This document discusses go-arounds and reinforcing their importance in flight training. It notes that accidents still occur during go-arounds, often due to stalls, loss of control, or delayed execution. Fixed-wing single-engine aircraft are most commonly involved. The document emphasizes that go-arounds should be treated as a normal maneuver and practiced, not seen as a sign of weakness. It reviews fundamentals like applying full power immediately and stopping the descent before changing attitude or configuration. Maintaining precise control throughout the go-around sequence is emphasized over an abrupt transition from descent to climb.
This document is from a Federal Aviation Administration (FAA) workshop for Certified Flight Instructors (CFIs) that focuses on takeoffs and landings. It discusses how most fatal accidents occur during the maneuvering phase of flight, including takeoff and landing. It emphasizes the importance of practicing stall, slow flight and spin recovery, as these maneuvers are where pilots are most vulnerable. The document also covers factors that can lead to distractions in the traffic pattern, techniques to improve survivability in crashes, and the importance of go-arounds and avoiding risky maneuvers like low-level aerobatics near airports.
This document contains the text from a Federal Aviation Administration workshop on risk management for flight instructors. It discusses topics like defining risk, hazard, and risk assessment. It provides examples of accidents and the probable causes being related to pilot decision making. It emphasizes the importance of teaching pilots to identify risks, evaluate hazards, and make informed decisions using risk management processes and checklists. The document also contains several scenarios to help stimulate decision making skills in trainees.
Media Object File Flt Ops Cab Ops Seq11syed viquar
The document provides guidance on conducting planned ground evacuations from commercial aircraft. It outlines key steps for cabin crew, including:
1) Briefing passengers on the brace position and when to assume it. Loose items must also be secured.
2) Identifying able-bodied passengers (ABPs) at each exit to assist with the evacuation. ABPs are briefed on their roles.
3) Completing a final cabin secure check to ensure seatbelts are fastened and the cabin is prepared before an emergency landing.
This document is a presentation from the FAASTeam to the CFI Workshop on January 1, 2012 about airworthiness limitations. It discusses where limitations come from, including physics and regulations. It provides examples of various types of limitations, such as airspeed, weight and balance, takeoff performance, and engine limitations. The presentation aims to help instructors understand limitations and how to teach their students to operate safely within the limitations of their aircraft.
The article discusses the proper sequence for performing a touch and go landing. It notes that while many instructors teach to retract flaps and turn off carb heat before adding power, the FAA Practical Test Standards indicate power should be applied immediately in a rejected landing or go-around. This is because the top priority is getting the airplane climbing as quickly as possible to clear any obstacles. Adding power first best achieves this goal, while retracting flaps adds drag and turning off carb heat has less impact on climb performance.
This document outlines 12 common causes of human error in aircraft maintenance, called "The Dirty Dozen". It describes each of the 12 factors, including lack of communication, complacency, lack of knowledge, distraction, lack of teamwork, fatigue, lack of resources, pressure, lack of assertiveness, stress, lack of awareness, and norms. For each factor, examples of accidents are presented and recommendations are provided for how to reduce errors by improving safety nets like checklists, inspections, and communication between maintenance technicians. The goal is to raise awareness of the types of human errors that can occur and how following best practices in maintenance can help prevent accidents.
1. The document discusses various human factors that can lead to accidents in aviation, such as distraction, time pressure, and misperceptions.
2. It analyzes data on 523 helicopter accidents between 2000 and 2006, finding that the majority occurred during the enroute phase of flight and most involved emergency medical services.
3. Maintaining situational awareness, effective crew resource management, and understanding human tendencies towards error are emphasized as important for safety.
This document is from a Federal Aviation Administration (FAA) workshop for Certified Flight Instructors (CFIs) that focuses on takeoffs and landings. It discusses how most fatal accidents occur during the maneuvering phase of flight, including takeoff and landing. It emphasizes the importance of practicing stall, slow flight and spin recovery, as these maneuvers are where pilots are most vulnerable. The document also covers factors that can lead to distractions in the traffic pattern, techniques to improve survivability in crashes, and the importance of go-arounds and avoiding risky maneuvers like low-level aerobatics near airports.
This document contains the text from a Federal Aviation Administration workshop on risk management for flight instructors. It discusses topics like defining risk, hazard, and risk assessment. It provides examples of accidents and the probable causes being related to pilot decision making. It emphasizes the importance of teaching pilots to identify risks, evaluate hazards, and make informed decisions using risk management processes and checklists. The document also contains several scenarios to help stimulate decision making skills in trainees.
Media Object File Flt Ops Cab Ops Seq11syed viquar
The document provides guidance on conducting planned ground evacuations from commercial aircraft. It outlines key steps for cabin crew, including:
1) Briefing passengers on the brace position and when to assume it. Loose items must also be secured.
2) Identifying able-bodied passengers (ABPs) at each exit to assist with the evacuation. ABPs are briefed on their roles.
3) Completing a final cabin secure check to ensure seatbelts are fastened and the cabin is prepared before an emergency landing.
This document is a presentation from the FAASTeam to the CFI Workshop on January 1, 2012 about airworthiness limitations. It discusses where limitations come from, including physics and regulations. It provides examples of various types of limitations, such as airspeed, weight and balance, takeoff performance, and engine limitations. The presentation aims to help instructors understand limitations and how to teach their students to operate safely within the limitations of their aircraft.
The article discusses the proper sequence for performing a touch and go landing. It notes that while many instructors teach to retract flaps and turn off carb heat before adding power, the FAA Practical Test Standards indicate power should be applied immediately in a rejected landing or go-around. This is because the top priority is getting the airplane climbing as quickly as possible to clear any obstacles. Adding power first best achieves this goal, while retracting flaps adds drag and turning off carb heat has less impact on climb performance.
This document outlines 12 common causes of human error in aircraft maintenance, called "The Dirty Dozen". It describes each of the 12 factors, including lack of communication, complacency, lack of knowledge, distraction, lack of teamwork, fatigue, lack of resources, pressure, lack of assertiveness, stress, lack of awareness, and norms. For each factor, examples of accidents are presented and recommendations are provided for how to reduce errors by improving safety nets like checklists, inspections, and communication between maintenance technicians. The goal is to raise awareness of the types of human errors that can occur and how following best practices in maintenance can help prevent accidents.
1. The document discusses various human factors that can lead to accidents in aviation, such as distraction, time pressure, and misperceptions.
2. It analyzes data on 523 helicopter accidents between 2000 and 2006, finding that the majority occurred during the enroute phase of flight and most involved emergency medical services.
3. Maintaining situational awareness, effective crew resource management, and understanding human tendencies towards error are emphasized as important for safety.
