05945nam 22005293 450 991079503140332120230629223539.01-64425-139-61-64425-138-8(CKB)4900000000553089(MiAaPQ)EBC6713591(Au-PeEL)EBL6713591(OCoLC)1266908204(EXLCZ)99490000000055308920220404d2021 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierCommercial Pilot Oral Exam Guide The comprehensive guide to prepare you for the FAA checkrideAshland :Aviation Supplies & Academics, Inc.,2021.©2021.1 online resource (309 pages)1-64425-137-X Intro -- Copyright -- Dedication -- Contents -- Introduction -- Chapter 1: Pilot Qualifications -- A. Privileges and Limitations -- B. Currency Requirements -- C. Medical Certificates -- Additional Study Questions -- Chapter 2: Airworthiness Requirements -- A. Aircraft Certificates and Documents -- B. Aircraft Maintenance Requirements -- Additional Study Questions -- Chapter 3: Weather Information -- A. Weather Theory -- B. Obtaining Weather Information -- C. Aviation Weather Reports and Forecasts -- D. Aviation Weather Charts -- E. NOTAMs -- F. Aviation Weather Hazards -- Additional Study Questions -- Chapter 4: Airplane Systems -- A. Primary Flight Controls and Trim -- B. Wing Flaps, Leading Edge Devices, and Spoilers -- C. Pitot / Static Flight Instruments -- D. Gyroscopic Flight Instruments -- E. Magnetic Compass -- F. Hydraulic System -- G. Landing Gear -- H. Powerplant -- I. Propeller -- J. Fuel System -- K. Oil System -- L. Electrical System -- M. Environmental System -- N. Deicing and Anti-Icing -- O. Avionics -- Additional Study Questions -- Chapter 5: Emergency Procedures -- A. Spin Recovery -- B. Emergency Checklist -- C. Partial Power Loss -- D. Engine Failure -- E. Emergency Landing -- F. Engine Roughness or Overheat -- G. Loss of Oil Pressure -- H. Smoke and Fire -- I. Icing -- J. Pressurization -- K. Emergency Descent -- L. Pitot/Static System and Associated Flight Instruments -- M. Vacuum System and Associated Flight Instruments -- N. Electrical -- O. Landing Gear -- P. Wing Flaps (Asymmetrical Position) -- Q. Inoperative Elevator -- R. Inadvertent Door Opening -- S. Emergency Equipment and Survival Gear -- Additional Study Questions -- Chapter 6: Performance and Limitations -- A. Atmospheric Conditions -- B. Aircraft Performance -- C. Aircraft Performance Charts -- D. Weight and Balance -- Weight and Balance Review.Additional Study Questions -- Chapter 7: Cross-Country Flight Planning and Procedures -- A. Flight Plan -- B. Navigation -- C. Airport and Traffic Pattern Operations -- D. Runway Incursion Avoidance -- E. 14 CFR Part 91 -- F. AIM (Aeronautical Information Manual) -- G. Night Flight Operations -- H. High-Altitude Operations -- I. National Transportation Safety Board -- J. Aviation Security -- Additional Study Questions -- Chapter 8: Human Factors -- A. Fitness for Flight -- B. Flight Physiology -- C. Single-Pilot Resource Management -- D. Aeronautical Decision Making -- E. Risk Management -- F. Task Management -- G. Situational Awareness -- H. CFIT Awareness -- I. Automation Management -- Additional Study Questions -- Chapter 9: Commercial Flight Maneuvers -- A. Steep Turns -- B. Chandelles -- C. Lazy Eights -- D. Eights-On-Pylons -- E. Power-Off 180° Accuracy Approach and Landing -- F. Steep Spirals -- G. Accelerated Stalls -- Additional Study Questions -- Chapter 10: Scenario-Based Training -- Introduction -- Scenario-Based Questions -- Appendix 1: FAA Advisory Circular 120-12 -- Appendix 2: Applicant's Practical Test Checklist."ASA's Oral Exam Guide Series is an excellent study tool for students and instructors alike. Arranged in a question-and-answer format, this comprehensive guide lists the questions most likely to be asked by examiners and provides succinct, ready responses. Use when you're gearing up for the Practical Exam, as well as for a general refresher. FAA references are provided throughout