Query: Performance by design: Computer capacity planning by example.

title: Performance By Design Computer Capacity Planning By Example
abstract: Thank you for downloading performance by design computer capacity planning by example. Maybe you have knowledge that, people have search hundreds times for their favorite readings like this performance by design computer capacity planning by example, but end up in harmful downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they juggled with some harmful bugs inside their computer.

title: Performance by Design Computer Capacity Planning By Example
abstract: Practical systems modeling: planning performance, availability, security, and moreComputing systems must meet increasingly strict Quality of Service (QoS) requirements for performance, availability, security, and maintainability. To achieve these goals, designers, analysts, and capacity planners need a far more thorough understanding of QoS issues, and the implications of their decisions. Now, three leading experts present a complete, application driven framework for understanding and estimating performance. You'll learn exactly how to map real life systems to accurate performance models, and use those models to make better decisions both up front and throughout the entire system lifecycle. Coverage includes: State of the art quantitative analysis techniques, supported by extensive numerical examples and exercises QoS issues in requirements analysis, specification, design, development, testing, deployment, operation, and system evolution Specific scenarios, including e Business and database services, servers, clusters, and data centers Techniques for identifying potential congestion at both software and hardware levels Performance Engineering concepts and tools Detailed solution techniques including exact and approximate MVA and Markov Chains Modeling of software contention, fork and join, service rate variability, and priorityAbout the Web SiteThe accompanying Web site provides companion Excel workbooks that implement many of the book's algorithms and numerical examples.

title: Capacity Planning and Performance Modeling: From Mainframes to Client Server Systems
abstract: This example driven, easy to read exploration of capacity planning of computer systems is designed to be accessible and relevant both to practising professionals and those with little mathematical background. Each chapter begins with an example, then guides the reader through the solution of the original problem via the solution of several smaller and simpler problems. In each case, the solution is based upon first principles and intuition. It draws examples from three current computing environments centralized systems, distributed systems and parallel processing systems. The book is accompanied by a disk containing a modified version of QSolver/1, a capacity planning modelling package.

title: Course Design for the AP Computer Science Principles Course: A Model Facilitated Learning Approach
abstract: In the 2016 2017 academic year, the College Board released a new Advanced Placement (AP) Test in the area of Computer Science. The AP Computer Science Principles course is distinct from traditional AP classes in that it is intended to be multi disciplinary in nature and the end ofcourse summative assessment includes traditional single select multiple choice questions and multiple select multiple choice questions, but also through course performance tasks, which allow students to demonstrate their proficiency with course subject matter in nontraditional ways. For example, students will submit a digital portfolio that will be evaluated as part of the final exam score. This paper will document the course design experience for a class designed to prepare students for this test from a model facilitated learning approach.  Bishop Lynch High School (BLHS) a private, co educational, college prep Catholic high school, now in its 54th year, in East Dallas (Texas, USA) offers two dozen advanced placement (AP) classes. These include Calculus AB, Calculus BC, Chemistry, Physics 1, and, as of the 2016 2017 academic year, Computer Science A. Each of these classes is taught in the traditional manner, by one teacher, and is designed to prepare students for one, single, high stakes test in May of each year. In the 2016 2017 academic year, the College Board released a new Advanced Placement Test in the area of Computer Science. The AP Computer Science Principles (AP CSP) course is distinct from most traditional AP classes in that it is intended to be multi disciplinary in nature and the end of course summative assessment includes traditional single select multiple choice questions and multiple select multiple choice questions, but also through course performance tasks, which allow students to demonstrate their proficiency with course subject matter in nontraditional ways. BLHS plans to offer AP CSP starting in the 2018 2019 academic year. Unlike the other AP classes at the school, this course will be designed and taught by two instructors, with decidedly different backgrounds. One has a traditional computer science and programming background and the other comes to the school after a 25 year career in corporate America. Given the multidisciplinary nature of the course outline, this unique arrangement will make use of a model facilitated learning approach in the design of learning activities. Relevant questions include: to what extent have the learning activities made use of model facilitated learning to enhance student understanding of the subject matter, to what extent has the difference in backgrounds of the course facilitators helped, or hindered, the effectiveness of the course design, and, ultimately, what has student performance on the summative assessment been?  