The document summarizes a landing overrun by a Qantas Boeing 747-400 at Bangkok airport in 1999. It identifies several factors that contributed to the overrun, including the pilots not using an appropriate risk assessment for the wet runway, confusion over thrust lever control during landing, and inadequate company procedures and training for landing on contaminated runways. After the incident, Qantas implemented several changes like improved guidance for pilots on flap and thrust settings for different runway conditions, additional crew training, and better communication procedures in emergencies. Monitoring since then shows pilots now select flap 30 more often and use maximum reverse thrust on most landings, with touchdowns closer to the desired point.
This document summarizes Boeing's fleet performance presentation for 2013. It defines key performance terms like take-off distance and discusses performance considerations for contaminated, wet, and dry runways. It outlines standard and special engine out procedures and notes factors that affect take-off distance. The document provides guidance on alternate forward center of gravity limits, runway analysis calculations, thrust selection, and alternate EEC mode operation.
1) The document defines different runway surface conditions including dry, damp, wet, contaminated runways and provides criteria for classifying each condition based on factors like depth of water, slush, snow, etc.
2) It explains that for takeoff performance calculations on wet or contaminated runways, the screen height is 15 feet rather than 35 feet and reverse thrust can be considered.
3) Charts for different levels of water, slush or snow contamination are used to determine the takeoff weight penalty and speeds compared to a dry runway under the same conditions. An example calculation is provided.
The autopilot flight director system (AFDS) consists of two flight control computers and a mode control panel. The AFDS and autothrottle are controlled automatically by the flight management computer to fly the optimized flight path. The mode control panel is used to select AFDS and autothrottle modes, with engaged modes annunciated on the flight mode annunciator. The flight director displays command guidance for the pilot when engaged but does not provide flare guidance for landing.
This document discusses approach and landing performance requirements. It covers topics like approach definition, maximum and minimum speeds, landing weight limitations, climb requirements, landing distances, and factors affecting landing distance. Specifically, it defines speeds like VREF (reference landing approach speed) and VAPP (actual landing speed). It also discusses requirements for landing and approach climb gradients, and how to calculate landing distance required versus landing distance available on the runway.
This document provides an overview of the autopilot flight director system (AFDS) on the Boeing 737-800, with a focus on takeoff, climb, cruise, descent, and approach phases of flight. It describes the various autopilot modes including takeoff/go-around (TO/GA), level change (LVL CHG), vertical speed (V/S), altitude hold (ALT HOLD), and approach (APP). It also discusses automatic throttle modes like N1 and speed hold, as well as reversion modes for minimum and maximum speeds.
More than 25 percent of general aviation fatal accidents occur during the maneuvering phase of flight — turning, climbing, or descending close to the ground. The vast majority of these accidents involve stall/spin scenarios (half of which are while in the traffic pattern) and buzzing attempts.
On Landings Part I FAA P-8740-48. This pamphlet includes a complimentary video: https://www.youtube.com/watch?v=5ThKEI8ibwM&list=PL1EvWLSzQrXO71Dm-QN_9repsMo7k1Zeg
This document discusses various factors that affect flight safety for glider pilots. It highlights that incorrect weight and balance has been a particular problem, and emphasizes the importance of pilots properly calculating and applying weight and balance calculations. The document also notes that landing accidents have historically accounted for about 60% of total glider accidents, and suggests scenario-based training could help enhance pilot decision making skills.
This document discusses the importance of being prepared for a go-around maneuver during flight operations. It provides recommendations for crews including thoroughly briefing go-around procedures during descent, closely monitoring the approach, and being ready to transition back to instrument flying if visual references are lost. The document also recommends training cover a variety of potential go-around situations to improve crew decision making and skills for safely executing this maneuver.
The document discusses teaching takeoffs and initial climbs to student pilots. It notes that takeoffs and initial climbs are statistically the most dangerous parts of any flight. It asks a number of questions about how instructors teach takeoffs, including whether they teach beyond just passing the required practical test, how they teach procedures for engine failures during takeoff, and how they emphasize calculating appropriate safety margins. The document stresses that takeoffs and initial climbs require a conservative approach and teaching the rule of primacy. It encourages emphasizing the importance of calculating conservative takeoff and initial climb performance and always ensuring it is safer to remain on the ground than wish to return from the air.
Media Object File Flt Ops Toff Dep Seq08syed viquar
This document provides guidance on responding to a stall warning activation during takeoff. It discusses factors that can lead to stall warnings at takeoff like weather, human factors, and aircraft systems issues. It recommends techniques for recovery depending on altitude, including maintaining an optimum 12.5 degree pitch attitude at liftoff to avoid ground contact. Prevention strategies are also covered, like ensuring a clean aircraft, being aware of windshear, and carefully planning takeoff performance. Briefings should emphasize these points to prepare flight crews to respond appropriately if a stall warning occurs.
Aeronautical Decision Making And Risk Management For PilotsMySkyMom
This presentation relies heavily on the FAA\'s Risk Management Handbook, which can be found at http://www.faa.gov It covers factors related to ADM, statistics, best practices, and related case studies.
This document provides guidance for helicopter flight instructors on conducting safe practice autorotations with students. It emphasizes that the flight instructor must be prepared to abort the maneuver at any point if the student is not meeting parameters. It outlines best practices for briefing students, selecting training sites, executing the different phases of an autorotation, identifying common student errors, and emphasizes that the number one error is the instructor failing to take control in time to prevent an unsafe situation.
This document provides guidance for teaching pilots risk management during cross-country flights. It recommends structuring a flight review or transition training as a cross-country trip to an unfamiliar airport. During the flight, scenarios can be used to simulate risks like engine failures or GPS/VOR malfunctions. Upon returning, maneuvers from a flight review like stalls or steep turns can be performed. The document suggests using "teachable moments" during the flight to identify hazards and risks regarding the pilot, aircraft, environment, and external factors. After landing, the pilot should reflect on what went well, what could be improved, and the most important lessons learned from the flight.
This document discusses preventing aerodynamic stalls at low altitude through timely recognition and appropriate responses. It notes that many pilots fail to avoid conditions leading to stalls, recognize stall warnings, or apply proper recovery techniques. The document then summarizes three accidents where pilots stalled and crashed aircraft during low altitude maneuvers, likely due to distractions. It recommends that pilots seek training to fully understand stalls and manage distractions during low altitude flight.
This document discusses spins and spin recovery. It notes that spins have four phases: entry, incipient, developed, and recovery. It emphasizes applying full opposite rudder immediately followed by forward elevator movement to recover from a spin. Common errors discussed include failing to fully apply rudder or delaying application of elevator. The document is meant as a reference for CFI applicants and covers topics like determining if an aircraft is approved for intentional spins and identifying anxiety factors related to practicing spins.