for further study. This tenth edition of the Commercial Pilot Oral Exam Guide by Michael D. Hayes has been updated throughout and includes new information on ADS-B, BasicMed, aircraft leasing, and weather. Thorough explanations of pilot responsibilities, technical subject areas and the required maneuvers-including steep spirals and power-off accuracy approach/landings-are covered in this simulated oral test format. Other topics include Aeronautical Decision Making and Cockpit Resource Management (ADM and CRM), dealing with situational awareness and the use of checklists. This guide also includes a chapter dedicated to scenario-based questions, by contributing author Arlynn McMahon. Student responses to these "open-ended" questions demonstrate an understanding of the big picture and convey the practical application of what's important and why. The Commercial Pilot Oral Exam Guide is the comprehensive guide to prepare you for the FAA checkride"--Provided by publisher.Commercial Pilot Oral Exam GuideAeronautics, CommercialExaminations, questions, etcAeronauticsExaminations, questions, etcAirplanesPilotingStudy guidesOral examinationsStudy guides.lcgftAeronautics, CommercialAeronauticsAirplanesPilotingOral examinations.629.132/52076Hayes Michael D60709MiAaPQMiAaPQMiAaPQBOOK9910795031403321Commercial Pilot Oral Exam Guide3683178UNINA10971nam 22005533 450 991075409140332120241104112648.097830314002163031400216(MiAaPQ)EBC30795589(Au-PeEL)EBL30795589(CKB)28527627200041(OCoLC)1405368449(EXLCZ)992852762720004120231021d2023 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierPolitical Education in the Anthropocene1st ed.Cham :Springer International Publishing AG,2023.©2023.1 online resource (271 pages)Anthropocene - Humanities and Social Sciences SeriesPrint version: Wallenhorst, Nathanaël Political Education in the Anthropocene Cham : Springer International Publishing AG,c2023 9783031400209 Intro -- Acknowledgment -- Contents -- Introduction: Political Education in the Anthropocene: A Metamorphosis to Sustain the Human Adventure -- 1 Is there Still Time to Educate? The Anthropocene as a Political Challenge to Education -- 2 Change Nothing or Change Everything? -- 3 Moving Beyond Education for Sustainable Development -- 4 Rethinking an Educational Anthropology in the Anthropocene -- 5 Refounding Educational Cultures and Institutions in the Anthropocene -- 6 Some Educational Recommendations in the Anthropocene - Pedagogical Approaches, Experiences -- References -- Part I: Rethinking an Anthropology of Education in the Anthropocene -- The Emergence of the Anthropocene, an Astonishing Revelation of the Human Condition? -- 1 A New Concept with Atypical Origins in Search of Legitimacy -- 2 The Semantic Scope of the Anthropocene -- 2.1 An Equivocal Field -- 2.2 A Paradoxical Field -- 3 The Anthropocene: Myth or Reality? -- 3.1 The Search for a GSSP or Global Stratotypic Point -- 3.2 Different Hypotheses for Dating the Entry into the Anthropocene -- 4 The Anthropocene as a Mirror of the Human Condition -- 5 Thought Patterns Struggling to Understand the New World Before Us -- 6 But, Through the Anthropocene, What Meaning Can We Give to What We Are Experiencing? -- References -- Martians and Earthlings: What Anthropology for the Anthropocene? -- 1 Nature Is Disappearing Before Our Eyes -- 2 At the Risk of Irreversible Disasters -- 3 A Growing Polarization of Interpretations -- 3.1 The Headlong Rush as the Only Remedy of Modern Thinking -- 3.2 The New Horizon of Ecological Thinking -- References -- Who Is the Subject of the Anthropocene? The Use of Personal Pronouns to Express Degrees of Human Involvement -- 1 Introduction -- 1.1 We (Nous) -- 1.2 One (On/We) -- 1.3 Nous Versus On -- 1.4 `Gent´ -- 2 Conclusion -- References.Towards the Anthropocene Via Philosophical Education: