Horizontal Conflict Resolution Maneuvers with a Cockpit Display of Traffic Information

Pilot resolution of potential conflicts in the horizontal plane when the only information available on the other aircraft was presented on a Cockpit Display of Traffic Information (CDTI) is investigated. The pilot's task was to assess the situation and if necessary maneuver so as to avoid the other aircraft. No instructions were given on evasive strategy or on what was considered to be an acceptable minimum separation. The results indicate that pilots had a strong bias of turning toward the intruder aircraft in order to pass behind it. In more than 50% of the encounters with a 90 degree crossing angle in which the intruder aircraft was programmed to pass behind the aircraft, the pilots maneuvered so as to pass behind the intruder. This bias was not as strong with the display which showed a prediction of the intruder's relative velocity. The average miss distance for all encounters was about 4500 feet

Effect of display update interval, update type, and background on perception of aircraft separation on a cockpit display on traffic information

The concept of a cockpit display of traffic information (CDTI) includes the integration of air traffic, navigation, and other pertinent information in a single electronic display in the cockpit. Concise display symbology was developed for use in later full-mission simulator evaluations of the CDTI concept. Experimental variables used included the update interval motion of the aircraft, the update type, (that is, whether the two aircraft were updated at the same update interval or not), the background (grid pattern or no background), and encounter type (straight or curved). Only the type of encounter affected performance

Perception of aircraft separation with pilot-preferred symbology on a cockpit display of traffic information

The concept of a cockpit display of traffic information (CDTI) was developed for use in later full mission simulator evaluations of the CDTI concept. Pilots chose their preferred method of displaying air traffic information for several variables. Variables included: type of background, update rate, update type, predictor type, and history type. Each pilot designed a display he felt would be most useful in flight operations. After a series of test trials, each pilot was given the opportunity to modify the display for the experimental task. For a second day of testing, they repeated the experimental task using their display as well as displays chosen by other pilots. Results indicated a variety of individual preferences in symbology and differences in the accuracy of judgments. Pilots indicated concern for clutter of the display, relationship of the displayed symbology to physical reality, and a need to perceive the relative motion of the intruder aircraft. Analysis of data indicated that pilots were able to improve their performance with practice

The effect of viewing time, time to encounter, and practice on perception of aircraft separation on a cockpit display of traffic information

The concept of a cockpit display of traffic information (CDTI) includes the integration of air traffic, navigation, and other pertinent information in a single electronic display in the cockpit. Two studies were conducted to develop a clear and concise display format for use in later full-mission simulator evaluations of the CDTI concept. Subjects were required to monitor a CDTI for specified periods of time and to make perceptual judgments concerning the future position of a single intruder aircraft in relationship to their own aircraft. Experimental variables included: type of predictor information displayed on the two aircraft symbols; time to encounter point; length of time subjects viewed the display; amount of practice; and type of encounter (straight or turning). Results show that length of viewing time had little or no effect on performance; time to encounter influenced performance with the straight predictor but did not with the curved predictor; and that learning occurred under all conditions

Licence to be active: parental concerns and 10–11-year-old children's ability to be independently physically active

Background Physical activity independent of adult supervision is an important component of youth physical activity. This study examined parental attitudes to independent activity, factors that limit licence to be independently active and parental strategies to facilitate independent activity. Methods In-depth phone interviews were conducted with 24 parents (4 males) of 10–11-year-old children recruited from six primary schools in Bristol. Results Parents perceived that a lack of appropriate spaces in which to be active, safety, traffic, the proximity of friends and older children affected children’s ability to be independently physically active. The final year of primary school was perceived as a period when children should be afforded increased licence. Parents managed physical activity licence by placing time limits on activity, restricting activity to close to home, only allowing activity in groups or under adult supervision. Conclusions Strategies are needed to build children’s licence to be independently active; this could be achieved by developing parental self-efficacy to allow children to be active and developing structures such as safe routes to parks and safer play areas. Future programmes could make use of traffic-calming programmes as catalysts for safe independent physical activity

Designing a physical activity parenting course : parental views on recruitment, content and delivery

Background Many children do not engage in sufficient levels of physical activity (PA) and spend too much time screen-viewing (SV). High levels of SV (e.g. watching TV, playing video games and surfing the internet) and low levels of PA have been associated with adverse health outcomes. Parenting courses may hold promise as an intervention medium to change children’s PA and SV. The current study was formative work conducted to design a new parenting programme to increase children’s PA and reduce their SV. Specifically, we focussed on interest in a course, desired content and delivery style, barriers and facilitators to participation and opinions on control group provision. Methods In-depth telephone interviews were conducted with thirty two parents (29 female) of 6–8 year olds. Data were analysed thematically. An anonymous online survey was also completed by 750 parents of 6–8 year old children and descriptive statistics calculated. Results Interview participants were interested in a parenting course because they wanted general parenting advice and ideas to help their children be physically active. Parents indicated that they would benefit from knowing how to quantify their child’s PA and SV levels. Parents wanted practical ideas of alternatives to SV. Most parents would be unable to attend unless childcare was provided. Schools were perceived to be a trusted source of information about parenting courses and the optimal recruitment location. In terms of delivery style, the majority of parents stated they would prefer a group-based approach that provided opportunities for peer learning and support with professional input. Survey participants reported the timing of classes and the provision of childcare were essential factors that would affect participation. In terms of designing an intervention, the most preferred control group option was the opportunity to attend the same course at a later date. Conclusions Parents are interested in PA/SV parenting courses but the provision of child care is essential for attendance. Recruitment is likely to be facilitated via trusted sources. Parents want practical advice on how to overcome barriers and suggest advice is provided in a mutually supportive group experience with expert input