Pilot your life newsletter no. 12: Maintain the right attitudeFran West
This document discusses the importance of maintaining the right attitude, both when flying a plane and piloting one's life. It describes how attitude affects whether a plane climbs, descends, or stays level during flight, and how the same principles apply to life - a positive attitude allows one to cope with challenges and learn from mistakes, while a negative attitude can lead to problems. The author shares lessons learned from her flights around Australia, including how adopting a positive attitude and view of her plane helped ensure smooth journeys. She encourages the reader to reflect on their personal and business "call signs" or attitudes.
The document discusses improving pilot monitoring performance through training. It makes three key points:
1) Effective monitoring can only be improved if management supports it, operational policies support it, and monitoring skills are trained throughout a pilot's career.
2) This training module represents an introductory awareness module to bring attention to the importance of flight path monitoring. It educates pilots on data showing poor monitoring risks safety and how to improve monitoring.
3) There are 20 recommendations in a guide to improve monitoring, and this module highlights many but not all of them. Training managers should provide additional modules on other recommendations.
This document summarizes the key points from an FAA Safety Standdown focusing on loss of control in-flight (LOC-I) accidents. LOC-I is the leading cause of fatal general aviation accidents. The Standdown provides information to help pilots avoid LOC-I situations and improve safety, including that 27% of LOC-I accidents occur during maneuvering flight. It emphasizes applying time-tested techniques like maintaining aircraft control, using proper decision making, and conducting thorough preflight inspections.
The document summarizes a landing overrun by a Qantas Boeing 747-400 at Bangkok airport in 1999. It identifies several factors that contributed to the overrun, including the pilots not using an appropriate risk assessment for the wet runway, confusion over thrust lever control during landing, and inadequate company procedures and training for landing on contaminated runways. After the incident, Qantas implemented several changes like improved guidance for pilots on flap and thrust settings for different runway conditions, additional crew training, and better communication procedures in emergencies. Monitoring since then shows pilots now select flap 30 more often and use maximum reverse thrust on most landings, with touchdowns closer to the desired point.
This document summarizes Boeing's fleet performance presentation for 2013. It defines key performance terms like take-off distance and discusses performance considerations for contaminated, wet, and dry runways. It outlines standard and special engine out procedures and notes factors that affect take-off distance. The document provides guidance on alternate forward center of gravity limits, runway analysis calculations, thrust selection, and alternate EEC mode operation.
1) The document defines different runway surface conditions including dry, damp, wet, contaminated runways and provides criteria for classifying each condition based on factors like depth of water, slush, snow, etc.
2) It explains that for takeoff performance calculations on wet or contaminated runways, the screen height is 15 feet rather than 35 feet and reverse thrust can be considered.
3) Charts for different levels of water, slush or snow contamination are used to determine the takeoff weight penalty and speeds compared to a dry runway under the same conditions. An example calculation is provided.
The autopilot flight director system (AFDS) consists of two flight control computers and a mode control panel. The AFDS and autothrottle are controlled automatically by the flight management computer to fly the optimized flight path. The mode control panel is used to select AFDS and autothrottle modes, with engaged modes annunciated on the flight mode annunciator. The flight director displays command guidance for the pilot when engaged but does not provide flare guidance for landing.
This document discusses approach and landing performance requirements. It covers topics like approach definition, maximum and minimum speeds, landing weight limitations, climb requirements, landing distances, and factors affecting landing distance. Specifically, it defines speeds like VREF (reference landing approach speed) and VAPP (actual landing speed). It also discusses requirements for landing and approach climb gradients, and how to calculate landing distance required versus landing distance available on the runway.
This document provides an overview of the autopilot flight director system (AFDS) on the Boeing 737-800, with a focus on takeoff, climb, cruise, descent, and approach phases of flight. It describes the various autopilot modes including takeoff/go-around (TO/GA), level change (LVL CHG), vertical speed (V/S), altitude hold (ALT HOLD), and approach (APP). It also discusses automatic throttle modes like N1 and speed hold, as well as reversion modes for minimum and maximum speeds.
More than 25 percent of general aviation fatal accidents occur during the maneuvering phase of flight — turning, climbing, or descending close to the ground. The vast majority of these accidents involve stall/spin scenarios (half of which are while in the traffic pattern) and buzzing attempts.
On Landings Part I FAA P-8740-48. This pamphlet includes a complimentary video: https://www.youtube.com/watch?v=5ThKEI8ibwM&list=PL1EvWLSzQrXO71Dm-QN_9repsMo7k1Zeg
This document discusses various factors that affect flight safety for glider pilots. It highlights that incorrect weight and balance has been a particular problem, and emphasizes the importance of pilots properly calculating and applying weight and balance calculations. The document also notes that landing accidents have historically accounted for about 60% of total glider accidents, and suggests scenario-based training could help enhance pilot decision making skills.
This document discusses the importance of being prepared for a go-around maneuver during flight operations. It provides recommendations for crews including thoroughly briefing go-around procedures during descent, closely monitoring the approach, and being ready to transition back to instrument flying if visual references are lost. The document also recommends training cover a variety of potential go-around situations to improve crew decision making and skills for safely executing this maneuver.
The document discusses teaching takeoffs and initial climbs to student pilots. It notes that takeoffs and initial climbs are statistically the most dangerous parts of any flight. It asks a number of questions about how instructors teach takeoffs, including whether they teach beyond just passing the required practical test, how they teach procedures for engine failures during takeoff, and how they emphasize calculating appropriate safety margins. The document stresses that takeoffs and initial climbs require a conservative approach and teaching the rule of primacy. It encourages emphasizing the importance of calculating conservative takeoff and initial climb performance and always ensuring it is safer to remain on the ground than wish to return from the air.
Media Object File Flt Ops Toff Dep Seq08syed viquar
This document provides guidance on responding to a stall warning activation during takeoff. It discusses factors that can lead to stall warnings at takeoff like weather, human factors, and aircraft systems issues. It recommends techniques for recovery depending on altitude, including maintaining an optimum 12.5 degree pitch attitude at liftoff to avoid ground contact. Prevention strategies are also covered, like ensuring a clean aircraft, being aware of windshear, and carefully planning takeoff performance. Briefings should emphasize these points to prepare flight crews to respond appropriately if a stall warning occurs.
Aeronautical Decision Making And Risk Management For PilotsMySkyMom
This presentation relies heavily on the FAA\'s Risk Management Handbook, which can be found at http://www.faa.gov It covers factors related to ADM, statistics, best practices, and related case studies.
This document provides guidance for helicopter flight instructors on conducting safe practice autorotations with students. It emphasizes that the flight instructor must be prepared to abort the maneuver at any point if the student is not meeting parameters. It outlines best practices for briefing students, selecting training sites, executing the different phases of an autorotation, identifying common student errors, and emphasizes that the number one error is the instructor failing to take control in time to prevent an unsafe situation.
