This book seeks to extend the boundaries of aviation psychology in two interrelated ways: by broadening the focus of aviation psychology beyond the flight deck to the whole aviation system; and by discussing new theoretical developments which are shaping this applied discipline. A key feature of these theoretical advances is that they are grounded in a more developed, ecologically valid, understanding of practice. Among the issues addressed in this new integration of theory and practice are the following: what goes on in the flight deck is dependent on the wider organisational context; human factors issues in aircraft maintenance and grounding are critical to aviation safety; our capacity to learn from aviation accidents and incidents needs to be supported by more systematic human factors investigation and research; we must also develop our understanding of the human factors of accident survival as well as accident prevention; theories of crew coordination and decision making must be supported by an analysis of how decisions are actually made in the real world with all its stresses and constraints; training should be grounded in a thoroughgoing analysis of the complexity of the job and a full understanding of the training process itself. The text will be of interest to human factors researchers and practitioners in aviation and related areas. It will be of particular relevance to those who have a role in training, management or regulation throughout the aviation system.
Personal Names, Hitler, and the Holocaust: A Socio-Onomastic Study of Genocide and Nazi Germany provides readers with an increased understanding of and sensitivity to the many powerful ways in which personal names are used by both perpetrators and victims during wartime. This book concentrates on one of the most terrifying and yet fascinating periods of modern history: the Holocaust. In particular, it examines the different ways in which personal names were used by Nationalist Socialists to hunt and destroy the victims of their genocidal ideology. Even before requiring Jewish residents to wear a yellow Star of David and have the letter “J” stamped on their passports, Nazi leaders had decreed that all Jewish women and men must add the names “Sara(h)” and “Israel” to their documentation. It did not take long for the perfidious logic behind this naming (onomastic) legislation to become frighteningly clear: it made it that much easier to pinpoint Jewish residents for discrimination, marginalization, relocation, deportation, and ultimately extermination. Through compelling first-hand accounts from Holocaust survivors, in-depth interviews with descendants of Nazi war criminals, and a plethora of chilling cases extracted directly from the meticulous records kept by the National Socialists, this work presents a harrowing historical account of the way personal names were used during the Third Reich to achieve Hitler’s homicidal vision. Importantly, the use of personal names and naming to target and annihilate victims is not a historical anomaly of World War II but a widespread sociolinguistic practice that has been demonstrated in many modern-day acts of genocide. From Rwanda to Bosnia, Berlin to Washington, when governmental controls are abridged and ethical boundaries are crossed, very quickly, something as simple as a person’s name can determine who lives and who dies.
This book is a critical analysis of the concept of marine protected areas (MPAs) particularly as a tool for marine resource management. It explains the reasons for the extraordinary rise of MPAs to the top of the political agenda for marine policy, and evaluates the scientific credentials for the unprecedented popularity of this management option. The book reveals the role played by two policy networks – epistemic community and advocacy coalition – in promoting the notion of MPA, showing how advocacy for marine reserves by some scientists based on limited evidence of fisheries benefits has led to a blurring of the boundary between science and politics. Second, the study investigates whether the scientific consensus on MPAs has resulted in a publication bias, whereby pro-MPA articles are given preferential treatment by peer-reviewed academic journals, though it found only limited evidence of such a bias. Third, the project conducts a systematic review of the literature to determine the ecological effects of MPAs, and reaches the conclusion that there is little proof of a positive impact on finfish populations in temperate waters. Fourth, the study uses discourse analysis to trace the effects of a public campaigning policy network on marine conservation zones (MCZs) in England, which demonstrated that there was considerable confusion over the objectives that MCZs were being designated to achieve. The book’s conclusion is that the MPA issue shows the power of ideas in marine governance, but offers a caution that scientists who cross the line between science and politics risk exaggerating the benefits of MPAs by glossing over uncertainties in the data, which may antagonise the fishing industry, delay resolution of the MPA issue, and weaken public faith in marine science if and when the benefits of MCZs are subsequently seen to be limited.
How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the greater community of teachers has an interest in helping new teachers to enter the profession. New technologies have allowed teachers to be connected anywhere, anytime; this book discusses principles for the design and implementation of learning networks that can use this connectivity to improve support for beginning teachers. It addresses foundational principles of types of teacher communities (online and offline), types of knowledge relevant to beginning teachers, the idea of presence within a network and methodologies for studying and nurturing communities of teachers, providing recent examples of each.
A new series of bespoke, full-coverage resources developed for the AQA 2015 A/AS Level History. Written for the AQA A/AS Level History specifications for first teaching from 2015, this print Student Book covers The Quest for Political Stability: Germany, 1871-1991 Breadth component. Completely matched to the new AQA specification, this full-colour Student Book provides valuable background information to contextualise the period of study. Supporting students in developing their critical thinking, research and written communication skills, it also encourages them to make links between different time periods, topics and historical themes.
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