AGPIAL A Good Person Is Always Learning.

Chapter Summary

This chapter discussed some of the concepts and goals of primary and intermediate flight training. It identified and provided

an explanation of regulatory requirements and the roles of the various entities involved. It also offered recommended techniques to

be practiced and refined to develop the knowledge, proficiency, and safe habits of a competent pilot.

Integration today No application is an island. To get the most from the software you build or buy, you need to connect it to other software. This means that effective application integration is essential for just about every organization. Sometimes, all you need to do is connect one application directly to another. More often, though, application integration means connecting multiple independent systems, often in complex ways. This is why organizations commonly rely on specialized integration platforms that provide the services needed to do this. Like so much else today, those platforms have moved from on-premises datacenters into the public cloud. Rather than use traditional integration technologies such as BizTalk Server, more and more organizations are using integration Platform as a Service (iPaaS) solutions, i.e., cloud-based integration platforms To meet this need, Microsoft provides Azure Integration Services. This iPaaS solution is a set of cloud services for mission critical enterprise integration. To achieve this goal, these services provide the four core technologies required for cloud-based integration

Chapter Summary.

Every pilot is an energy manager—managing energy in the form of altitude and airspeed from takeoff to landing.

Proper energy management is essential for performing any maneuver as well as for attaining and maintaining desired vertical flightpath and airspeed profiles in everyday flying.

It is also critical to flight safety since mistakes in managing energy state can contribute to loss of control inflight (LOC-I), controlled flight into terrain (CFIT), and approach and landing accidents.

The objectives of this chapter are for pilots to: 1) gain an understanding of basic energy management concepts; 2) learn the energy role of the controls for managing the airplane’s energy state; and 3) develop the ability to identify, assess, and mitigate risks associated with failure to manage the airplane’s energy state.

Chapter 4: Energy Management: Mastering Altitude and Airspeed Control

Introduction.

This chapter is all about managing the airplane’s altitude and airspeed using an energy-centered approach.

Energy management can be defined as the process of planning, monitoring, and controlling altitude and airspeed targets in relation to the airplane’s energy state in order to: 

1. Attain and maintain desired vertical flightpath-airspeed profiles.

2. Detect, correct, and prevent unintentional altitude-airspeed deviations from the desired energy state.

3. Prevent irreversible deceleration and/or sink rate that results in a crash.

Importance of Energy Management.

Learning to manage the airplane’s energy in the form of altitude and airspeed is critical for all new pilots.

Energy management is essential for effectively achieving and maintaining desired vertical flight path and airspeed profiles, (e.g., constant airspeed climb) and for transitioning from one profile to another during flight, (e.g., leveling off from a descent).

Proper energy management is also critical to flight safety.

Mistakes in managing the airplane’s energy state can be deadly.

Mismanagement of mechanical energy (altitude and/or airspeed) is a contributing factor to the three most common types of fatal accidents in aviation: loss of control in-flight (LOC-I), controlled flight into terrain (CFIT), and approach-and-landing accidents.

Thus, pilots need to have: 

1. An accurate mental model of the airplane as an energy system.

2. The competency to effectively coordinate control inputs to achieve and maintain altitude and airspeed targets.

3. The ability to identify, assess, and mitigate the risks associated with mismanagement of energy.

Viewing the Airplane as an Energy System.

Chapter Summary.

The four fundamental maneuvers of straight-and-level flight, turns, climbs, and descents are the foundation of basic airmanship.

Effort and continued practice are required to master the fundamentals.

It is important that a pilot consider the six motions of flight: bank, pitch, yaw and horizontal, vertical, and lateral displacement.

In order for an airplane to fly from one location to another, it pitches, banks, and yaws while it moves over and above, in relationship to the ground, to reach its destination.

The airplane should be treated as an aerodynamic vehicle that is subject to rigid aerodynamic laws.

A pilot needs to understand and apply the principles of flight in order to control an airplane with the greatest margin of mastery and safety.

Chapter 3: Basic Flight Maneuvers

Introduction.

Airplanes operate in an environment that is unlike an automobile.

Drivers tend to drive with a fairly narrow field of view and focus primarily on forward motion.

Beginning pilots tend to practice the same.

Flight instructors face the challenge of teaching beginning pilots about attitude awareness; which requires understanding the motions of flight.

An airplane rotates in bank, pitch, and yaw while also moving horizontally, vertically, and laterally.

The four fundamentals (straight-and-level flight, turns, climbs, and descents) are the principal maneuvers that control the airplane through the six motions of flight.

The Four Fundamentals.

To master any subject, one should first master the fundamentals.

For flying, this includes straight-and-level flight, turns, climbs, and descents.

All flying tasks are based on these maneuvers, and an attempt to move on to advanced maneuvers prior to mastering the four fundamentals hinders the learning process.

Consider the following: a takeoff is a combination of a ground roll, which may transition to a brief period of straight-and-level flight, and a climb.

After-departure includes the climb and turns toward the first navigation fix and is followed by straight-and-level flight.

The preparation for landing at the destination may include combinations of descents, turns, and straight-and-level flight.

In a typical general aviation (GA) airplane, the final approach ends with a transition from descent to straight-and-level while slowing for the touchdown and ground roll.

The flight instructor needs to impart competent knowledge of these basic flight maneuvers so that the beginning pilot is able to combine them at a performance level that at least meets the Federal Aviation Administration (FAA) Airman Certification Standards (ACS) or Practical Test Standards (PTS).

As the beginning pilot progresses to more complex flight maneuvers, any deficiencies in the mastery of the four fundamentals are likely to become barriers to effective and efficient learning.

Effect and Use of Flight Controls.

The airplane flies in an environment that allows it to travel up and down as well as left and right.

Note that movement up or down depends on the flight conditions.

If the airplane is right-side up relative to the horizon, forward control stick or wheel (elevator control) movement will result in a loss of altitude.

If the same airplane is upside-down relative to the horizon that same forward control movement will result in a gain of altitude.

The following discussion considers the pilot's frame of reference with respect to the flight controls.

Chapter Summary.

This chapter places emphasis on determining the airworthiness of the airplane, preflight visual inspection, managing risk and pilot- available resources, safe surface-based operations, and the adherence to and proper use of the AFM/POH and checklists.

The pilot should ensure that the airplane is in a safe condition for flight, and it meets all the regulatory requirements of 14 CFR part 91.

A pilot also needs to recognize that flight safety includes proper flight preparation and having the experience to manage the risks associated with the expected conditions.

An effective and continuous assessment and mitigation of the risks and appropriate utilization of resources goes a long way provided the pilot honestly evaluates their ability to act as PIC.

Chapter 2: Ground Operations

Introduction.

Experienced pilots place a strong emphasis on ground operations as this is where safe flight begins and ends.

They know that hasty ground operations diminish their margin of safety.

A smart pilot takes advantage of this phase of flight to assess various factors including the regulatory requirements, the pilot’s readiness for pilot-in-command (PIC) responsibilities, the airplane’s condition, the flight environment, and any external pressures that could lead to inadequate control of risk.

Flying an airplane presents many new responsibilities not required for other forms of transportation.

Focus is often placed on the flying portion itself with less emphasis placed on ground operations.

However pilots need to allow time for flight preparation.

Situational awareness begins during preparation and only ends when the airplane is safely and securely returned to its tie-down or hangar, or if a decision is made not to go.

This chapter covers the essential elements for the regulatory basis of flight including: 1.

An airplane’s airworthiness requirements, 2.

Important inspection items when conducting a preflight visual inspection, 3.

Managing risk and resources, and 4.

Proper and effective airplane surface movements using the AFM/POH and airplane checklists.

Preflight Assessment of the Aircraft.

The visual preflight assessment mitigates airplane flight hazards.

The preflight assessment ensures that any aircraft flown meets regulatory airworthiness standards and is in a safe mechanical condition prior to flight.