This document provides guidance for teaching pilots risk management during cross-country flights. It recommends structuring a flight review or transition training as a cross-country trip to an unfamiliar airport. During the flight, scenarios can be used to simulate risks like engine failures or GPS/VOR malfunctions. Upon returning, maneuvers from a flight review like stalls or steep turns can be performed. The document suggests using "teachable moments" during the flight to identify hazards and risks regarding the pilot, aircraft, environment, and external factors. After landing, the pilot should reflect on what went well, what could be improved, and the most important lessons learned from the flight.
This document discusses preventing aerodynamic stalls at low altitude through timely recognition and appropriate responses. It notes that many pilots fail to avoid conditions leading to stalls, recognize stall warnings, or apply proper recovery techniques. The document then summarizes three accidents where pilots stalled and crashed aircraft during low altitude maneuvers, likely due to distractions. It recommends that pilots seek training to fully understand stalls and manage distractions during low altitude flight.
This document discusses spins and spin recovery. It notes that spins have four phases: entry, incipient, developed, and recovery. It emphasizes applying full opposite rudder immediately followed by forward elevator movement to recover from a spin. Common errors discussed include failing to fully apply rudder or delaying application of elevator. The document is meant as a reference for CFI applicants and covers topics like determining if an aircraft is approved for intentional spins and identifying anxiety factors related to practicing spins.
Pilot your life newsletter no. 12: Maintain the right attitudeFran West
This document discusses the importance of maintaining the right attitude, both when flying a plane and piloting one's life. It describes how attitude affects whether a plane climbs, descends, or stays level during flight, and how the same principles apply to life - a positive attitude allows one to cope with challenges and learn from mistakes, while a negative attitude can lead to problems. The author shares lessons learned from her flights around Australia, including how adopting a positive attitude and view of her plane helped ensure smooth journeys. She encourages the reader to reflect on their personal and business "call signs" or attitudes.
The document discusses improving pilot monitoring performance through training. It makes three key points:
1) Effective monitoring can only be improved if management supports it, operational policies support it, and monitoring skills are trained throughout a pilot's career.
2) This training module represents an introductory awareness module to bring attention to the importance of flight path monitoring. It educates pilots on data showing poor monitoring risks safety and how to improve monitoring.
3) There are 20 recommendations in a guide to improve monitoring, and this module highlights many but not all of them. Training managers should provide additional modules on other recommendations.
This document summarizes the key points from an FAA Safety Standdown focusing on loss of control in-flight (LOC-I) accidents. LOC-I is the leading cause of fatal general aviation accidents. The Standdown provides information to help pilots avoid LOC-I situations and improve safety, including that 27% of LOC-I accidents occur during maneuvering flight. It emphasizes applying time-tested techniques like maintaining aircraft control, using proper decision making, and conducting thorough preflight inspections.
The main determinations which help to reduce accident rate at airport or regarding aircraft during take-off and landing in this presentation & there are some guidelines which pilot should keep in mind.
This presentation is for passengers that travel by air and have concerns about turbulence. It will help you understand what turbulence is, how it affects the plane, your personal safety on board, and regulatory requirements as a passenger to remain seated with your seat belt fastened whenever the fasten seatbelt sign is turned on. It also addresses child safety on board and different types of restraint systems that can be used,
This document provides guidance for private pilots conducting charity fundraising flights. It notes that while the FAA allows these flights as an exception, pilots assume greater responsibility for passenger safety. The document outlines several risks, such as overloading the aircraft or becoming distracted by passengers, and recommends pilots take a conservative approach with preflight planning, weather minimums, and in-flight maneuvers. It also summarizes recent regulatory changes for charity flights and accidents that have occurred. The conclusion emphasizes pilots must always bear in mind the greater responsibility associated with charity flights.
A smart cockpit is available right now, and progress will accelerate as more manufacturers and aircraft owners adopt Automatic Dependent Surveillance-Broadcast (ADS-B) technology.
Smart Cockpit Technology: Industry to research and develop smart cockpit technology that helps identify emergency situations, prompts pilots (aurally/visually) through pertinent checklist items, and provides instructions based on aircraft position and condition of flight.
Having fun means flying safely! Hobby or recreational flying doesn't require FAA approval but you must follow safety guidelines. Any other use requires FAA authorization.
Avoid doing anything hazardous to other airplanes or people and property on the ground.
Angle of attack (AOA) indicators can help reduce loss of control accidents by providing pilots with a better way to avoid stalls. Loss of control is the leading cause of fatal accidents in general and commercial aviation, averaging one fatal accident every four days in general aviation alone. While airspeed is taught as the primary means of avoiding stalls, airspeed alone is not reliable because an aircraft can stall at any speed, attitude, or power setting. AOA is a better indicator because the critical angle of attack at which an aircraft will stall does not change with factors like weight, temperature, or altitude. AOA indicators alert pilots when the aircraft approaches stall parameters. Their use, along with existing systems, can result in more precise
To reduce the risk of accidents due to weather related factors, pilots should rely upon accurate real-time weather
reporting and learn about weather reporting technologies currently available.
According to the Joseph T. Nall report (produced by AOPA’s Air Safety Institute), 89 accidents occurred in 2010 as a result of fuel exhaustion; 11 of them fatal. And despite a decline in fuel management accidents through 2008, more recently those numbers have been reversing, accounting for eight percent of all accidents in 2010
Transition training is important for pilots moving between aircraft types to learn the differences in systems, performance, procedures, and limitations. An effective transition training program involves following a structured syllabus with a qualified instructor and focuses on what is different about the new aircraft, including systems, normal and emergency procedures, performance characteristics, and limitations. Transition training helps ensure pilots can safely operate the new aircraft type.
Flight Data Monitoring (FDM) systems allow pilots to collect and review flight information in real time or after a flight. Modern avionics can provide data similar to airline recorders, including engine parameters and control surface movements. Pilots can use FDM data and overlay it on charts to analyze how precisely they flew routes and approaches. This helps identify areas for improvement. FDM also provides helpful data on aircraft health by monitoring parameters and trends over multiple flights, which can help mechanics identify issues and save owners money on maintenance. In summary, FDM is a useful tool that helps pilots improve skills and maintain aircraft well-being through collection and review of flight data.
So what is single-pilot resource management? The FAA Risk Management Handbook notes that SRM is defined as the art of managing all the resources (both onboard the aircraft and from outside sources) available to a pilot prior to and during flight to ensure a successful flight
Returning to flight operations after a period of inactivity has resulted in loss of control accidents. But with a solid plan and determination, you can get back to enjoying the freedom only flying can offer.
