, the Army has decided not to allocate procurement money for the Tactical Unmanned Aerial System (TUAS), the Small Unmanned Aerial System (SUAS), or to weaponize other unmanned aerial systems. In unmanned vehicle research and development next year, the Army plans to spend $1. Future Combat Systems (FCS) program, as well as $6. FCS reconnaissance UAV technology. Also for the FCS program, the Army plans to spend $2. Also in the Army's research budget is $2. The Army's Future Combat Systems (FCS) program is developing the small unmanned ground vehicle, which will be based on the i. Robot Small Unmanned Ground Vehicle, also called the SUGV, which weighs 3. The i. Robot SUGV is to be a cornerstone of the Army's FCS UGV program. The Lockheed Martin multifunction utility logistics equipment (MULE) UGV will fulfill the large UGV requirement of the FCS program. The MULE, which is the size of a large truck, has three variants - - a transport variant that can haul cargo or people, a counter- mine variant designed to clear and mark lanes through mine fields, and an armed variant should the Army decide on that requirement in the future. Navy and Marine Corps. The U. S. Navy and Marine Corps propose to spend $1. Of that figure, $1. In the procurement budget, the Navy and Marine Corps plan to spend $5. RQ- 7 Shadow UAV systems, and $5. RQ- 1. 1 Raven UAVs. The Navy and Marine Corps procurement budget also has $7. MQ- 8 Fire Scout UAV systems from Northrop Grumman Corp, which are unmanned helicopters for reconnaissance and targeting that will replace the Navy's RQ- 2 Pioneer UAVs. The Fire Scout can carry 2. The MQ- 8. B has stub wings for aerodynamic and to carry weapons such as Hellfire missiles, Viper Strike laser- guided glide weapons, and a laser- guided 7. The Fire Scout also has a day/night sensor with laser target designator, and is able to carry a multispectral sensor, signals intelligence module, and the tactical common data link. For next year the Navy and Marine Corps have decided not to allocate money for the Marine Corps Tactical Unmanned Aerial System research program. Special Forces and defense agencies. Non- service- related DOD agencies propose to spend $1. Of that figure, $4. In the procurement budget, U. S. Special Operations Command plans to allocate $1. Predator UAV operations, $1. Reaper UAV operations, and $2. Small Tactical Unmanned Aerial System (STUAS) Level- 0 program. The Office of the Secretary of Defense research budget contains $5. Department of Defense Unmanned Aircraft System Common Development program. Un rucher dans mon jardin. Un Miel qui vaut de l’Or. Auteur d’un premier ouvrage, Un rucher dans mon jardin. Ici, on parle des livres. Michel que ce club lecture j'ai trois livres sur l'apiculture. 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Maddix, Northwest Nazarene University. James R. Estep, Lincoln Christian University. Mary E. Lowe, Erskine Theological Seminary. Published 2. 01. 2The book provides best practices from online educators who are engaged in online teaching and program development in Christian higher education. It also explores the distinct aspects of teaching and developing online courses and programs from a Christian perspective and within Christian higher education institutions. As such it is can serve as a ready resource for academic administrators and professors, novices and veterans at online program development and instruction. CONTENTSForeword. SECTION I: THEORETICAL AND THEOLOGICAL FOUNDATIONS OF ONLINE EDUCATION. Educational Theory and Online Education, Mark H. Heinemann and James Riley Estep Jr. Adult Learning Theory and Online Learning, Steve D. Best Practices: Positive Youth Development. The following are essential features of effective learning environments and settings that. Six key factors were found to be vital for effective leadership development. Leadership & Organization Development Journal. Afterschool Programs That Follow Evidence-Based Practices to Promote Social and Emotional Development Are Effective 2 SAFE programs were associated. Developing Online Learning Communities, Mark A. Social Presence in Online Learning, Stephen Kemp. Spiritual Formation as Whole- Person Development in Online Education, Mary E. Challenges and Opportunities for Online Theological Education, James Riley Estep Jr. Best Practices in Online Teaching, C. Visualize More: Effective Online Teaching Methods, Jay Richard Akkerman. Characteristics of Successful Online Students, Jason D. Generating and Facilitating Effective Online Discussion, Mark A. Online Faculty Development, Dale Hale. SECTION III: DEVELOPING AND ASSESSING ONLINE COURSES AND PROGRAMS. Evaluating Course Management Systems, Eric Kellerer. Developing Effective Infrastructures for Online Programs, Gregory W. Developing Online Programs, David M. Online Program and Curriculum Mapping, Christine Bauer and Mary Jones. Online Course Design Considerations, Christine Bauer and Mary Jones. Its framework is designed to promote young children’s optimal learning and development. Development and Learning, and the 5 Guidelines for Effective. 