Per 14 CFR part 3, section 3.5(a), the term “airworthy” means that the aircraft conforms to its type design and is in condition for safe operation.

The owner/operator is primarily responsible for maintenance, but in accordance with 14 CFR part 91, section 91.7(a) and (b) no person may operate a civil aircraft unless it is in an airworthy condition and the pilot in command of a civil aircraft is responsible for determining whether the aircraft is in condition for safe flight.

The pilot's inspection should involve the following: 

1. Inspecting the airplane’s airworthiness status.

2. Following the AFM/POH to determine the required items for visual inspection.

Chapter Summary.

This chapter discussed some of the concepts and goals of primary and intermediate flight training.

It identified and provided an explanation of regulatory requirements and the roles of the various entities involved.

It also offered recommended techniques to be practiced and refined to develop the knowledge, proficiency, and safe habits of a competent pilot.

Chapter 1: Introduction to Flight Training

Introduction.

The overall purpose of primary and intermediate flight training, as outlined in this handbook, is the acquisition and honing of basic airmanship skills.

Airmanship is a broad term that includes a sound knowledge of and experience with the principles of flight; the knowledge, experience, and ability to operate an aircraft with competence and precision both on the ground and in the air; and the application of sound judgment that results in optimal operational safety and efficiency.

Learning to fly an aircraft has often been compared to learning to drive an automobile.

This analogy is misleading.

Since aircraft operate in a three- dimensional environment, they require a depth of knowledge and type of motor skill development that is more sensitive to this situation, such as: 

Coordination–the ability to use the hands and feet together subconsciously and in the proper relationship to produce desired results in the airplane.

Timing–the application of muscular coordination at the proper instant to make flight, and all maneuvers, a constant, smooth process.

Control touch–the ability to sense the action of the airplane and knowledge to determine its probable actions immediately regarding attitude and speed variations by sensing the varying pressures and resistance of the control surfaces transmitted through the flight controls.

Speed sense–the ability to sense and react to reasonable variations of airspeed.

An accomplished pilot demonstrates the knowledge and ability to: 

Assess a situation quickly and accurately and determine the correct procedure to be followed under the existing circumstance.

Predict the probable results of a given set of circumstances or of a proposed procedure.

Exercise care and due regard for safety.

Accurately gauge the performance of the aircraft.

Recognize personal limitations and limitations of the aircraft and avoid exceeding them.

Identify, assess, and mitigate risk on an ongoing basis.

Domain-driven design

https://amzn.to/3ERxcSZ

(paid link) As an Amazon Associate I earn from qualifying purchases.

Domain-driven design Domain-driven design (DDD) is the concept that the structure and language of software code (class names, class methods, class variables) should match the business domain.

For example, if a software processes loan applications, it might have classes such as LoanApplication and Customer, and methods such as AcceptOffer and Withdraw.

DDD connects the implementation to an evolving model.

Domain-driven design is predicated on the following goals: placing the project's primary focus on the core domain and domain logic; basing complex designs on a model of the domain; initiating a creative collaboration between technical and domain experts to iteratively refine a conceptual model that addresses particular domain problems.

Criticisms of domain-driven design argue that developers must typically implement a great deal of isolation and encapsulation to maintain the model as a pure and helpful construct.

While domain- driven design provides benefits such as maintainability, Microsoft recommends it only for complex domains where the model provides clear benefits in formulating a common understanding of the domain.

The term was coined by Eric Evans in his book of the same title.

https://amzn.to/3zASC2N

(paid link) As an Amazon Associate I earn from qualifying purchases.

The teaching profession is under siege.

Working hours for teachers are increasing as student needs become more complex and administrative and paperwork burdens increase.

According to a recent McKinsey survey, conducted in a research partnership with Microsoft, teachers are working an average of 50 hours a week1—a number that the Organisation for Economic Co-operation and Development Teaching and Learning International Survey suggests has increased by 3 percent over the past five years.2 While most teachers report enjoying their work, they do not report enjoying the late nights marking papers, preparing lesson plans, or filling out endless paperwork.

