If a recovery is necessary, there is absolutely nothing to be gained by having the student on the controls and having to fight for control of the aircraft. students should never be allowed to exceed the flight instructor’s limits.
When necessary, the instructor should take the controls and calmly announce, "I have the flight controls." If an instructor allows a student to remain on the controls, the instructor may not have full and effective control of the aircraft. Anxious students can be incredibly strong and usually exhibit reactions inappropriate to the situation.
In assessing the ability of a student, the instructor initially determines if he or she understands the procedure or maneuver. Then, the instructor demonstrates the maneuver, allows the student to practice the maneuver under direction, and finally evaluates student accomplishment by observing the performance
Completion of prerequisites for a practical test is another instructor task that must be documented properly. Examples of all common endorsements can be found in the current issue of AC 61-65, Appendix 1.
selecting a set of competitive strength measures, weighting the importance of each measure, rating each business on each strength measure, multiplying the strength ratings by the assigned weight to obtain a weighted rating, summing the weighted rating for each business unit to obtain an overall competitive strength score, and using the overall competitive strength scores to evaluate the competitive strength of the businesses units, both individually and as a group.
the the most fundamental concepts of what is right and what is wrong universal and are ranscend most all cultures, societies, and religions--hence common ethical standards can be used to judge the conduct of all members of society including all personnel at all companies worldwide.
Actions to strengthen the company’s competitive position by hiring one or more new top executives or laying off a portion of its work force or paying down its long-term debt.
A portion of a company’s strategy is always developed on the fly because. managers must always be willing to supplement or modify various proactive strategy elements with as-needed reactions to unanticipated happening in the surrounding environment. The two crucial elements of a company’s business model are.
When an instructor is teaching a maneuver to a student, the instructor normally demonstrates the maneuver first, then has the student follow along on the controls during a demonstration and, finally, the student performs the maneuver with the instructor following along on the controls.
The flight instructor should demonstrate good aviation sense at all times: Before the flight—discuss safety and the importance of a proper preflight and use of the checklist. During flight—prioritize the tasks of aviating, navigating, and communicating. Instill importance of “see and avoid” in the student.
Physical discomfort, illness, and fatigue will materially slow the rate of learning during both classroom instruction and flight training. Students who are not completely at ease, and whose attention is diverted by discomforts such as the extremes of temperature, poor ventilation, inadequate lighting, or noise and confusion, cannot learn at a normal rate. This is true no matter how diligently they attempt to apply themselves to the learning task
For a student, this may take the form of a desire to make an early solo flight, or to set out on cross-country flights before the basic elements of flight have been learned
The instructor can correct student impatience by presenting the necessary preliminary training one step at a time, with clearly stated goals for each step. The procedures and elements mastered in each step should be clearly identified in explaining or demonstrating the performance of the subsequent step.
Students who believe their instruction is inadequate, or that their efforts are not conscientiously considered and evaluated, do not learn well. In addition, their motivation suffers no matter how intent they are on learning to fly. Motivation also declines when a student believes the instructor is making unreasonable demands for performance and progress. [Figure 8-2]#N#Assignment of goals the student considers difficult, but possible, usually provides a challenge and promotes learning. In a typical flight lesson, reasonable goals are listed in the lesson objectives and the desired levels of proficiency for the goals are included in statements that contain completion standards
While demonstrating inflight maneuvers, the instructor should explain the required power settings, aircraft attitudes, and describe any other pertinent factors that may apply. This is the only step in which the student plays a passive role. It is important for the demonstration to conform to the explanation as closely as possible. In addition, it should be demonstrated in the same sequence in which it was explained so as to avoid confusion and provide reinforcement. Since students generally imitate the instructor’s performance, the instructor must demonstrate the skill exactly the way the students are expected to practice it, including all safety procedures that the students must follow. If, due to some unanticipated circumstances, the demonstration does not closely conform to the explanation, this deviation should be immediately acknowledged and explained