4 TCS Public Annual Project Management Leadership Conference QAI India Approach towards effective learning and development Organizations must realize that by continuously developing and training their employees they can. At eLearning Industry you will find the best collection of eLearning articles, eLearning concepts, eLearning. BEST PRACTICES FOR PLANNING CURRICULUM FOR YOUNG CHILDREN and. Best Practices to Promote Social. Data Base of Effective Social-Emotional Learning Programs. Assessing Online Learning, Meri Mac. Located in Arlington, Massachusetts, the company serves the expanding 1. Billion dollar e- Learning segment (1). Since 1. 99. 5, Syber. Works has developed and delivered unique and economical solutions to create, manage, measure, and improve e- Learning programs at companies and organizations in the United States, Canada, Europe, and the world. Dave Boggs is the founder and CEO of Syber. Works. He has been involved with computer- based and web- based training for over twelve years. He is responsible for directing the company's overall business strategy and overseeing its financial growth and prosperity. Dave has positioned the company to provide customizable solutions to its customers. These solutions often meld performance support, job aids, reference information, and other tools with e- Learning in one integrated site to increase the productivity of key target audiences such as sales, distribution, and field service. Before founding Syber. Works, Dave was the VP of Sales and Business Development for Relational Courseware. Dave holds a Bachelor of Science degree in Physics from Union College in Schenectady, NY and an MBA from the Kellogg School of Management at Northwestern University in Evanston, IL. The e- Learning industry has grown tremendously since the early days of computers and the Internet. Today there are lots of products and services out in the market place from which to choose. This white paper will provide some basic information to help you as you begin your research into e- Learning and learning management systems. The document is not meant to be the complete source of information on e- Learning nor will these guidelines be suitable for every single situation. This white paper has been created as a learning aid help you get started. These findings represent the research, experience, and techniques gleaned from working in e- Learning since its infancy in the late 8. At the end of the paper, Bob Goldschneider, Director of Business Development at Syber. Works, Inc., will provide a summary and closing remarks. The first step is to get a clear understanding of your company's e- Learning needs. Below are some guidelines to consider: Identify e- Learning needs in the broadest possible sense, including tracking, analytics, collaboration, and other important organizational constructs. Define what AICC or SCORM compliance means for your company so you know what types of functionality are vital for the success of your e- Learning implementation. Institute a formal process for collecting and documenting needs that require a director level signature. Select the programs and initiatives that are appropriate for delivery by e- Learning. Align e- Learning initiatives with current business issues. Use business metrics to help evaluate and validate e- Learning priorities based on company needs. Involve the many stakeholders and internal constituencies to achieve buy- in. Identify e- Learning needs: Take some time to map out what you think you would need your learning management system to accomplish and whom the system will serve. Think about the potential users and categorize them into groups. How would the e- Learning management system (LMS) meet each of the different user group's needs? Take an initial pass at thinking about the functionality required, but at this point, don't get too enamored by one feature that you think you must absolutely have because the parameters of the project have yet to be set. Try to imagine what other groups in your organization might benefit from using the LMS once it has been thoroughly integrated. Define what AICC or SCORM compliance means for your company: AICC standards apply to the development, delivery, and evaluation of training courses that are delivered via technology. AICC stands for the Aviation Industry CBT . SCORM stands for Sharable Courseware Object Reference Model (SCORM) is a set of specifications that, when applied to course content, produces small, reusable e- Learning objects. A result of the Department of Defense's Advanced Distributed Learning (ADL) initiative, SCORM- compliant courseware elements can be easily merged with other compliant elements to produce a highly modular repository of training materials. Determine whether interoperability is important to your company and your e- Learning initiative. Do you have libraries of content you wish to combine that were developed on another system? Institute a formal process for collecting and documenting needs: Set up a way to take surveys or gather feedback on your online training initiative from other departments or internal entities that the LMS would touch. It's a good idea to have the recognition and approval of the various directors in the departments that would be stakeholders in your online training initiative to gather this information. Obtaining director level