Development
The aircraft was based on the Canadair Challenger design, which was purchased by Canadair from Bill Lear in 1976.
The wide fuselage of the Challenger which seats 2 passengers on each side of the aisle suggested early on to Canadair officials that it would be straightforward to stretch the aircraft to accomomodate more seats, and there was a plan for a Challenger 610E, which would have had seating for 24 passengers. That lengthening did not occur, the effort being canceled in 1981, but the idea did not disappear.
In 1987, studies began for a much more ambitious stretched configuration, leading to the formal launch of the Canadair Regional Jet program in the spring of 1989. The "Canadair" name was retained despite the fact that Bombardier had bought out the company. The first of three development machines for the initial CRJ100 performed its first flight on 10 May 1991, though one of the prototypes was lost in a spin mishap in July 1993. The type obtained certification in late 1992, with initial delivery to customers late in that year.
As of August 2006 a total of 938 CRJ100 and CRJ200 aircraft (all variants) are in airline service, with 8 further firm orders. Major operators include Air Nostrum (35, Plus 7 orders), Air Wisconsin (70), Atlantic Southeast Airlines (110), Comair (40), Jazz Aviation (43), Lufthansa CityLine (26), Mesa Airlines (60), Mesaba Airlines (19), Pinnacle Airlines (145), PSA Airlines (35), Republic Airways Holdings (20), and SkyWest Airlines (159). Some 20 other airlines also operate smaller fleets of the type.
Read more about this topic: Bombardier CRJ200
Famous quotes containing the word development:
“I can see ... only one safe rule for the historian: that he should recognize in the development of human destinies the play of the contingent and the unforeseen.”
—H.A.L. (Herbert Albert Laurens)
“Ultimately, it is the receiving of the child and hearing what he or she has to say that develops the child’s mind and personhood.... Parents who enter into a dialogue with their children, who draw out and respect their opinions, are more likely to have children whose intellectual and ethical development proceeds rapidly and surely.”
—Mary Field Belenky (20th century)
“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
—Sara Lawrence Lightfoot (20th century)