Comparison of Different Methods of Grading a Level Turn Task on a Flight Simulator

With the advancements in the computing power of personal computers, pc-based flight simulators and trainers have opened new avenues in the training of airplane pilots. It may be desirable to have the flight simulator make a quantitative evaluation of the progress of a pilot's training thereby reducing the physical requirement of the flight instructor who must, in turn, watch every flight. In an experiment, University students conducted six different flights, each consisting of two level turns. The flights were three minutes in duration. By evaluating videotapes, two certified flight instructors provided separate letter grades for each turn. These level turns were also evaluated using two other computer based grading methods. One method determined automated grades based on prescribed tolerances in bank angle, airspeed and altitude. The other method used was deviations in altitude and bank angle for performance index and performance grades

An Evaluation of Training Interventions and Computed Scoring Techniques for Grading a Level Turn Task and a Straight In Landing Approach on a PC-Based Flight Simulator

One result of the relatively recent advances in computing technology has been the decreasing cost of computers and increasing computational power. This has allowed high fidelity airplane simulations to be run on personal computers (PC). Thus, simulators are now used routinely by pilots to substitute real flight hours for simulated flight hours for training for an aircraft type rating thereby reducing the cost of flight training. However, FAA regulations require that such substitution training must be supervised by Certified Flight Instructors (CFI). If the CFI presence could be reduced or eliminated for certain tasks this would mean a further cost savings to the pilot. This would require that the flight simulator have a certain level of 'intelligence' in order to provide feedback on pilot perfolmance similar to that of a CFI. The 'intelligent' flight sinlulator would have at least the capability to use data gathered from the flight to create a measure for the performance of the student pilot. Also, to fully utilize the advances in computational power, the sinlulator would be capable of interacting with the student pilot using the best possible training interventions. This thesis reposts on the two studies conducted at Tuskegee University investigating the effects of interventions on the learning of two flight maneuvers on a flight sinlulator and the robustness and accuracy of calculated perfornlance indices as compared to CFI evaluations of performance. The intent of these studies is to take a step in the direction of creating an 'intelligent' flight simulator. The first study deals with the comparisons of novice pilot performance trained at different levels of above real-time to execute a level S-turn. The second study examined the effect of out-of-the-window (OTW) visual cues in the form of hoops on the performance of novice pilots learning to fly a landing approach on the flight simulator. The reliability/robustness of the computed performance metrics was assessed by comparing them with the evaluations of the landing approach maneuver by a number of CFIs

Correlating Computed and Flight Instructor Assessments of Straight-In Landing Approaches by Novice Pilots on a Flight Simulator

The rising cost of flight training and the low cost of powerful computers have resulted in increasing use of PC-based flight simulators. This has prompted FAA standards regulating such use and allowing aspects of training on simulators meeting these standards to be substituted for flight time. However, the FAA regulations require an authorized flight instructor as part of the training environment. Thus, while costs associated with flight time have been reduced, the cost associated with the need for a flight instructor still remains. The obvious area of research, therefore, has been to develop intelligent simulators. However, the two main challenges of such attempts have been training strategies and assessment. The research reported in this paper was conducted to evaluate various performance metrics of a straight-in landing approach by 33 novice pilots flying a light single engine aircraft simulation. These metrics were compared to assessments of these flights by two flight instructors to establish a correlation between the two techniques in an attempt to determine a composite performance metric for this flight maneuver

Initial Response of Mature, Experienced Runners to Barefoot Running: Transition to Forefoot Strike

Introduction Forefoot strike has been advocated for many runnersbecause of the relatively lower impact and push-off forces comparedto a heel strike. The purpose of this study was to explore the abilityof mature (> 30 years old), experienced runners to transition from aheel foot strike to a forefoot strike when first introduced to barefootrunning on a treadmill. We hypothesized: 1) mature runners who heelstrike while wearing traditional training shoes would persist in heelstriking immediately following a switch to barefoot, 2) mean shoeheel-to-toe drop would be significantly greater in runners who persistin heel striking when running barefoot compared to those who transitionto a forefoot strike pattern, and 3) there would be a significantdecrease in heel striking in the barefoot condition as running speedsincreased. Methods This was a controlled crossover laboratory study. Thirty-three experienced runners (average 23.4 miles per week) withan average age of 45.6 years were recruited for this study. The participantsfirst ran in their standard running shoes and subsequentlybarefoot. A motion capture system was utilized to detect and analyzeany transition from heel strike to forefoot strike made by study participants. Results Of the 26 participants who were classified as heel strikerunners in their running shoes, 50% (13/26, p = 0.001) transitionedto forefoot strike when changing from running in shoes to runningbarefoot. Conclusions The injuries associated with transition from standardrunning shoes to barefoot running or minimalist shoes may be influencedby the persistence of heel striking in mature runners. Olderexperienced runners may have limited ability to transition from heelto forefoot striking when first introduced to barefoot running. Maturerunners should be cautious when beginning a minimalist shoe orbarefoot running regimen

Effect of Above Real Time Training and Post Flight Feedback in Training of Novice Pilots in a PC-Based Flight Simulator