Being in the World, Inhabiting, Disappearing -- 1 Being in the World -- 1.1 The ``Age of Man´´? The Problem of Being and Existing as an Introduction to the Anthropocene -- 1.2 What Does `World´ Mean and What Is the Idea of `Being-In´? -- 1.3 From the `World´ to the `Planet´, How to Adapt a Pedagogical Discourse Based on Conceptual Distinctions? -- 2 Inhabiting -- 2.1 Finding a Dwelling Place -- 2.2 Genealogy of a Power Relationship -- 2.3 Find Something Else! The Data of an Ethical Problem -- 3 Disappearing -- 3.1 Disappearance as Humanity´s Wish for Itself: The Nihilism of a Humanity Disenchanted with Itself -- 3.2 Disappearance as a Historical Marker -- 3.3 Disappearance as the Art of Withdrawal -- References -- Education for Responsibility in the Anthropocene in the Light of Paul Ricoeur -- 1 Fragility of the Living and Revolution in the Concept of Responsibility -- 2 From the Responsible Subject to the Political Subject: An Anthropology of the Capable `Anthropos´ -- 3 Educating for Democracy in the Complexity of Life -- References -- Works of Paul Ricoeur -- Other Works -- Environmental Issues in the Mirror of the Anthropocene Event: Political Trend and Educational Heterotopia -- 1 Introduction: The Philosophical Approach to `the Event´ -- 2 The Anthropocene: Beyond the Bio-geo-chemical Environmental Event -- 3 Plantationocene and Capitalocene: The Politico-Cultural in the Mirror of the Anthropocene Event -- 4 The political as a New Epistemic Dimension of Environmental Issues in the Age of the Anthropocene -- 5 Science Education and ``Educations for´´: actualizing Political Education in the Age of the Anthropocene -- 5.1 Critical Eco-literacy Learning -- 5.2 Learning About Critical Democratic Citizenship -- 5.3 Deliberative Learning -- 5.4 Learning Through Collective Action.6 Conclusion: The Possibility of Political Education -- References -- Part II: Reforming Educational Culture and Institutions in the Anthropocene -- From Critique to Action: Observations on a Strategy for Sustainability -- 1 The Anthropocene as a New Worldview -- 2 From Reflection and Criticism to Action -- 3 The Sustainability Strategy 21 -- 4 Sustainability as a ``Grand Narrative´´ -- 5 Sustainable Development as Utopia -- References -- Understanding the Anthropocene as an Interpretative Framework for the Act of Educating -- 1 Overgrown Children or the Last Men -- 2 Education in the Anthropocene: A Total Anthropological Fact -- 3 The Anthropocene: An Interpretative Framework for the Act of Educating? -- 4 Towards a New Institution for Children -- 5 Education in the Anthropocene: A Concrete Utopia -- References -- Educational Policies, Sustainable Development and the Anthropocene: Visions, Limits and Opportunities -- 1 Three Levels of Institutional Change -- 2 Structural Obstacles to Institutional Re-modelling -- 3 Conceptual and Political Barriers to Education for Sustainable Development -- 4 Cultural Barriers to Education in the Anthropocene -- 5 Proposals for Change -- 6 Conclusions -- References -- Will We Ever Be Indigenous? Permaculture and Depth Education -- 1 Indigeneity and the Re-crossing of Our Origins -- 2 `Indigeneity´ and the Mastery of Agricultural Letting-Go -- 3 Sedentary Without Knowing How to Be Indigenous -- 4 Faced with the Mastery of Mastery, the Mastery of Leaving... -- 5 Permaculture as `Depth Education´ -- References -- Transformation in the Anthropocene: Mimesis, Rituals, Gestures -- 1 The Anthropocene as a Challenge -- 2 The Objectives of Sustainable Development from the Point of View of Education (Bildung) -- 3 Sustainability as a ``Grand Narrative´´.4 Sustainable Development as a Task of Mimetic, Ritual and Gestural Learning -- 4.1 Mimetic Learning -- 4.2 Rituals -- 4.3 Gestures -- 5 Outlook -- References -- What Does the Anthropocene Hold for Citizenship? -- 