In the 2013 2014 academic year, BLHS implemented a BYOD program and now requires each of their roughly 1,100 students to have a personal laptop available for use in every class. Teachers are required to make use of the school wide learning management system (LMS) and are increasingly integrating laptops into their curriculum. The school provides technology resources, including Smartboards and campus wide wireless access to the Internet but teachers are given a great deal of autonomy regarding the use of technology in their individual classrooms. Implementing the AP CSP course is a logical extension of the technology oriented learning environment present in the school. 2018 2019 will be the first year for the AP CSP class. Another technology class, Robotics, was introduced in the fall of 2017 and enrollment has exceeded capacity. Learning can be viewed as an active process of knowledge construction wherein learners are necessarily involved with others in real world problem solving situations. The need to learn created by an authentic problem provides motivation, and interaction with similarly immersed students develops collaborative and problem solving skills (Spector et al, 2001) The teachers tasked with designing the course at BLHS believe that real world, projectbased learning activities will be an effective approach to introducing these complex subjects to high school students. Spector, et al (2003) describe some of the challenges many students have with learning concepts relevant to understanding complex systems. These include: understanding the impact of seemingly unrelated relationships over time; recognizing the scope of the system at issue and not focusing solely on apparently discreet problems which may, in fact, impact other parts of the system; expanding their understanding regarding lessons from a particular problem context with other, disparate, problem situations Spector and Davidsen (2000) refer to the integration of learning theory (socio constructivism) methodology (system dynamics) and technology (collaborative tele learning) as Model Facilitated Learning (MFL) and suggest that this approach can be effective in facilitating learning in complex and ill structured domains, such as those that will be encountered in the AP CSP course. The goal of this case study will be to document the experience of the course designers and to illustrate where model facilitated learning activities can be used to introduce high school students to the complex concepts of the course material.  To what extent have the learning activities made use of model facilitated learning to enhance student understanding of the subject matter (peer review) 2. To what extent has the difference in backgrounds of the course facilitators helped, or hindered, the effectiveness of the course design (qualitative reflection) Methodology The two course designers, one with a traditional computer science and education background, the other with a technology background in a corporate setting, will collaborate using the AP Computer Science Principles Course and Exam Description document (2017) from the College Board, to craft a syllabus, course plan and schedule of learning activities. Problem based learning, group activities, and technology focused, authentic problem scenarios, and models, will be prevalent throughout the course and used to illustrate complex concepts. The evaluation of these learning activities will be accomplished by what in the computer programming world would be called a "code review." This sort of open, constructive, critical and supportive, peer review is common in successful development and programming environments and will be used to validate the mapping of activities to stated learning outcomes. The College Board has documented the required learning outcomes in their curriculum framework. These include six computational thinking practices and seven "big ideas" such as creativity, abstraction, algorithms, and programming. Novel in the design of the assessment for this AP course is the inclusion of through course performance tasks. These are worth 40% of the final assessment and the learning objectives they cover are ideal for the model facilitated learning approach. For example, one learning objective is to "create computational artifacts using computing tools and techniques to solve a problem." This learning objective will be met by the student creating various artifacts demonstrating their proficiency. Since the foundation of model facilitated learning is to use authentic problems where possible, students will be guided towards a real world problem as the basis for the creation of the artifact to meet this learning objective.  The course designer(s) will present their course artifacts and share their experiences during the roundtable session at the SITE conference in March 2018. Structure of the Course The AP CSP course is organized around seven big ideas: Big  Computing is a creative activity.  Abstraction Abstraction is a central problem solving technique in computer science Big Idea 3: Data and Information Data and information facilitate the creation of knowledge. Big Idea 4: Algorithms Algorithms are used to develop and express solutions to computational problems.  Programming Programming enables problem solving, human expression, and creation of knowledge.  The Internet The Internet and systems built on it have a profound impact on society.  