signatures along the way while gathering data for various capabilities that may be requested is a good way to communicate the importance and priority of your online e- Learning initiative. It also helps to set the stage, shape expectations, and creates pre- implementation documentation that could help you justify your costs internally to your CFO or Controller who may not be accustomed to seeing a line in your budget for online training. Select the programs and initiatives that are appropriate for delivery by e- Learning: Like the Internet, traditional media, or any other mechanism for communicating and conveying information, certain types of media are NOT appropriate for conveying certain types of information. This construct also applies to e- Learning. Once you have identified the programs you would like to target with your e- Learning initiative, it's helpful to set up a test plan that compares users learning the material in traditional settings or mechanisms vs. As you and your staff grow in its knowledge and experience in applying e- Learning to your programs, you may be able to come up with ways to apply e- Learning to materials that you originally designated as not appropriate for e- Learning or create highly effective training that incorporates both traditional and online e- Learning techniques. Align e- Learning initiatives with current business issues: Today's business environment is very competitive. The growth and influx of technology in every area of business has increased overall productivity and results. Budgets and cash flows are scrutinized with the latest applications and analysis techniques. There may not be any extra dollars available for programs that do not contribute to the bottom line. Your organization's current business issues are in some way connected to your company's financial existence. Your boss, the CEO or the CFO may be more inclined to be supportive of your e- Learning initiative if it will help them cut costs or help to achieve the sales growth required to reach the company's goals. Use business metrics to help evaluate and validate learning priorities: Use numbers and statistics that make sense to most managers when building a case for your e- Learning initiative and learning priorities. For example, your department analysis tells you that you currently have a 3. You know that it costs you approximately $1. If you start an average of 2 sales people a month, your company has lost $1. If in the first year you reduce the failure rate just 5% you have saved your company $1. LMS initiative like lost production time, etc. If you reduce the failure rate to 2. Involve the many stakeholders and internal constituencies to achieve buy- in: After you have solicited feedback from various departments on their e- Learning needs, it's a really good idea to go back and share your findings with them, how you arrived at setting your e- Learning priorities and how their feedback was constructive to the process. The IT department must be included in your process at every juncture, especially in the evaluation phase of the project. View platform decisions as long- term investments understanding the TOC (total cost of ownership). Emphasize the value- add elements of the platform to drive acceptance. Start with the minimum standard appropriate for the situation and work upwards based on requirements. Practice a bandwidth stingy; no plug- in approach unless the parameters of the initiative call for otherwise. In line with a no- plug- in philosophy, consider easier- to- use authoring tools that do not require a lot of programming knowledge and support rapid content development. View platform decisions as long- term investments understanding the TOC (total cost of ownership): When assessing various systems, try to understand the total cost ownership associated with each of the platforms you review. Generally, cost- of- ownership factors vary according to technology and environment. The costs are categorized as direct and indirect. They are incurred throughout the life cycle of an asset, including acquisition, deployment, operation, support, and retirement. TOC is an excellent way to establish a baseline for your LMS initiative. Emphasize the value- add elements of the platform to drive acceptance: Spend time stressing the benefits that will be gained by the various groups in your organization in relationship to specific aspects of the technology as it relates to job performance. For example, highlight the blended learning functionality with your organization's trainers who run traditional training programs so they can begin to visualize how they would incorporate the LMS into their brick and mortar training events. Start with the minimum standard appropriate for the situation and work upwards: Begin with a baseline of requirements and add features as required. Extra functionality is terrific if it fits with your LMS initiative's specifications. Adding unnecessary complexity to your system as you are working to get your online training initiative off the ground could sabotage your efforts. Generally, the adage 'walk first before you run' is a good rule of thumb when applied to LMS initiatives. |
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