03272nam 2200589Ia 450 991021998550332120200520144314.01-281-43009-99786611430092(CKB)1000000000713432(EBL)345174(OCoLC)437212076(SSID)ssj0000096274(PQKBManifestationID)11119503(PQKBTitleCode)TC0000096274(PQKBWorkID)10081667(PQKB)11108104(Au-PeEL)EBL345174(CaPaEBR)ebr10227041(MiAaPQ)EBC345174(PPN)26748397X(oapen)doab114714(EXLCZ)99100000000071343220070820d2007 uy 0engur|n|---|||||txtccrAbsorbing and developing qualified fighter pilots the role of the advanced simulator /Richard S. Marken ... [et al.]1st ed.Santa Monica, CA Rand Corp.20071 online resource (xx, 69 pages) illustrations"MG-597-AF".0-8330-4154-1 0-8330-4445-1 Includes bibliographical references.Covers; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; Chapter One - Introduction; Chapter Two - The Role of the Operational Training Environment; The Training Environment; Training Basics; Demands That Can Degrade Training Quality; Historical Fluctuations in the Effectiveness of the Training Environment; What Does This Mean?; The Production of New Pilots and Overmanning Issues; Chapter Three - High-Fidelity Simulators with Mission Training Centers; The Potential Benefits of DMO-Capable Systems; Shortcomings of Simulator SystemsThe Role of DMO-Capable Simulators in Operational Fighter Units Additional Concerns and Caveats; Chapter Four - Experience and Development Surveys; The F-15 Survey; Findings from the F-15 Survey; Insights into the Meaning of Pilot Experience; Chapter Five - Conclusions and Recommendations; What Is Experience?; Developing Qualified Pilots; Appendix - Survey Results from F-16 Pilots at Hill AFB; ReferencesWhat does an individual need to be considered an experienced fighter pilot? The current formal definition is based on how many flying hours a person has, but in practice, the question is more complex and sometimes subjective because an individual requires different kinds of experience for combat positions and staff positions. The authors surveyed training experts to discover practical bases for judgments about the experience needed for different jobs. For flying positions, they found that time in advanced simulators is now also considered to be an important component of experience.Fighter pilotsTraining ofUnited StatesFighter pilotsTraining of358.4/33071Marken Richard S917211Project Air Force (U.S.)MiAaPQMiAaPQMiAaPQBOOK9910219985503321Absorbing and developing qualified fighter pilots2256757UNINA04949nam 22009733u 450 991097053980332120251116232947.00-203-11537-61-299-27890-61-136-29474-0(CKB)2560000000099202(EBL)1143702(OCoLC)830161450(SSID)ssj0000833280(PQKBManifestationID)12380420(PQKBTitleCode)TC0000833280(PQKBWorkID)10935533(PQKB)10369195(MiAaPQ)EBC1143702(OCoLC)829911132(FINmELB)ELB135634(EXLCZ)99256000000009920220130418d2013|||| u|| |engur|n|---|||||txtccrGender, Masculinities and Lifelong Learning1st ed.Hoboken Taylor and Francis2013London ;New York :Routledge,2012.1 online resource (209 p.)Description based upon print version of record.0-415-66758-5 Includes bibliographical references and index.Cover; Title; Copyright; Table of Contents; List of illustrations; Notes on contributors; Acknowledgements; Part I: Concepts, theories and current debates; 1 Gender, masculinities and lifelong learning: entering the debate; 2 Ideology, discourse and gender: a theoretical framework; 3 Men and educational participation: is there a problem? Some findings from international surveys; Part II: Changing discourses and images; 4 'Educating Jake': a genealogy of Maori masculinity; 5 Images of men and learning: the impact of imperialism on settler masculinities and lifelong learning6 Gender, masculinities and migrants' learning experiences7 Men in United Kingdom adult and community education: the politics of practice and pedagogy; Part III: Gender, masculinities and learning in the life course; 8 Troubling boys and boys-only classes as the solution to 'the problem of underachieving boys'; 9 Learning about fatherhood for men in 'at risk' families; 10 Men's sheds, community learning and public policy; 11 Men's learning through community organizations: evidence from an Australian study12 Older men's perspectives on (re-)entering post-compulsory education: insights from a Scottish studyPart IV: Implications; 13 Implications for practice, research and policy; IndexGender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged?Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intAdult education - Social aspectsContinuing education - Social aspectsEDUCATION / Adult & Continuing EducationEDUCATION / GeneralMen - IdentitySex differences in educationUnderachievementAdult educationSocial aspectsCross-cultural studiesContinuing educationSocial aspectsCross-cultural studiesSex differences in educationIdentityCross-cultural studiesMenCross-cultural studiesUnderachievementCross-cultural studiesEducationHILCCSocial SciencesHILCCEducation, Special TopicsHILCCAdult education - Social aspects.Continuing education - Social aspects.EDUCATION / Adult & Continuing Education.EDUCATION / General.Men - Identity.Sex differences in education.Underachievement.Adult educationSocial aspectsContinuing educationSocial aspectsSex differences in educationIdentityMenUnderachievementEducationSocial SciencesEducation, Special Topics374.00811EDU000000EDU002000bisacshBowl Marion872009Tobias Robert1879520Leahy Jennifer1879521Ferguson Graeme1879522Gage Jeffrey1879523AU-PeELAU-PeELAU-PeELBOOK9910970539803321Gender, Masculinities and Lifelong Learning4492788UNINA