Computation has changed the way people think, work, live, and play. Each of these is supported by a number of enduring understandings and learning objectives. On a more technical level, each learning objective leads to several bits of essential knowledge. The role of the instructor is to design engaging activities to allow learners to discover these bits of essential knowledge. The real world nature of the topic lends itself well to this approach. What we've done here it is documented each element of the program, crafted specific activities (some group, some individual and some in class and others outside of the classroom) and mapped those activities to Merrill's First Principles. A significant factor relating to the success of this strategy is breaking down the complex domains into more manageable components which can be the subject of authentic activities. As the learner completes the activities they gain understanding and confidence which set the foundation for more complex activities and problems. The 7 Big Ideas are complemented by 6 Computational Thinking Practices 1. Connecting computing 2. Creating computational artifacts 3. Abstracting 4. Analyzing problems and artifacts 5. Communicating 6. Collaborating Together, the conceptual big ideas and the hands on computational thinking practices provide a rich framework for facilitators to craft engaging and authentic problems of varying complexity for learners. Excerpts of artifacts Excel spreadsheet maps the Activities back to the Big Idea, through Merrill's First Principle and the structural components of the co

title: Benchmarking and Capacity Planning
abstract: This chapter deals with benchmarking and capacity planning of performance evaluation for computer and telecommunication systems. We will address types of benchmark programs and common mistakes in benchmarking. Examples of popular benchmark programs will be surveyed. The main procedures for capacity planning and tuning as well as the problems encountered in such a task will be studied as well. Benchmarks are designed for particular types of environments, and hence, we need to select the specific benchmark that suits the system under study. Most often, benchmarks evaluate the systems only by calculating the performance of the application services and the load by undermining the architecture and the underlying protocols on which the application is based. Moreover, it is difficult to estimate the performance characteristics of a system accurately with the help of a benchmark, as it may not address all the properties of the system. To enable the system, server, or network to provide high performance, we must optimize the load on the network and servers, as well as optimize the use of input/output (I/O) resources. This can be handled with the help of capacity planning. The chapter discusses the issues related to capacity planning along with the problems associated with it. We dedicated a section that deals with the capacity planning for providing efficient Web service. This section addresses the scalability, architecture, and network capacity along with server overloading issues for

title: Special issue on recent advances in intelligent algorithms and its applications
abstract: Whenever we face a situation with multiple choices, we want to pick the best one. This is true not only for our daily lives but also for many scenarios in industry, management, planning, design, engineering, medical services, and logistics. Actually, any question for a superlative (fastest, cheapest, strongest, most valuable) is an optimization problem. Algorithms are important tools for solving problems computationally. All computation involves algorithms, and the efficiency of an algorithm largely determines its usefulness. Intelligent algorithms are, in many cases, practical alternative techniques for tackling and solving a variety of challenging engineering problems. For example, Metaheuristic Algorithms, in computer science and mathematical optimization, is a higher level procedure or heuristic designed to find, generate, or select a heuristic that may provide a sufficiently good solution to an optimization problem, especially with incomplete or imperfect information or limited computation capacity. The advances in the use of intelligent techniques and metaheuristics in engineering and computer sciences applications bring an opportunity and also a challenge for researchers to improve and advance in design and optimization of products, systems, and services for societal benefit. This special issue is proposed to provide an overview of some key topics and state of the art of recent advances in subjects relevant to Intelligent Algorithms and its Applications. The general objectives are to address, explore, and exchange information on the challenges and current state of the art in intelligent techniques and applications, their use in modeling and simulation, their design, performance, and use, and their impact in various science and engineering domains and applications. Recent growths in research and technological studies have shown that optimization techniques and tools will indeed lead to progress in several areas of engineering and technology, approving the successful achievement of more computationally intensive and data intensive problems such as those in computer networks, multimedia (image and video processing) security, scheduling, and IoT. However, further research is required for developing new techniques, models to solve a lot of problems related to computer science, and many branches of engineering.

