Retrospective studies of operating problems in air transport

An epidemiological model for the study of human errors in aviation is presented. In this approach, retrospective data are used as the basis for formulation of hypotheses as to system factors which may have contributed to such errors. Prospective experimental studies of aviation operations are also required in order to prove or disprove the hypotheses, and to evaluate the effectiveness of intervention techniques designed to solve operational problems in the aviation system

Simulation studies of air transport operational problems

An experimental evaluation of the monitored approach procedure for conducting low visibility instrument approaches is described. Four airline crews each flew 16 approaches using the monitored procedure and 16 using a modified standard procedure in a DC-10 simulator under various conditions of visibility, wind shear and turbulence, and radar vectoring scenarios. In terms of system measures of aircrew performance, no major differences were found. Pilot opinion data indicate that there are some desirable characteristics of the monitored procedure, particularly with reference to the increased role of the flight engineer in conducting low visibility approaches. Rationale for developing approach procedures is discussed

Switching barrier scaling near bifurcation points for non-Gaussian noise

We study noise-induced switching of a system close to bifurcation parameter values where the number of stable states changes. For non-Gaussian noise, the switching exponent, which gives the logarithm of the switching rate, displays a non-power-law dependence on the distance to the bifurcation point. This dependence is found for Poisson noise. Even weak additional Gaussian noise dominates switching sufficiently close to the bifurcation point, leading to a crossover in the behavior of the switching exponent

A Coronal Hole's Effects on CME Shock Morphology in the Inner Heliosphere

We use STEREO imagery to study the morphology of a shock driven by a fast coronal mass ejection (CME) launched from the Sun on 2011 March 7. The source region of the CME is located just to the east of a coronal hole. The CME ejecta is deflected away from the hole, in contrast with the shock, which readily expands into the fast outflow from the coronal hole. The result is a CME with ejecta not well centered within the shock surrounding it. The shock shape inferred from the imaging is compared with in situ data at 1 AU, where the shock is observed near Earth by the Wind spacecraft, and at STEREO-A. Shock normals computed from the in situ data are consistent with the shock morphology inferred from imaging.Comment: to appear in The Astrophysical Journa

Reconstructing CMEs with Coordinated Imaging and In Situ Observations: Global Structure, Kinematics, and Implications for Space Weather Forecasting

See the pdf for detailsComment: 45 pages, 16 figures, ApJ, in pres

Driver behaviour with adaptive cruise control

This paper reports on the evaluation of adaptive cruise control (ACC) from a psychological perspective. It was anticipated that ACC would have an effect upon the psychology of driving, i.e. make the driver feel like they have less control, reduce the level of trust in the vehicle, make drivers less situationally aware, but workload might be reduced and driving might be less stressful. Drivers were asked to drive in a driving simulator under manual and ACC conditions. Analysis of variance techniques were used to determine the effects of workload (i.e. amount of traffic) and feedback (i.e. degree of information from the ACC system) on the psychological variables measured (i.e. locus of control, trust, workload, stress, mental models and situation awareness). The results showed that: locus of control and trust were unaffected by ACC, whereas situation awareness, workload and stress were reduced by ACC. Ways of improving situation awareness could include cues to help the driver predict vehicle trajectory and identify conflicts

Ogbu and the debate on educational achievement: an exploration of the links between education, migration, identity and belonging

This paper looks at some of the issues raised by Ogbu’s work in relation to the education of different minority ethnic groups. Ogbu poses questions such as the value attached to education, its links to the future and its measurable outcomes in terms of ‘success’ as experienced by black participants. The desire for better life chances leads families to consider migration to a new country or resettlement within the same country, thus making migration both a local and a global phenomenon. As an example, attention is drawn to the situation facing South Asian children and their families in the UK. In terms of ethnicity and belonging, the wider question that is significant for many countries in the West after ‘Nine-Eleven’ is the education of Muslim children. A consideration of this current situation throws Ogbu’s identification of ‘autonomous minority’ into question. It is argued that a greater understanding of diverse needs has to be accompanied by a concerted effort to confront racism and intolerance in schools and in society, thus enabling all communities to make a useful contribution and to avoid the ‘risk’ of failure and disenchantment

Talk the talk, walk the walk: Defining Critical Race Theory in research

Over the last decade there has been a noticeable growth in published works citing Critical Race Theory (CRT). This has led to a growth in interest in the UK of practical research projects utilising CRT as their framework. It is clear that research on 'race' is an emerging topic of study. What is less visible is a debate on how CRT is positioned in relation to methodic practice, substantive theory and epistemological underpinnings. The efficacy of categories of data gathering tools, both traditional and non-traditional is a discussion point here to explore the complexities underpinning decisions to advocate a CRT framework. Notwithstanding intersectional issues, a CRT methodology is recognisable by how philosophical, political and ethical questions are established and maintained in relation to racialised problematics. This paper examines these tensions in establishing CRT methodologies and explores some of the essential criteria for researchers to consider in utilising a CRT framework. © 2012 Copyright Taylor and Francis Group, LLC

Schools, teachers and community: cultivating the conditions for engaged student learning

This paper reveals the nature of the actions, discussions and relationships which characterised teachers' and associated school personnel's efforts to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. These actions, discussions and relationships are described as both revealing and producing particular 'practice architectures' which help constitute conditions for practice-in this case, conditions for beneficial student learning. The paper draws upon interview data with teachers, other school staff and community members working in the school to reveal the interrelating actions, discussions and relationships involved in developing and using the garden for academic and non-academic purposes. By better understanding such interrelationships as practice architectures, the paper reveals how teachers and those in schooling settings learn to facilitate student learning practices that likely to assist some of the most marginalised students in schooling settings

Community response in disasters: an ecological learning framework

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion