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You searched for subject:( simulated flight). Showing records 1 – 3 of 3 total matches.

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University of Otago

1. White, Alaska. In Plane Sight: Distraction and Object Detection in Simulated Flights .

Degree: University of Otago

Human factors and ergonomics (HF/E) research continues to demonstrate that humans are not infallible, in particular increased attentional demands can impair an individual’s ability to react to incoming information. Inattentional blindness (IB) as a visual attentional failure is becoming an increasingly popular area of research in HF/E, however the literature investigating IB has largely been limited to a driving context. Driving literature is well-established with a plethora of studies showing that driving distracted can lead to poor detection of pedestrians, traffic and other extraneous objects located directly within a driver’s visual field. Despite this well-established research in driving, inattention and distractions are major contributing factors towards pilot error in air crashes and incidents, and failures to detect targets or impending hazards can have preventable and catastrophic effects. It therefore becomes imperative to shift attention to distraction and IB in an aviation context, and uncover what human factors issues air crew face when imposed with increasing attentional demands. The current investigation provides a first demonstration of inattention due to distraction in simulated flights. Following theory and practical flight training in a Cessna-172 flight simulator, participants were required to take-off and fly from Queenstown International Airport (New Zealand) to one of two destinations in a counterbalanced order; Arrowtown or Walter Peak, and return to Queenstown International Airport. During these test flights, the experimenter initiated a distracting conversation with the participants during either the take-off-climb or cruise flight segments. Following the distraction phase of each flight, participants completed situation awareness (SART), workload (NASA TLX) and target detection measures. The present results demonstrate that competition for resources affected performance in both flight segments resulting in attention degradation. As a consequence of the distraction, participants’ target reporting decreased significantly, with participants reporting twice as many targets when not engaged in conversation. This research supports the inattentional blindness hypothesis, suggesting that when attentional resources are shifted from the primary task of flying to a more cognitively engaging context participants become inattentionally blind to changes in their environment. Advisors/Committee Members: O'Hare, David (advisor).

Subjects/Keywords: Distraction; Aviation; flight simulator; inattentional blindness; object detection; workload; situational awareness; target detection; NASA TLX; SART; flight; eye tracking; visual inattention; simulated flight; human factors; aviation human factors; visual attention

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

White, A. (n.d.). In Plane Sight: Distraction and Object Detection in Simulated Flights . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/9023

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

White, Alaska. “In Plane Sight: Distraction and Object Detection in Simulated Flights .” Masters Thesis, University of Otago. Accessed October 21, 2020. http://hdl.handle.net/10523/9023.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

White, Alaska. “In Plane Sight: Distraction and Object Detection in Simulated Flights .” Web. 21 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

White A. In Plane Sight: Distraction and Object Detection in Simulated Flights . [Internet] [Masters thesis]. University of Otago; [cited 2020 Oct 21]. Available from: http://hdl.handle.net/10523/9023.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

White A. In Plane Sight: Distraction and Object Detection in Simulated Flights . [Masters Thesis]. University of Otago; Available from: http://hdl.handle.net/10523/9023

Note: this citation may be lacking information needed for this citation format:
No year of publication.

2. Ruchert, Cassius Olivio Figueiredo Terra. Estudo da inferência de carregamento em histórias de vôos simulados na liga de Al aeronáutico SAE-AMS 7475 T7351.

Degree: PhD, Ciência e Engenharia de Materiais, 2007, University of São Paulo

Este trabalho discutiu o estudo da inferência de carregamento e a reconstrução fratográfica da taxa de propagação da trinca por fadiga em histórias de vôos simulados do tipo Twist, mini-Twist, Falstaff e mini-Falstaff. O material estudado foi uma liga de alumínio de grau aeronáutico SAE-AMS 7475 T7351 na qual foram obtidas as propriedades mecânicas a partir dos ensaios de tração e dureza, análise química, metalográfica. Foram realizados ensaios de amplitude constante de carregamento em corpos de prova com geometria tipo C(T) extraídos de um bloco e ensaios de amplitude variável em corpos de prova com geometria tipo M(T) extraídos de uma placa. Corpos de prova do tipo C(T) foram extraídos da orientação L-T e T-L, à temperatura ambiente com diferentes espessuras para a realização de ensaios de propagação de trinca por fadiga (da/dN vs. ΔK) com distintos valores de razão de carregamento,R (0,1;0,3; 0,5; 0,7 e 0,8) de acordo com a norma ASTM-E647 (1993). Foram realizados dois tipos de ensaios de fadiga com amplitude constante de carregamento. Primeiro, o ensaio com ΔP constante para obtenção dos dados dos estágios II e III das curvas da/dN vs. ΔK para distintos valores de R e, posteriormente, o ensaio com ΔK constante e R crescente para ser utilizado no estudo da inferência de carregamento de amplitude constante a partir da relação entre a morfologia da estria, H/s e a razão de carregamento R. Adicionalmente foram realizados ensaios de tenacidade à fratura, nas direções L-T e T-L, conforme a norma ASTME1820 (1999). As taxas de propagação macroscópica e microscópica foram comparadas e boas correlações foram obtidas para um intervalo entre 0,1 a 1,0 μm/ciclo, mesmo com distintos R. Através da técnica proposta por Berkovitz (1995), o espectro de carregamento foi estimado para distintos valores de R, através da técnica de parametrização do fator K e os resultados foram comparados ao espectro de carregamento real imposto pela máquina de ensaio. Após os ensaios de amplitude constante de carregamento foram realizados ensaios de amplitude variável com a aplicação em corpos de prova M(T) de espectros de vôos simulados padronizados pela NLR do tipo Twist e Falstaff e seus vôos reduzidos, mini-Twist e mini- Falstaff, em uma máquina servohidráulica de ensaios dinâmicos. A partir destes ensaios notou-se que suprimir os vôos com os carregamentos menos severos influencia muito a vida da propagação da trinca de fadiga, quando vôos simulados do tipo Twist e mini-Twist, fato este não observado para o Falstaff e mini-Falstaff. Foi possível observar também o efeito da aceleração e desaceleração da trinca por fadiga observando os gráficos de d2a/dvôo vs. a obtidos dos ensaios de amplitude variável. Foi realizado um estudo da superfície de fratura do CP05 por meio da técnica fractográfica do reconhecimento de blocos marcadores sendo possível mostrar uma satisfatória reconstituição da taxa de propagação da trinca por fadiga de vôo simulado do tipo Falstaff por meio de medidas das marcações na superfície de fratura dos vôos… Advisors/Committee Members: Bose Filho, Waldek Wladimir.