title: Coordination Performance Evaluation of Supply Logistics in JIT Environment
abstract: In JIT assembly system, any supplier's postponement of delivery or incorrect delivery quantity will result in the manufacturer's incapability of assembling on schedule, which will not only damage the interests of other suppliers but also jeopardize the interests of enterprises and reduce the competitiveness of the supply chain. In this article, coordination of the upstream supply logistics from internal and external aspects is taken as the research object. In external supply system, three aspects of cost, quality and time are used to evaluate the coordination of supply logistics in JIT environment. From the internal aspect, reliability, flexibility, responsiveness, customer service and system suitability are selected for the performance evaluation. The eight indexes construct an index system and each performance index is described and analyzed. Finally, Analytic Hierarchy Process is used to evaluate the coordinated performance of supply logistics in JIT environment. An example is provided, which illustrate the method used in this paper is feasible and meaningful. ternational well known retailer Wal Mart and others proposed the effective strategies oriented to coordination of supply chain management Collaborative Planning, Forecasting and Replenishment (CPFR) (Bin Zhang, 2000) In 1999, IBM developed its supply chain solutions, and constructed its collaborative supply chain (IBM, 2011) In 2002, the American consulting firm ARC proposed Collaborative Manufacturing Management (CMM) strategy  Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. based on collaborative value network and established the CMM model (ARC Advisory Group, 2002) Turkay, Oruc, Fujita, and Asakura (2004) constructed the model and made quantitative analysis between chemical industry enterprises. Akkermans, Bogerd, and van Doremalen (2004) established a theoretical model of supply chain collaboration, focusing on non technical factors which affected the realization of coordination. Currently, studies on coordination of supply chain management mainly involve three aspects: the strategic level, tactics level and technical level. Tactics level coordination is the main problem in coordination of supply chain management. The related details are as follows: demand collaborative tactics with a direct supply and demand relationship between the upstream and downstream business, product design collaboration tactics, collaborative inventory tactics, collaborative production tactics, collaborative logistics tactics, collaborative procurement tactics etc. Most scholars attach great importance to the coordination in tactics level, because supply chain coordination in tactics level is the core problem of the supply chain coordination (Ren, 20050. Customer demand affects the supply chain coordination. Chen et al. (2000) analyzed that centralized demand information can reduce the "bullwhip effect" but can't completely eliminated it. Helo (2000) applied system dynamic simulation method to study amplified effect of the demand in supply chain, the role of capacity fluctuations and ability compromise. The results show that fewer orders for all levels of synchronization and capacity analysis can be used as the method for effective supply chain responsiveness. Inventory problem has always been a typical problem in coordination of supply chain management. Therefore, it is also the core problem of supply chain coordination in tactics level. Fu and Piplani (2004) established the coordination model evaluated supply side based on inventory. Through modeling the traditional supply chain and collaborative supply chain respectively, the distributor's performance before and after the collaboration is simulated. The results show that supply side coordination can enhance the entire supply chain performance. Teruaki and Salleh (2000) modeled and analyzed the two echelon coordinated inventory control with random demand. The research on production planning and cooperative control has achieved some results. Schneeweiss and Zimmer (2004) studied the coordination integration plan of production and sales with emphasis on contribution of corporate earnings. Yang, Ma, and Li (2004) used two layer planning as the response time modeling method of collaborative planning in supply chain, and described in detail planning process that each node enterprise interior allocates production time and the logistics. Zhou and Wang (2001) studied supply chain production plan with Multi location Plants and multiple distributors, and attempted to obtain the optimal production plan by system engineering, but this goal in the actual application is not reached. As for logistics coordination, Ellinger (2000) studied relationship between the internal supply chain marketing and logistics cross functional coordination by analyzing the incentive mechanism, cross functional collaboration, effective integration and service performance of marketing and logistics department. There is so much literature about supply chain coordination, but these articles focus on the supply chain. As for the upstream assembly system, few scholars has studied. Now how to build a scientific supply logistics coordination evaluation system and objective measure logistics operation processes in the academic circle is still unsolved. From the actual situation of our manufacturing industry, due to the lack of readily available statistical index system, analysis of supply logistics statistics is very difficult. In the JIT environment, Supply coordination plays a vital role in the core manufacturing enterprises to ensure the normal production. Therefore, this article will establish index system for coordination of the supply logistics system in the JIT environment, and put forward a better evaluating method to improve coordination of supply logistics system, which can provide a powerful reference for decision making. 11 more pages are available in the full version of this document, which may be purchased using the "Add to Cart" button on the product's webpage: www.igi global.com/article/coordination performanceevaluation supply logistics/59708?camid=4v1 This title is available in InfoSci Journals, InfoSci Journal Disciplines Communications and Social Science, InfoSciTechnology Adoption, Ethics, and Human Computer Interaction eJournal Collection, InfoSci Artificial Intelligence and Smart Computing eJournal Collection, InfoSci Computer Systems and Software Engineering eJournal Collection, InfoSci Journal Disciplines Computer Science, Security, and Information Technology, InfoSci Journal Disciplines Engineering, Natural, and Physical Science. Recommend this product to your librarian: www.igi global.com/e resources/libraryrecommendation/?id=2