Collaborative innovation: Catalyst for a destination’s event success

Purpose: This paper aims to contribute to theory concerning collaborative innovation through stakeholder engagement with reference to Glasgow City Marketing Bureau’s (GCMB’s) management strategies, which represent UK best practice in events procurement, leveraging and destination branding. Design/methodology/approach: The research adopts a case study design to facilitate an in-depth evaluation of the destination marketing organisation’s (DMO’s) critical success factors. Multiple perspectives on GCMB’s collaborative innovation are achieved through semi-structured interviews with senior managers from the bureau, key stakeholders and other DMOs. Findings: GCMB’s success results from long-term, extensive, collaborative engagement, a unique institutional structure and sustained political and financial support through to transformational leadership, strategic event selection and targeted marketing through “earned” distribution channels. Research limitations/implications: The study takes a single case study approach and focusses on GCMB’s event-led branding strategy. Given the importance but relative neglect of long-term inter-personal relationships in collaborative innovation, future research should focus on the development of social capital and adopt a longitudinal perspective. Practical implications: The paper provides insights into the collaborative innovation process with a range of stakeholders, which underpins GCMB’s events strategy and its leveraging of the city brand. In particular, the study highlights the need for entrepreneurial leadership and the development of long-term relationships for effective engagement with stakeholders. Originality/value: Previous research has focussed on outcomes and neglected pre-requisites and the process of collaborative innovation between destination stakeholders. This study examines this issue from the perspective of a successful DMO and presents a conceptual framework and new engagement dimensions that address this gap in knowledg

Ultrafast Momentum Imaging of Pseudospin-Flip Excitations in Graphene

The pseudospin of Dirac electrons in graphene manifests itself in a peculiar momentum anisotropy for photo-excited electron-hole pairs. These interband excitations are in fact forbidden along the direction of the light polarization, and are maximum perpendicular to it. Here, we use time- and angle-resolved photoemission spectroscopy to investigate the resulting unconventional hot carrier dynamics, sampling carrier distributions as a function of energy and in-plane momentum. We first show that the rapidly-established quasi-thermal electron distribution initially exhibits an azimuth-dependent temperature, consistent with relaxation through collinear electron-electron scattering. Azimuthal thermalization is found to occur only at longer time delays, at a rate that depends on the substrate and the static doping level. Further, we observe pronounced differences in the electron and hole dynamics in n-doped samples. By simulating the Coulomb- and phonon-mediated carrier dynamics we are able to disentangle the influence of excitation fluence, screening, and doping, and develop a microscopic picture of the carrier dynamics in photo-excited graphene. Our results clarify new aspects of hot carrier dynamics that are unique to Dirac materials, with relevance for photo-control experiments and optoelectronic device applications.Comment: 23 pages, 12 figure

SLT beliefs about collaborative practice: Implications for education and learning

Effective collaborative practice is expected of newly qualified speech and language therapists (SLTs) in order to achieve the best outcomes for clients. Research into collaborative practice has identified a number of barriers to and facilitators of collaborative practice, but there has been limited research into how well prepared newly qualified SLTs are to carry out collaborative practice or their beliefs about its value. There is emerging research into the teaching of collaborative practice in higher education institutions; however, studies have typically focused on medical professions, with limited research into the teaching of collaborative practice for allied health professionals. This study set out to explore newly qualified SLTs’ beliefs about the value of collaborative practice; barriers to and facilitators of collaborative practice in paediatric work settings; the effectiveness of the teaching of collaborative practice on their pre-registration higher education course; and how the teaching of collaborative practice on SLT university courses could be improved. Semi-structured telephone interviews were carried out with 10 newly qualified speech and language therapists. Responses were analysed qualitatively using thematic analysis. Results indicated that participants in this study regard collaborative practice as important for effective practice, particularly for the purpose of delivering intervention. The participants typically described their role as a provider and receiver of information about a child, but only as a provider of skills. This lack of reciprocity may be an additional barrier to effective working relationships with school staff. Participants emphasized the need for better links between theory and practice in the teaching of collaborative practice at university, and were disappointed by the variability of opportunities to experience collaboration on placement. Increasing the value of collaborative practice could be addressed by assessing it in line with more traditional clinical skills. Additionally, engagement with other professionals at university through case-based workshops could ensure that all students have equitable opportunities to experience and develop skills in collaborative practice. This study adds to the literature on barriers to and facilitators of collaborative practice. It also serves as a preliminary study to enrich understanding of the beliefs of newly qualified SLTs regarding the current teaching of collaborative practice and indicate how learning opportunities could be improved