1 The Purpose of Citizenship: To Ensure Society´s Continued Survival -- 1.1 Citizenship That Is Critical of the School System´s Neoliberalism -- 1.2 Citizenship as the Raison d´être of Education -- 1.3 Extending the Proposed Paradigmatic Shifts to Bring About an Anthropological One -- 2 Learning Convivial Citizenship: Between Humans and Nonhumans -- 2.1 Responsibility and Existential Citizenship -- 2.2 Convivial Citizenship Rooted in the Vitality of the Biosphere -- References -- To Educate Is to Begin to Do Something -- 1 Introduction -- 2 The Anthropocene: A New Era -- 3 Children and Adolescents in the Limbo of the Anthropocene -- 4 To Educate Is to Start the Battle -- 5 Conclusion -- References -- Part III: Some Educational Recommendations in the Anthropocene: Pedagogical Approaches, Experiments -- Ecological Transformation and Education as an Odyssey -- 1 Critique of the Ecological Transition -- 2 Resilience and Socio-ecological Systems -- 3 Odyssey and Ecological Education -- References -- Educating for a Sense of Limits and Limitlessness in the Anthropocene -- 1 The Meaning of Limits: Self-Limitation -- 2 Inseparation: Opening Up a Space of Unbounded Relationships -- 3 The Beautiful, the Sublime and the Sense of the Unlimited -- 4 Rethinking Politics and Political Education -- References -- Learning to Live in the Anthropocene -- 1 Childhood and the Anthropocene -- 2 Learning to Live with Limits -- 3 Learning to Make Life Easier -- 4 Conclusion -- References -- Critique, Utopia and Resistance: Three Functions of a Pedagogy of `Resonance´ in the Anthropocene -- 1 Critical Pedagogy: I Am Not Separate from the Earth -- I Am the Earth.2 Utopian Pedagogy: Hearing What the Earth and the World Have to Say -- 3 A Resistant Pedagogy: A Post-promethean `Us´ to Counter Homo Oeconomicus -- 4 ``Indeed that Very Night, the Impossible Had Already Been Set in Motion´´ (Charly and the Chocolate Factory) -- References -- The Role of Science Education in the Anthropocene -- 1 Representations of the World and Science -- 1.1 A Multitude of Representations -- 1.2 Challenges for Education -- 2 Some Educational Recommendations -- 2.1 Understand -- 2.2 Trust -- 2.3 Act -- 2.4 Be Supportive -- 3 Supporting Teachers -- 3.1 The OCE, a Specific Action -- 4 Conclusion -- References -- Ecology and Education: The Example of Ecotopias -- 1 What Is an Ecotopia? -- 1.1 From Ecotopia to Ecotopias -- 1.2 Concrete Utopias, `Intentional Communities´ and Ecovillages -- 1.3 Terraformation or Return to the Earth? -- 2 The Sources of Ecotopian Education -- 2.1 Education in Ecotopia -- 2.2 The Pedagogical Lineage of Natural Education -- 2.3 A Pedagogy of Emancipation in, Through and with Nature -- 3 Education in Contemporary Ecotopias -- 3.1 The Invention of Alternative Models -- 3.2 Ecotopias as a Counter-Model -- 3.3 Sanctuaries, Resource Centres and Transition Laboratories -- 3.4 Example 1: O.U.R. ecovillage -- 3.5 Example 2: The Practical School of Nature and Knowledge (EPNS) -- 4 Ecotopian Education and the Challenges of the Anthropocene -- 5 The Challenge of Ecological Emancipation -- References -- Promoting a Radical but Not Marginal Educational Innovation at the Campus de la Transition -- 1 (Horizon 1) Diagnosis: Higher Education Falls Victim to the Tragedy of Horizons -- 2 (Horizon 3) Transformative Utopia: The Eco-Justice of the Commons -- 3 (Horizon 2) A Transdisciplinary and Holistic Approach -- 4 Conclusion -- References -- Conclusion: Education Awaits Us.Anthropocene - Humanities and Social Sciences SeriesEducació ambientalthubPedagogia críticathubLlibres electrònicsthubEducació ambientalPedagogia críticaWallenhorst Nathanaël1355657Hétier Renaud1434325Pierron Jean-Philippe1289657Wulf Christoph163342MiAaPQMiAaPQMiAaPQBOOK9910754091403321Political Education in the Anthropocene3587980UNINA