title: The Interface Design for Learning environments via Web using the Multiple Intelligences Theory and the ergonomic and usability criteria
abstract: Nowadays, the success of distance learning environments via web depends mainly on a well designed interface for the user because teachers and learners are physically in different places and time. So, the instructional interface development process is a great challenge for distance education courses offered in these environments. The goal of this paper is to propose planning and methodology strategies to develop interfaces using the Multiple Intelligences Theory according to ergonomic recommendations and usability. It is also presented an application of the proposed methodology in the Natural Sciences in Education I course discipline of the Pedagogy Undergraduate, Program, one of the six bimodal undergraduate courses offered by CECIERJ Foundation/CEDERJ Consortium. This Consortium is a partnership between the government of Rio de Janeiro State, Brazil, and six Public Universities located at Rio de Janeiro city.  In a computer based training environment, instructional interface elements should be those that are specifically designed to facilitate the learners access and participation. Fundamentally, their learning process once teachers and learners are physically in different places and time. This means that the success of the learning process in these environments depends on a well designed user interface to help learners to guide themselves through instruction (Lohr, 2000) For this reason, ergonomic recommendations and usability in a design project should be considered. On the other hand, the Information and Communication Technologies (ICT) progress are helping teachers to follow individually the learning process of their students. The ICT can also make possible to elaborate interfaces for web environments which can provide the student comprehension throughout symbol systems (linguistic, numerical, musician, graphic etc. facilitating learning process for different cognitive styles. So, ICT are perfect to apply the Multiple Intelligences (MI) Theory approach defended by Howard Gardner (2001) The goal of this paper is to propose a methodology to develop distance education interfaces for courses offered via web using the MI Theory according to the ergonomic recommendations and usability. It is also presented an application of the proposed methodology in the Natural Sciences in Education I course discipline of the Pedagogy Undergraduate Program offered by CECIERJ Foundation/CEDERJ Consortium. TheOreTIcAL fOunDATIOn Some important concerns (as ergonomic recommendations, usability of instructional interfaces) and the MI Theory that were fundamental to elaborate the methodology proposed in this paper will be developed now. ergonomic recommendations and usability of Instructional Interfaces Hackos et al (apud 1998) and Marchionini et al (1995 apud Lohr 2000) showed that: "The user interface is formally defined as the communication link between an environment (a product or system) and an user. It consists of objects or elements designed to communicate the function of the environment. An instructional interface by this definition can be thought as the elements that assist the user, a learner, in the task of learning. In a computer based training environment, instructional interface elements are those that are specially designed to facilitate access to, and participation in, instruction and instructional support." In agreement with Lohr (2003) the project of an educational interface is a challenging effort that requires instructional design and educational project knowledge as long as human and psychological factors, ergonomic research, computer sciences and publishing project. Many recommendations are available to attend the designer professional, but many among them do not fulfill with the specific necessities for educational environment. Nilsen (2000) says that "many of the existing environment interfaces present problems in the information architecture, visual elements organization, interactivity and functioning" Hall (2000 apud Silva 2006) detaches that education based on web depend on the target public, the communication context and the virtual environment. Although designers must face these questions, a web based course should consider the learning objectives which are the most important factors in guiding the entire creation process of the project development. In this way, Fleming (1998) proposes to observe how people study in the internet and how are their expectations when using the learning environment. The interface should provide the knowledge of how a student should answer questions related to the browsing and to the learning. Finally, it is important to understand that the interface design project for learning environments via web have to consider the target public identification (user) his/her objectives and tasks. Then, when the ergonomic and usability criteria are applied the quality of the interaction is guaranteed due to the teach learning process. The Multiple Intelligences Theory The MI Theory (Gardner, 2001) can help a teacher to organize his work and to know well his students. This fact will be possible through a set of categories used to describe strong and weak characteristics of the students, within a special recommendation to avoid prejudices and/or stereotyping them [p.185, 186] Using the MI Theory is easier to assign subjects, teaching methods, hardware, software and ways of evaluation in order to considerate the most strong intelligences that are revealed by the students. At the beginning of the Eighties, Gardner has initially identified seven different human intelligences: the linguistic intelligence (sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals) the logical mathematical intelligence (capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically) the musical intelligence (skill in the performance, composition, 976 2007 IRMA International Conference Copyright (c) 2007, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. and appreciation of musical patterns) the bodily kinesthetic intelligence (potential of using one's whole body or parts of the body to solve