Subjects/Keywords: Aluminum alloy; Análise fratográfica; Crack growth curves (da/dN); Curvas da/dN; Espaçamento e alturas interestrias de fadiga; Espectro de carga de amplitude variável; Falstaff; Falstaff; Fatigue striation spacing and height; Fractographic analysis; K factor parametrization; Ligas de alumínio; Mini-Falstaff; Mini-falstaff simulated flight; Mini-Twist; Mini-Twist; Parametrização fator K; Twist; Variable amplitude loading; Vôos simulados tipo Twist

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ruchert, C. O. F. T. (2007). Estudo da inferência de carregamento em histórias de vôos simulados na liga de Al aeronáutico SAE-AMS 7475 T7351. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/88/88131/tde-22092008-131854/ ;

Chicago Manual of Style (16th Edition):

Ruchert, Cassius Olivio Figueiredo Terra. “Estudo da inferência de carregamento em histórias de vôos simulados na liga de Al aeronáutico SAE-AMS 7475 T7351.” 2007. Doctoral Dissertation, University of São Paulo. Accessed October 21, 2020. http://www.teses.usp.br/teses/disponiveis/88/88131/tde-22092008-131854/ ;.

MLA Handbook (7th Edition):

Ruchert, Cassius Olivio Figueiredo Terra. “Estudo da inferência de carregamento em histórias de vôos simulados na liga de Al aeronáutico SAE-AMS 7475 T7351.” 2007. Web. 21 Oct 2020.

Vancouver:

Ruchert COFT. Estudo da inferência de carregamento em histórias de vôos simulados na liga de Al aeronáutico SAE-AMS 7475 T7351. [Internet] [Doctoral dissertation]. University of São Paulo; 2007. [cited 2020 Oct 21]. Available from: http://www.teses.usp.br/teses/disponiveis/88/88131/tde-22092008-131854/ ;.

Council of Science Editors:

Ruchert COFT. Estudo da inferência de carregamento em histórias de vôos simulados na liga de Al aeronáutico SAE-AMS 7475 T7351. [Doctoral Dissertation]. University of São Paulo; 2007. Available from: http://www.teses.usp.br/teses/disponiveis/88/88131/tde-22092008-131854/ ;


University of Central Florida

3. Becker, Theresa. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.

Degree: 2012, University of Central Florida

Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who… Advisors/Committee Members: Hines, Rebecca.

Subjects/Keywords: Pre service teacher; novice teacher; expert teacher; improvisation; improv; improvisational performance; inclusive classrooms; children with disabilities; exceptional student education (ese); exceptional education; nonverbal children; empathy; affective instructional strategy; interpersonal skills; teacher communication; teacher child interaction; teacher child relationships; teacher self efficacy; instructional design and development research; addie; improvisation training; in flight decision making; novice expert; arts based research; simulated mastery; playback theater; interactive theater; affective instruction; extemporaneous communication; affective communication; disciplined improvisation; drama based instruction; teacher training; mixed methods research; qualitative research; teacher sense of efficacy scale (tses); yes; and...; vocal prosody; nonverbal communication; teacher immediacy; emotional mirroring; teacher attrition; embodied cognition; constructivism; interactive instructional strategy; classroom management; co teaching; spontaneity; teacher agency; positive classroom climate; interaction; rapport; frustration in learning; english language learners (ell); social intelligence; emotional intelligence; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Becker, T. (2012). Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2491

Chicago Manual of Style (16th Edition):

Becker, Theresa. “Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.” 2012. Doctoral Dissertation, University of Central Florida. Accessed October 21, 2020. https://stars.library.ucf.edu/etd/2491.

MLA Handbook (7th Edition):

Becker, Theresa. “Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.” 2012. Web. 21 Oct 2020.

Vancouver:

Becker T. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2020 Oct 21]. Available from: https://stars.library.ucf.edu/etd/2491.

Council of Science Editors:

Becker T. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2491

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