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On August 27, 2006, Comair Flight 5191, a Bombardier CL-600-2B19, crashed during takeoff from the wrong runway of Blue Grass Airport, Lexington, Kentucky, killing 49 of the 50 people aboard. From the beginning everything went wrong. First the captain and first officer boarded the wrong airplane, only after starting the auxiliary power unit they found out they were in the wrong aircraft. Taxiing to the takeoff position the captain and first officer were so deeply engaged in a private conversation that they did not realize they took the wrong runway. The air traffic controller did not notice anything.
Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Preface -- 1 Takeoff! -- 2 Takeoff (Never Mind!) -- 3 Controlling the Plane -- 4 Vanished! -- 5 Practice Makes Perfect -- 6 Turbulence -- 7 The 168-Ton Glider -- 8 Approach -- 9 Landing -- Epilogue -- Notes -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- P -- R -- S -- T -- U -- V -- W -- Y
This book seeks to extend the boundaries of aviation psychology in two interrelated ways: by broadening the focus of aviation psychology beyond the flight deck to the whole aviation system; and by discussing new theoretical developments which are shaping this applied discipline. A key feature of these theoretical advances is that they are grounded in a more developed, ecologically valid, understanding of practice. Among the issues addressed in this new integration of theory and practice are the following: what goes on in the flight deck is dependent on the wider organisational context; human factors issues in aircraft maintenance and grounding are critical to aviation safety; our capacity to learn from aviation accidents and incidents needs to be supported by more systematic human factors investigation and research; we must also develop our understanding of the human factors of accident survival as well as accident prevention; theories of crew coordination and decision making must be supported by an analysis of how decisions are actually made in the real world with all its stresses and constraints; training should be grounded in a thoroughgoing analysis of the complexity of the job and a full understanding of the training process itself. The text will be of interest to human factors researchers and practitioners in aviation and related areas. It will be of particular relevance to those who have a role in training, management or regulation throughout the aviation system.
Training is both a teaching and a learning experience, and just about everyone has had that experience. Training involves acquiring knowledge and skills. This newly acquired training information is meant to be applicable to specific activities, tasks, and jobs. In modern times, where jobs are increasingly more complex, training workers to perform successfully is of more importance than ever. The range of contexts in which training is required includes industrial, corporate, military, artistic, and sporting, at all levels from assembly line to executive function. The required training can take place in a variety of ways and settings, including the classroom, the laboratory, the studio, the playing field, and the work environment itself. The general goal of this book is to describe the current state of research on training using cognitive psychology to build a complete empirical and theoretical picture of the training process. The book focuses on training cognition, as opposed to physical or fitness training. It attempts to show how to optimize training efficiency, durability, and generalizability. The book includes a review of relevant cognitive psychological literature, a summary of recent laboratory experiments, a presentation of original theoretical ideas, and a discussion of possible applications to real-world training settings.