The document is a presentation by the Federal Aviation Administration (FAA) about pilot deviations. It discusses general information about pilot deviations, statistics on common deviations, reasons for deviations occurring, how pilots should respond if involved in a deviation, and the FAA's investigative process. The presentation provides an overview of pilot deviations to educate pilots and flight schools.
This document provides an overview of flight training accidents and incidents analyzed by the Orlando Flight Standards District Office from 1998 to 2014. It identifies trends in the data, including that 71% of accidents and incidents were related to landings. The summary highlights areas for improvement such as emphasizing landings in instruction and evaluations. It also examines accident factors for other aircraft types like gliders and helicopters. The goal is to continue initiatives that have reduced accidents while maintaining a focus on landing safety.
Runway incursions are a serious safety concern and significantly impact safe operations at any airport. Incursions, which also can occur on taxiways although not considered runway incursions, have involved air carrier aircraft, military planes, general aviation aircraft, air traffic controllers, ground vehicles and pedestrians.
The May/June 2014 issue of FAA Safety Briefing is all about Airworthiness Certification and Standards. In this issue we look at the hidden dangers of layering supplemental type certificates (STC), who to go to when your plane has an issue, and how to take care of an aging aircraft. In addition, you can learn more about the airworthiness directive process and how to apply for an STC.
This document from the FAA presents information on angle of attack systems for pilots. It notes that stalls and resulting spin accidents are a major cause of fatal crashes, often involving inexperienced pilots, and can occur at any airspeed or phase of flight. The document discusses problems determining airspeed, describes angle of attack indicators that can help avoid stalls, and recommends pilots practice stalls and slow flight with a flight instructor. It provides resources for pilots to investigate angle of attack systems further.
This document discusses flight after a period of inactivity for pilots. It addresses currency and proficiency concerns when returning to flight after time away. Pilots should consider how long they have been inactive, the nature of their operations, and their experience level. Upon returning, pilots may need to refresh their knowledge by reviewing regulations and manuals since some aircraft panels and apps have been updated. They should also confirm their medical certification is still valid before their first flight.
The FAA holds official forums at its Southern Region Safety Center located at the corner of Laird Drive and Sun 'n Fun Drive in the middle of the exhibit area. The forums are open daily from 8:00 am to 3:00 pm, with a schedule of presentations from 8:30 am to 2:00 pm from Tuesday, April 1st through Friday, April 5th. Topics include maintenance accidents, fuel management, intercepted aircraft, hypoxia awareness, safety investigations, and more. Updates to the schedule can be found by scanning the QR code or going to the listed website.
This is the latest NOTAM for SUN 'N FUN 2014. For the most current information go to http://www.sun-n-fun.org/flyin.aspx or visit the Lakeland Linder Airport Website http://www.lakelandairport.com/
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
Best practices for project execution and deliveryCLIVE MINCHIN
A select set of project management best practices to keep your project on-track, on-cost and aligned to scope. Many firms have don't have the necessary skills, diligence, methods and oversight of their projects; this leads to slippage, higher costs and longer timeframes. Often firms have a history of projects that simply failed to move the needle. These best practices will help your firm avoid these pitfalls but they require fortitude to apply.
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
IMPACT Silver is a pure silver zinc producer with over $260 million in revenue since 2008 and a large 100% owned 210km Mexico land package - 2024 catalysts includes new 14% grade zinc Plomosas mine and 20,000m of fully funded exploration drilling.
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...APCO
The Radar reflects input from APCO’s teams located around the world. It distils a host of interconnected events and trends into insights to inform operational and strategic decisions. Issues covered in this edition include:
How to Implement a Strategy: Transform Your Strategy with BSC Designer's Comp...Aleksey Savkin
The Strategy Implementation System offers a structured approach to translating stakeholder needs into actionable strategies using high-level and low-level scorecards. It involves stakeholder analysis, strategy decomposition, adoption of strategic frameworks like Balanced Scorecard or OKR, and alignment of goals, initiatives, and KPIs.
Key Components:
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2. We are going to discuss how we teach andWe are going to discuss how we teach and
reinforce the value of the go around. A topicreinforce the value of the go around. A topic
“so basic and so fundamental” why would“so basic and so fundamental” why would
we focus attention on this maneuver?we focus attention on this maneuver?
Go-AroundsGo-Arounds
3. BecauseBecause
We still have accidents!We still have accidents!
Types of Go-Around Accidents
All Accidents / Fatal Accidents
StallsStalls 17 (42.5%) 5 (55.6%)
Loss ofLoss of directional controldirectional control 11 (27.5%) 3 (33.3%)
DelayedDelayed go-around attemptgo-around attempt 7 (17.5%) 1 (11.1%)
AircraftAircraft ConfigurationConfiguration 2 (12.5%) 0
AOPA Air Safety Foundation 2008 Nall Report
4. BecauseBecause
We still have accidents!We still have accidents!
Aircraft involved in Go-Around Accidents
All Accidents / Fatal Accidents
Accidents / Fatal Accidents
SE FixedSE Fixed 24 (60%) 2 (22.2%)
SE ComplexSE Complex 13 (32.5%) 6 (66.7%)
MultiengineMultiengine 3 (7.5%) 1 (11.1%)
AOPA Air Safety Foundation 2008 Nall Report
5. Go-Around=Weakness?Go-Around=Weakness?
““Somewhere, somehow a sizeable percentage of theSomewhere, somehow a sizeable percentage of the
pilot population got it into their heads that goingpilot population got it into their heads that going
around was a sign of weakness and they were likely toaround was a sign of weakness and they were likely to
be criticized for it.” You may be questioned as to whybe criticized for it.” You may be questioned as to why
you didnyou didn’’t, or why you waited too long to go-around.t, or why you waited too long to go-around.
But you should never be criticized for the decision to goBut you should never be criticized for the decision to go
around.around.
“Going, going, go around “ Budd Davisson AOPA Flight Training Magazine, September 2005
6. Go-AroundsGo-Arounds
Excerpt from AOPA ASF Operations and Proficiency No. 6Excerpt from AOPA ASF Operations and Proficiency No. 6
If you have a problem during approach or landing,
there’s almost always a simple solution: Go around!
It’s far better to make another trip around the pattern
than to push ahead and risk a runway overshoot or loss
of control.
7. Go-AroundsGo-Arounds
Excerpt from AOPA ASF Operations and Proficiency No. 6Excerpt from AOPA ASF Operations and Proficiency No. 6
A lot of pilots seem to forget that it’s an option, and end upA lot of pilots seem to forget that it’s an option, and end up
having accidents they could easily have avoided. That said, therehaving accidents they could easily have avoided. That said, there
are some risks involved with go-arounds. Especially at loware some risks involved with go-arounds. Especially at low
altitudes and airspeeds, with flaps down, going around can be aaltitudes and airspeeds, with flaps down, going around can be a
“touchy” maneuver:“touchy” maneuver:
If you don’t feel comfortable, get some practice with a CFIIf you don’t feel comfortable, get some practice with a CFI..