The use of Post-Flight Feedback (PFFB) and Above Real-Time Training (ARTT) while training novice pilots to perform a coordinated level turn on a PC-based flight simulator was investigated. One group trained at 1.5 ARTT followed by an equal number of flights at 2.0 ARTT; the second group experienced Real Time Training (RTT). The total number of flights for both groups was equal. Each group was further subdivided into two groups one of which was provided PFFB while the other was not. Then, all participants experienced two challenging evaluation missions in real time. Performance was assessed by comparing root-mean-square error in bank-angle and altitude. Participants in the 1.512.0 ARTT No-PFFB sequence did not show improvement in performance across training sessions. An ANOVA on performance in evaluation flights found that the PFFB groups performed significantly better than those with No-PFFB. Also, the RTT groups performed significantly better than the ARTT groups. Data from two additional groups trained under a 2.011.5 ARTT PFFB and No-PFFB regimes were collected and combined with data from the previously Trainers, Real-time simulation, Personal studied groups and reanalyzed to study the computers, Man-in-the-loop simulation influence of sequence. An ANOVA on test trials found no significant effects between groups. Under training situations involving ARTT we recommend that appropriate PFFB be provided

Development and Assessment of a Novel Training Package for Basic Maneuvering Tasks on a Flight Simulator Using Self Instruction Methods and Above Real Time Training (ARTT)

One result of the relatively recent advances in computing technology has been the decreasing cost of computers and increasing computational power. This has allowed high fidelity airplane simulations to be run on personal computers (PC). Thus, simulators are now used routinely by pilots to substitute real flight hours for simulated flight hours for training for an aircraft type rating thereby reducing the cost of flight training. However, FAA regulations require that such substitution training must be supervised by Certified Flight Instructors (CFI). If the CFI presence could be reduced or eliminated for certain tasks this would mean a further cost savings to the pilot. This would require that the flight simulator have a certain level of 'intelligence' in order to provide feedback on pilot performance similar to that of a CFI. The 'intelligent' flight simulator would have at least the capability to use data gathered from the flight to create a measure for the performance of the student pilot. Also, to fully utilize the advances in computational power, the simulator would be capable of interacting with the student pilot using the best possible training interventions. This thesis reports on the two studies conducted at Tuskegee University investigating the effects of interventions on the learning of two flight maneuvers on a flight simulator and the robustness and accuracy of calculated performance indices as compared to CFI evaluations of performance. The intent of these studies is to take a step in the direction of creating an 'intelligent' flight simulator. The first study deals with the comparisons of novice pilot performance trained at different levels of above real-time to execute a level S-turn. The second study examined the effect of out-of-the-window (OTW) visual cues in the form of hoops on the performance of novice pilots learning to fly a landing approach on the flight simulator. The reliability/robustness of the computed performance metrics was assessed by comparing them with the evaluations of the landing approach maneuver by a number of CFIs

Invasive Haemophilus influenzae Disease, Europe, 1996–2006

Incidence and case-fatality ratios are higher for non–type b than for type b infection

Assessing the cost of global biodiversity and conservation knowledge

Knowledge products comprise assessments of authoritative information supported by stan-dards, governance, quality control, data, tools, and capacity building mechanisms. Considerable resources are dedicated to developing and maintaining knowledge productsfor biodiversity conservation, and they are widely used to inform policy and advise decisionmakers and practitioners. However, the financial cost of delivering this information is largelyundocumented. We evaluated the costs and funding sources for developing and maintain-ing four global biodiversity and conservation knowledge products: The IUCN Red List ofThreatened Species, the IUCN Red List of Ecosystems, Protected Planet, and the WorldDatabase of Key Biodiversity Areas. These are secondary data sets, built on primary datacollected by extensive networks of expert contributors worldwide. We estimate that US$160million (range: US$116–204 million), plus 293 person-years of volunteer time (range: 278–308 person-years) valued at US$14 million (range US$12–16 million), were invested inthese four knowledge products between 1979 and 2013. More than half of this financingwas provided through philanthropy, and nearly three-quarters was spent on personnelcosts. The estimated annual cost of maintaining data and platforms for three of these knowl-edge products (excluding the IUCN Red List of Ecosystems for which annual costs were notpossible to estimate for 2013) is US$6.5 million in total (range: US$6.2–6.7 million). We esti-mated that an additional US$114 million will be needed to reach pre-defined baselines ofdata coverage for all the four knowledge products, and that once achieved, annual mainte-nance costs will be approximately US$12 million. These costs are much lower than those tomaintain many other, similarly important, global knowledge products. Ensuring that biodi-versity and conservation knowledge products are sufficiently up to date, comprehensiveand accurate is fundamental to inform decision-making for biodiversity conservation andsustainable development. Thus, the development and implementation of plans for sustain-able long-term financing for them is critical

Tissue registration and exploration user interfaces in support of a human reference atlas

Seventeen international consortia are collaborating on a human reference atlas (HRA), a comprehensive, high-resolution, three-dimensional atlas of all the cells in the healthy human body. Laboratories around the world are collecting tissue specimens from donors varying in sex, age, ethnicity, and body mass index. However, harmonizing tissue data across 25 organs and more than 15 bulk and spatial single-cell assay types poses challenges. Here, we present software tools and user interfaces developed to spatially and semantically annotate ( register ) and explore the tissue data and the evolving HRA. A key part of these tools is a common coordinate framework, providing standard terminologies and data structures for describing specimen, biological structure, and spatial data linked to existing ontologies. As of April 22, 2022, the registration user interface has been used to harmonize and publish data on 5,909 tissue blocks collected by the Human Biomolecular Atlas Program (HuBMAP), the Stimulating Peripheral Activity to Relieve Conditions program (SPARC), the Human Cell Atlas (HCA), the Kidney Precision Medicine Project (KPMP), and the Genotype Tissue Expression project (GTEx). Further, 5,856 tissue sections were derived from 506 HuBMAP tissue blocks. The second exploration user interface enables consortia to evaluate data quality, explore tissue data spatially within the context of the HRA, and guide data acquisition. A companion website is at https://cns-iu.github.io/HRA-supporting-information/