Burnout and high attrition rates are testaments to the very real pressures on teachers.

In the neediest schools in the United States, for example, teacher turnover tops 16 percent per annum.3 In the United Kingdom, the situation is even worse, with 81 percent of teachers considering leaving teaching altogether because of their workloads.4 Further disheartening to teachers is the news that some education professors have even gone so far as to suggest that teachers can be replaced by robots, computers, and artificial intelligence (AI).5 Our research offers a glimmer of hope in an otherwise bleak landscape.

The McKinsey Global Institute’s 2018 report on the future of work suggests that, despite the dire predictions, teachers are not going away any time soon.

In fact, we estimate the school teachers will grow by 5 to 24 percent in the United States between 2016 and 2030.

For countries such as China and India, the estimated growth will be more than 100 percent.6 Moreover, our research suggests that, rather than replacing teachers, existing and emerging technologies will help them do their jobs better and more efficiently.

Our current research suggests that 20 to 40 percent of current teacher hours are spent on activities that could be automated using existing technology.

That translates into approximately 13 hours per week that teachers could redirect toward activities that lead to higher student outcomes and higher teacher satisfaction.

In short, our research suggests that existing technology can help teachers reallocate 20 to 40 percent of their time to activities that support student learning.

Further advances in technology could push this number higher and result in changes to classroom structure and learning modalities, but are unlikely to displace teachers in the foreseeable future.

Many of the attributes that make good teachers great are the very things that AI or other technology fails to emulate: inspiring students, building positive school and class climates, resolving conflicts, creating connection and belonging, seeing the world from the perspective of individual students, and mentoring and coaching students.

These things represent the heart of a teacher’s work and cannot— and should not—be automated.

Make no mistake, the value of a good education starts early and lasts a lifetime.

Research suggests that simply having an effective kindergarten teacher can affect the likelihood of a student completing college thus boosting their lifetime earnings by about $320,000.7 Technology, when used correctly, can facilitate good teaching, but it will never replace teachers.

In the remainder of this article, we will outline how teachers spend their time today, how technology can help to save teacher time, and where that additional time might go.

Note that we are intentionally focused on the impact of technology on teacher time.

In future articles we will address its broader impact on student learning.

Model Based Systems Engineering (MBSE) on AWS: From Migration to Innovation

https://amzn.to/3lQJ6E5

(paid link) As an Amazon Associate I earn from qualifying purchases.

Abstract.

Model Based Systems Engineering (MBSE) is a modern approach to the conventional practice of document-based systems engineering.

MBSE benefits from modern cloud computing technologies, microservices, AI/ML, advanced analytics and others.

These technologies not only enable broad adoption of MBSE by engineering organizations, but also go beyond the current prospects of MBSE and bring innovation, flexibility, scalability and cost optimization.

MBSE has been recently adopted by aerospace, energy, and automotive customers and growing in other industries where complex products - made of multitude of engineering disciplines and collaboration - are required to design, build, test, sustain and monitor the whole product lifecycle through their lifecycle.

AWS provides both building block technologies and solutions tailored to your needs.

This whitepaper addresses both MBSE developers who develop MBSE technologies and MBSE users who use MBSE tools.

It also provides introductory information about MBSE and its challenges for newcomers to this technology.

https://amzn.to/3lNebZm

(paid link) As an Amazon Associate I earn from qualifying purchases.

Welcome to the AGPIAL audiobook production of

McKinsey and Company.

Technology, Media and Telecommunications Practice's article.

SaaS and the Rule of 40.

Don't forget to like and subscribe.

Thank you, Now let's go !

Keys to the critical value creation metric.

Investors reward SaaS companies that hit this operating performance marker, yet a surprisingly small number have been able to do so.

Here’s how more can follow their industry leaders’ example.

by Paul Roche and Sid Tandon