problems) the spatial intelligence (potential to recognize and use the patterns of wide space and more confined areas) the interpersonal intelligence (capacity to understand the intentions, motivations and desires of other people) the intrapersonal intelligence (capacity to understand oneself, to appreciate one's feelings, fears and motivations) From 1997 and on, Gardner (2001, p. 63 79) has been identifying more three "new" possible intelligences: the naturalistic intelligence (applied to people who demonstrate great recognition and the classification of its environment) the spiritual intelligence (spiritual human predispositions) and the existential intelligence (capacity of pointing out the meaning of the life, the direction of the death, the final destination of the physical and psychological worlds) There are some meaningful works in Education using the MI Theory. The SUMIT (Schools Using Multiple Intelligence Theory) Project, for example, was a 3 year national investigation which has involved 41 schools in the United States. It sought to identify, document, and promote effective implementations of MI. After this study, 78% of the schools have declared positive results in standardized tests; 63% have associated this success to the pedagogical practices used and based on the MI Theory; 78% have declared that there was an improvement in the learning process of the students with learning problems; 80% have declared an improvement in the participation of the parents and 75% of them have attributed the improvement to the MI Theory; 81% have declared that the students were more disciplined, and 67% of them have attributed this improvement on the students' behaviour to the MI Theory. Although these numbers can reflect an emphasis positive, it is also important to say that they were based on empirical data, that cannot be refuted by anyone. Vicari (2005) has developed an experiment at Paulista University in Sao Paulo State, Brazil, which involved the application of learning activities with undergraduate students of Production Engineering. The MI Theory was applied as a pedagogical strategy on the learning process. The experiments have the intention to verify whether learning contents presented, according to the student profile, could facilitate the learning process, and whether learning contents not adjusted to the student profile could make the learning process more difficult. 92 experiments were taken: 41 according to the student profile and 51 in contrast. The percentage of consonant contents was higher than the percentage of conflicting contents. The conclusion of this case study was that in distance learning, when there is a previous knowledge of the student profile and individual learning styles based on the MI Theory, it is possible to present an adequated way in order to obtain better results in learning process. The VLSM is an adapted model aligned with the philosophy of Saskatchewan Education University (Boulton, 2002) The virtual teacher s task is to scaffold learning to support the learner in the use of VLSM design elements: layer 1Instructional Strategies; layer 2Multiple Intelligences, layer 3The Organization Models; layer 4ICT Genre. The layers of VLSM demand online instruction to utilize many different combinations of the four layers in order to meet different intelligences and learning styles (Witfelt, 2000 apud Boulton 2002) In the second layer (Multiple Intelligences) teachers will need to examinate their pedagogical beliefs and take into consideration the theory of Multiple Intelligences (Witflet, 2000; Bisho et al, 2001 apud Boulton 2002) The MI Theory suggests seve

title: Design and implementation scheme for an alternate process planning system A CAPPS
abstract: This paper presents the design and development of a computer aided process planning system (CAPP) that generates least cost alternate plans. The developed system takes production capacity, machine capability, and operation cost into account to determine feasible process plans for a product mix. Traditional CAPP systems generate one process plan per part. Their use in most production systems has been found to be limited due to frequent non availability of machines and other resources recommended by the CAPP system. In addition, advanced manufacturing systems such as an FMS normally offer alternate feasible routes for part production. Hence, CAPP systems should be able to generate cost efficient alternate process plans that can be adopted to circumvent such problems. The proposed methodology integrates order processing, aggregate planning, resource grouping, loading, process cost estimation, process planning, and finally scheduling. It considers loading of part families to each cell in the FMS. Each cell is generally known as a flexible manufacturing cell (FMC) The total workload of a part is divided into batches, based on the demand for a planning period. Different batches of a part mix required in the planning period will determine the part production schedule (PPS) The development of a prototype system based on a variant approach is discussed. The system a capps is capable of generating alternate process plans to satisfy various capacity constraints. The plan combination for a product mix generated by a capps is then evaluated for system performance using a simulation model. A case example is discussed to demonstrate the applicability of the developed system.

title: Type Selecting and Computer Aided Parameter Design of Leaf Springs for Agricultural Transporters
abstract: In this paper the structure and performance of four typical types of vehicle leaf springs have been contrastively analyzed and the general principles for selecting leaf springs in the course of developing agricultural transporters have been discussed. The multi leaf spring and the tapered leaf spring are selected as examples to explain the method and process of computer aided parameter design of leaf springs. On designing the computer program, all the feasible design plans are available to the designer by making a dimension of the standard thickness and width of heat roll spring flat steel to be calculated in program.For optimum design of tapered leaf springs by means of complex method,determining the initial point is adopted to improve the efficiency of calculation. As a sample, the design results of the multi leaf spring and tapered leaf spring for the front leaf spring of an agricultural transporter with the loading capacity of 1.0t are presented at the end of this paper.