8. FundamentalsFundamentals
Let’s review and discuss the following fundamentalsLet’s review and discuss the following fundamentals
and see if we can agree on these as part of our go-and see if we can agree on these as part of our go-
around training philosophy.around training philosophy.
9. FundamentalsFundamentalsAirplane Flying Handbook FAA 8083-3A
Whenever landing conditions are not satisfactory, aWhenever landing conditions are not satisfactory, a
go-around is warranted.go-around is warranted.
10. FundamentalsFundamentalsAirplane Flying Handbook FAA 8083-3A
The assumption that an aborted landing is invariablyThe assumption that an aborted landing is invariably
the consequence of a poor approach, which in turn isthe consequence of a poor approach, which in turn is
due to insufficient experience or skill,due to insufficient experience or skill, is a fallacyis a fallacy..
Airplane Flying Handbook FAA 8083-3A
Airplane Flying Handbook FAA 8083-3A
11. FundamentalsFundamentalsAirplane Flying Handbook FAA 8083-3A
The go-around is not strictly an emergency procedure.The go-around is not strictly an emergency procedure.
It is a normal maneuver that may at times be used in anIt is a normal maneuver that may at times be used in an
emergency situation.emergency situation.
Airplane Flying Handbook FAA 8083-3A
Airplane Flying Handbook FAA 8083-3A
12. FundamentalsFundamentalsAirplane Flying Handbook FAA 8083-3A
Like any other normal maneuver, the go-around mustLike any other normal maneuver, the go-around must
be practiced and perfected.be practiced and perfected.
Airplane Flying Handbook FAA 8083-3A
Airplane Flying Handbook FAA 8083-3A
13. FundamentalsFundamentalsAirplane Flying Handbook FAA 8083-3A
The flight instructor should emphasize early on, andThe flight instructor should emphasize early on, and
the student pilot should be made to understand, thatthe student pilot should be made to understand, that
the go-around maneuver is an alternative to anythe go-around maneuver is an alternative to any
approach and/or landing.approach and/or landing.
Airplane Flying Handbook FAA 8083-3A
14. Rule of AviationRule of Aviation
““If, at any time in the approach or landing, right intoIf, at any time in the approach or landing, right into
final flare, you feel as if it isnfinal flare, you feel as if it isn’’t right, go around. Simplet right, go around. Simple
as that: if it isnas that: if it isn’’t right go”.t right go”.
“Going, going, go around “ Budd Davisson AOPA Flight Training Magazine, September 2005
15. Another Rule of AviationAnother Rule of Aviation
Treat each approach as though it will conclude with a balked
landing or missed approach and plan for this outcome
accordingly.
Once you decide to go around forget landing, it is now a take
off. Plan for it as you would any take off with considerations
for a potential engine failure, terrain and obstruction
clearance, density altitude and other performance factors.
One instructor phrased it this way to his students." Knowing
what to do when it's time to go around is necessary, being
prepared to do so is mandatory.
16. Three Cardinal PrinciplesThree Cardinal Principles
The improper execution of the go around maneuver
stems from a lack of familiarity with the three cardinal
principles of the procedure:
Power, Attitude, and Configuration.
How do you teach these principles?
Airplane Flying Handbook FAA 8083-3A
17. PowerPowerAirplane Flying Handbook FAA 8083-3A
Power is the pilot’s first concern.
The instant the pilot decides to go around, full or
maximum allowable takeoff power must be applied
smoothly and without hesitation, and held until flying
speed and controllability are restored.
18. AttitudeAttitudeAirplane Flying Handbook FAA 8083-3A
Attitude is always critical when close to the ground,
and when power is added, a deliberate effort on the
part of the pilot will be required to keep the nose from
pitching up prematurely.
19. ConfigurationConfigurationAirplane Flying Handbook FAA 8083-3A
In cleaning up the airplane during the go-around, the
pilot should be concerned first with flaps and secondly
with the landing gear (if retractable).
When the decision is made to perform a go-around,
takeoff power should be applied immediately and the
pitch attitude changed so as to slow or stop the
descent.
20. ConfigurationConfigurationAirplane Flying Handbook FAA 8083-3A
One other comment when it comes to configuration.
There have been some accidents where the pilot
executed a go-around with full flaps. This action was a
contributing factor to an accident.
Do you introduce or demonstrate a full flap go-around
to your students?
21. What Do You Think?What Do You Think?
In the go-around sequence what is the first
objective?
22. Consider this thoughtConsider this thought
Offered by Rich Stowell, MCFI National Flight Instructor of the year
The first objective is to "stop the descent". Ultimately we want to go fromThe first objective is to "stop the descent". Ultimately we want to go from
descending to climbing. But it doesn't have to be one-to-the-other, all-or-descending to climbing. But it doesn't have to be one-to-the-other, all-or-
nothing in one fell swoop. We want to go-around under control at all times.nothing in one fell swoop. We want to go-around under control at all times.
Thus, we could break the go-around into distinct baby steps:Thus, we could break the go-around into distinct baby steps:
Add slow flight power and pitch to level slow flight;Add slow flight power and pitch to level slow flight;
Add takeoff power and pitch to the appropriate climb attitude.Add takeoff power and pitch to the appropriate climb attitude.
The point is that if we are making the decision to go-around sooner ratherThe point is that if we are making the decision to go-around sooner rather
than later which will allow us plenty of time to stage the go-aroundthan later which will allow us plenty of time to stage the go-around
sequence and maintain precise control throughout.sequence and maintain precise control throughout.
23. What Do You Think?What Do You Think?
In the go-around sequence "Power - Attitude - Configuration"
does "Attitude" always mean "Pull back" to establish the climb
attitude?
24. Consider this thoughtConsider this thought
Offered by Rich Stowell, MCFI National Flight Instructor of the year
If we are properly trimmed while at low power setting on theIf we are properly trimmed while at low power setting on the
approach, establishing the proper "Attitude" will likely requireapproach, establishing the proper "Attitude" will likely require
forward elevator pressure as power/slipstream effectsforward elevator pressure as power/slipstream effects
themselves could over-rotate the nose beyond the requiredthemselves could over-rotate the nose beyond the required
climb attitude. So we may actually need forward elevatorclimb attitude. So we may actually need forward elevator
pressure during the go-around until we get to "Configuration --pressure during the go-around until we get to "Configuration --
re-trim the aircraft".re-trim the aircraft".
25. What Do You Think?What Do You Think?
In the go-around sequence, where does "Communicate" fall?
