Production ramp up corresponds to « the period between the end of the production development and the full capacity utilization ». The manufacturing process often does not work perfectly during this early time of the new product production and some adjustments are necessary to obtain full capacity utilization. In order to assess the assembly process during this period, the train manufacturer Bombardier Transportation has created an improvement process called “VPI” (which stands for “Validation du Processus Industriel” or “Validation of the manufacturing process” in English). Its purpose is to “validate the material and the documentation for every movement independently” in order to ensure quality of final product and safety of the workers. It aims at detecting and solving rapidly safety problems and deviation from the normal process. This thesis is a case study of VPI during MI09 contract (new trains for ¨Paris subway). It aims at assessing VPI framework and identifies possible causes of the delay in validation of MI09 production process. Four main MI09 production line specificities have been identified: long assembly time, low production volume, system complexity and process variability. VPI framework meets partially these production line prerequisites. VPI is a process that allows systematizing problems detection, formalizing the improvement process and managing a high number of problems with a clear view of the VPI validation. The most important drawbacks of the VPI seem to be the lack of problems detection after the initial observation, problem definition framework and root cause analysis. Four reasons could explain the delays during the realization of VPI on MI09 contract: undetected problems, normal treatment timeframe for the improvements, inadequate objectives and lack of framework to select the best solution to solve problems. VPI may be improved by including root cause analysis, better problem definition and knowledge management between contracts. However, these methods are time consuming and a prioritization of the problem should be made. FMEA (Failure Mode and Effect Analysis) methodology may help to identify the problem on which the VPI should focus on.

Heritage assets and the values associated with their protection deserve recognition as they represent a reference point from which cities can look to their past, understand the present, and plan for the future. To strengthen our understanding, this research explores the relationship between Heritage Conservation District (HCD) designation and its effect on community improvement efforts. In doing so, it seeks to explore the reasons for and values associated with the desire for communities to conserve their architectural heritage. The concept of the HCD is also investigated as a mechanism for promoting heritage, and the role of the HCD in achieving revitalization goals is described. Multiple sources of evidence were analyzed to provide insight into these research objectives. Planning and policy documents and mapped census data were examined, and open-ended interviews, community surveys, and field observation were undertaken to investigate the effectiveness of policy implementation and its impact on communities. Markham Village and Unionville, two HCDs located in the Town of Markham, Ontario, serve as case studies and provide a focus on current experiences within a real-life setting. Community improvement indicators were devised to determine progress toward community improvement and to measure the success of these HCDs. This study attempts to provide a means by which to monitor and evaluate conservation and revitalization goals.

Knowledge of the implementation practices of successful elementary schools will be beneficial to other elementary principals who seek to improve student success in reading. This study examined perceptions of principals from elementary schools in Texas whose schools received the Gold Performance Acknowledgement (GPA) from the Texas Education Agency (TEA) for Continuous Improvement in Reading (CIR) on the Texas Assessment of Academic Skills (TAAS) in 2002. The study had two purposes: (1) to identify the principal??s perception of the levels of implementation and impact of selected reading strategies used by selected elementary schools in Texas to improve student success in reading and (2) to determine the principal??s perception of the extent to which Accelerated Reader (AR) and AR-like recommend practices were used in selected elementary schools in Texas. The research design for this study was descriptive. Parameters, which are descriptive measures of a population, were used since all 721 members of the population were mailed questionnaires. Research was conducted during the winter of2004. Two hundred fifty-two principals responded. A questionnaire using a Likerttype scale for the principals?? responses was used to collect the data. Principals?? perceptions were measured to determine the degree of implementation and impact of AR and other selected reading strategies. Data were analyzed for all 252 respondents for selected reading strategies and by the categories of AR and non-AR schools for AR recommended reading strategies and AR-like recommended reading strategies, respectively. This study identified the characteristics of a successful reading program in Texas elementary schools. To maximize their budgets while improving student success in reading, principals should provide their teachers with professional development, implement student/teacher conferences to direct reading practice, allow students to self-select books on their independent reading level for independent reading practice, consider use of literature circles, classroom libraries and reading textbooks, review the use of rewards and posting of goals to determine if these practices increase students?? success in reading, assess computer reading programs to determine if there are less costly options available, and in schools using the AR program, review implementation practices for greater impact.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 284-293). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 284-293). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 247-260). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 247-260). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Martha N. Ovando. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 259-274). Available also in a digital version from Dissertation Abstracts.