26. Consider this thoughtConsider this thought
Offered by Rich Stowell, MCFI National Flight Instructor of the year
Too many students/pilots rush to announce "N12345 going around" whenToo many students/pilots rush to announce "N12345 going around" when
they should be busy Aviating (Power - Attitude - Configuration) andthey should be busy Aviating (Power - Attitude - Configuration) and
Navigating (working themselves back up and into the pattern). Fly theNavigating (working themselves back up and into the pattern). Fly the
airplane first, don't worry about talking until you have everything elseairplane first, don't worry about talking until you have everything else
you're supposed to do 100% under control.you're supposed to do 100% under control.
Communicating clearly that you are going around is important but it is theCommunicating clearly that you are going around is important but it is the
last priority.last priority.
Aviate,Aviate,
Navigate,Navigate,
CommunicateCommunicate
27. What Do You Think?What Do You Think?
Are there situations where a go-around is not advisable?
28. Consider this thoughtConsider this thought
Offered by Rich Stowell, MCFI National Flight Instructor of the year
Rare situations, but yes:Rare situations, but yes:
One-way back country airstripsOne-way back country airstrips (you must land one way or the(you must land one way or the
other -- controlled or crashed -- because going around will killother -- controlled or crashed -- because going around will kill
you). Smoke/fire in the cockpit (maybe best to get it on theyou). Smoke/fire in the cockpit (maybe best to get it on the
ground no matter what)?ground no matter what)?
Also another consideration would be when the airplane isAlso another consideration would be when the airplane is onon
the runway and there is a loss of directional control orthe runway and there is a loss of directional control or
inadequate speedinadequate speed. There have been accidents where damage. There have been accidents where damage
and injury were aggravated by going around.and injury were aggravated by going around.
29. What Do You Think?What Do You Think?
If the go-around is due to other traffic ahead and below (say,
someone pulling onto the runway in front of us), what
considerations should we give to maneuvering on the upwind
leg?
30. Consider this thoughtConsider this thought
Offered by Rich Stowell, MCFI National Flight Instructor of the year
Once the go-around is well and successfully under way,Once the go-around is well and successfully under way,
consider offsetting the upwind climb slightly to the upwind sideconsider offsetting the upwind climb slightly to the upwind side
of the runway to improve your ability to see the traffic climbingof the runway to improve your ability to see the traffic climbing
out below you. If the airplanes are matched in terms ofout below you. If the airplanes are matched in terms of
performance, probably not likely that the airplane underneathperformance, probably not likely that the airplane underneath
will catch up, but let's say the go-around airplane is a Cessnawill catch up, but let's say the go-around airplane is a Cessna
150 and the traffic that cut you off is a pilot in an Extra 300 who150 and the traffic that cut you off is a pilot in an Extra 300 who
has a penchant for rapid and steep pull-ups. Would want tohas a penchant for rapid and steep pull-ups. Would want to
move over out of the way of THAT!move over out of the way of THAT!
31. Common ErrorsCommon ErrorsAirplane Flying Handbook FAA 8083-3A
• Failure to recognize a condition that warrants a
go-around
• Indecision
• Delay in initiating a go-around
• Failure to apply max allowable power in a timely
manner
• Abrupt power application
32. Common ErrorsCommon ErrorsAirplane Flying Handbook FAA 8083-3A
• Improper pitch attitude
• Failure to configure the airplane appropriately
• Attempting to climb out of ground effect prematurely
• Failure to adequately compensate for torque and
P-factor
33. Practice Go-AroundsPractice Go-Arounds
Featuring Bob MartensFeaturing Bob Martens
The following is presented as a review of what we haveThe following is presented as a review of what we have
been discussing and does an excellent job of presentingbeen discussing and does an excellent job of presenting
the case for teaching and practicing the go-around.the case for teaching and practicing the go-around.
Courtesy of PilotWorkshops.com ~Pilot’s Tip of the Week January 14, 2011Courtesy of PilotWorkshops.com ~Pilot’s Tip of the Week January 14, 2011
34. Go-Around ProcedureGo-Around Procedure
Featuring Bob MartensFeaturing Bob Martens
This discussion is presented as a review of what weThis discussion is presented as a review of what we
have been discussing regarding how we should teachhave been discussing regarding how we should teach
the procedure of going around.the procedure of going around.
Courtesy of PilotWorkshops.com ~Pilot’s Tip of the Week January 20, 2011
35. • Teaching and reinforcing the value of going aroundTeaching and reinforcing the value of going around
• Going around is not a weaknessGoing around is not a weakness
• Fundamentals of the go-aroundFundamentals of the go-around
• Cardinal principles for executing the procedureCardinal principles for executing the procedure
• Common errors associated with the procedureCommon errors associated with the procedure
SummarySummary
During this workshop, we discussed:During this workshop, we discussed:
36. This presentation would not have
been possible without the generous
help and support of the following:
Your Forum Facilitator
FAA Safety Team
www.FAASafety.gov
SAFE
www.SafePilots.org
Gold Seal Flight
www.GoldSealFlight.com
Pilot Workshops
www.PilotWorkshop.com
Michael Phillips, MCFI
AviationInstruction.biz
Created February 2011
2011/04/01-003 (E) PP Objective: The purpose of this forum is to engage instructors in a discussion about go-arounds. A subject that receives very little attention after primary training. Your role is to facilitate the discussion and to engage the audience in this subject area. This is a forum and a workshop for instructors. There may be non-instructors in the audience but the objective is to involve the educators in this subject and to share ideas, opinions and teaching techniques. The dynamic of each audience may be different so it is the role of the facilitator to use this PowerPoint presentation as a guide for discussion and as an outline to make sure that there has been a complete coverage of the subject matter. It will be important to take a census of those present so that you have an idea as to the level of experience of the audience and as to which participants will be helpful as you engage everyone in the dialog. Please note that for the most effective presentation you should rehearse the power point several times to get a sense of the animations and their timings. Seminar Equipment/Supplies: Normal presentation hardware to effectively present the material. There are two audio files near the end of this presentation that will require a reasonable sound system or speakers to be used effectively
SCRIPT FOR FORUM/WORKSHOP FACILITATOR: There is no need for a script as the subject matter will lend itself to discussion. The facilitator should use their own experience and knowledge of the group to begin the dialog by simply stating the objective of the forum as noted on the slide. Make it interesting and engaging. The words “so basic and so fundamental” were borrowed from Mark Robidoux who will be the interviewer in a discussion with Bob Martens later in this presentation. PRESENTER ADDITIONAL INFORMATION: Airplane Flying Handbook, Chapter 8 (Go-arounds, rejected landings) FAA 8083-3A provided as part of supporting materials
Source AOPA Air Safety Foundation 2008 Nall Report (provided as part of your supporting materials) Review this with the group and if there have been any local accidents use as part of the discussion without trying to fix blame. If an NTSB report is available it can serve as further discussion material.
Source AOPA Air Safety Foundation 2008 Nall Report (provided as part of your supporting materials) Review this with the group and if there have been any local accidents use as part of the discussion without trying to fix blame. If an NTSB report is available it can serve as further discussion material.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: This comment is part of an article written by Budd Davisson and it is repeated in other sources on the subject of go-arounds. It is likely that you hear this and see examples of it regularly. This should begin a dialog on the whole subject of going around. Copy of article provided for your review as part of subject matter documents. FACILITAOR ACTIONS: Engage the audience
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: The document noted on this slide is provided as part of your supporting documents for this presentation. FACILITATOR ACTIONS: This may be like preaching to the choir but again it does, however, speak to the focus of the workshop. The next slide is a continuation of this thinking so be sure to include it as part of this dialog.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: The document noted on this slide is provided as part of your supporting documents for this presentation. FACILITATOR ACTIONS: This slide will open the discussion to elements of risk with the go-around. Later in this presentation you will focus on the specific elements or cardinal principles of the go-around.
BACKGROUND INFORMATION FOR FACILITATOR: There will probably be little disagreement with the fundamentals that follow this question. They are right out of the Airplane Flying Handbook FAA 8083-3A. This approach is being used to make sure that we are all in agreement as to what our thinking is and what we are trying to accomplish as aviation educators. FACILITATOR ACTIONS: Transition from this question any way that makes sense for the audience and for the tone of the dialog up to this point.
BACKGROUND INFORMATION FOR FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Group consensus and discussion if necessary
BACKGROUND INFORMATION FOR FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Group consensus and discussion if necessary
BACKGROUND INFORMATION FOR FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Group consensus and discussion if necessary
BACKGROUND INFORMATION FOR FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Group consensus and discussion if necessary
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Ask the group for techniques that they use as part of their teaching process
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: AOPA Flight Training Magazine, September 2005 FACILITATOR ACTIONS: A rule that makes sense…..
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: These thoughts were contributed by Jim Leavitt an FAA Reviewer for the FAAST organization. Once you decide to go around forget landing, it is now a take off. Plan for it as you would any take off with considerations for a potential engine failure and the following items. Especially if it is your first time at a new airport! What does it take to achieve full or max allowable power? Throttle(s) forward to the allowable position for take off as previously determined Carburetor heat cold Propeller(s) max Mixture(s) full rich or as previously determined to be appropriate for take off (Yes, all of that should have been done as a result of the app and ldg checklists however, each must be confirmed during a go around to assure maximum thrust) Pitch up or down to what would be appropriate for take off, as previously determined Wing configuration set for take off as previously determined Aircraft go around performance based on the current conditions (gross weight and density altitude primarily) Terrain and Obstructions to consider? I always suggested to students, especially multi-engine students, that every approach should be expected to conclude with a balked landing or missed approach and planned for accordingly. If a landing can be accomplished safely it's bonus. Knowing what to do when it's time to go around is necessary, being prepared to do so is mandatory. FACILITATOR ACTIONS: Continue to engage the participants in the concept. What do they think? What can they add?
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Now the dialog should begin. Encourage participation and select people in the audience to share their experience. Each of these principals will be covered separately so keep the dialog on topic.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Engage the group. Discussion should include techniques for all types of aircraft and aircraft sophistication. Draw on the experience of the group for the broadest amount of input
BACKGROUND INFORMATION WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Engage the group. Discussion should include techniques for all types of aircraft and aircraft sophistication. Draw on the experience of the group for the broadest amount of input
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Engage the group. Discussion should include techniques for all types of aircraft and aircraft sophistication. Draw on the experience of the group for the broadest amount of input
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Engage the group. Discussion should include techniques for all types of aircraft and aircraft sophistication. Draw on the experience of the group for the broadest amount of input. If the answer is yes or no pursue it further for more insight.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: The next 12 slides are designed to further the discussion and to draw on wide range of experience and different points of view in the audience. The following consists of six questions and six thoughts from Rich Stowell which are included to further engage the group When you recognize that the group has run out of steam on responding to the question move to the next slide that shares Richs’ thoughts on the point. It is hoped that his thoughts will draw out further discussion. Repeat this process for all six questions.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Straight out of the Airplane Flying Handbook. Ask the group what techniques they use to correct these errors
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Airplane Flying Handbook FAA 8083-3A FACILITATOR ACTIONS: Straight out of the Airplane Flying Handbook. Ask the group what techniques they use to correct these errors. Are there any errors that people see that are not discussed here?
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Pilot Workshops.com sends out weekly tips for pilots. This excerpt and the next are from their Airmanship Series on CD (Straight Talk on Go-Arounds). This audio file and the one on the next slide are well done and are excellent summaries of what has been discussed by the group. Copies of the text for each of these is included in the presentation materials as are the mp3 clips. When you move to this file you will have a moment to introduce what is about to be heard as it will start automatically. Bob Martens is a nationally known speaker, consultant and aviation safety expert. He retired from the FAA after spending 17 years as a Safety Program Manager. In this role he delivered hundreds of live seminars devoted to General Aviation Safety. Bob retired from the USAF (rank of Colonel) in 2000 after 30 years of active and reserve duty. He was an aircraft commander in a C-5A and also served as Flying Safety Officer and Chief of Safety with the 439 th Air Wing. Bob has logged thousands of flight hours in both military and GA aircraft. FACILITATOR ACTIONS: Sit back and listen and gauge the room as to their response to what they are hearing.
BACKGROUND INFORMATION FOR WORKSHOP/FORUM FACILITATOR: Pilot Workshops.com sends out weekly tips for pilots. This audio file and the one on the next slide are well done and are excellent summaries of what has been discussed by the group. Copies of the text for each of these is included in the presentation materials as are the mp3 clips. Wen you move to this file you will have a moment to introduce what is about to be heard as it will start automatically. FACILITATOR ACTIONS: Sit back and listen and gauge the room as to their response to what they are hearing
WORKSHOP/FORUM FACILITATOR ACTIONS: Heading and first bullet come up automatically. Click for each new common student error to continue discussion – 5 bullets under main heading. FACILITATOR NOTES: These bullets summarize the workshop as a conclusion. Presenter should add any other remarks appropriate to close the session.
THIS SLIDE: Acknowledgments PRESENTER: Thank the many hard working volunteers who make this and other free educational forums possible! Be sure to acknowledge the host of the event. NEXT SLIDE: Quiz CLICK TO PROCEED TO NEXT SLIDE
The Facilitator should us this time to ask for comments, constructive criticism or any other feedback.