Discussion 1 The SR 111 accident stands as an example

Discussion 1 

The SR 111 accident stands as an example of the aviation community coming together to solve a complicated and multi-layered accident. Using Case Study Discussion 8 AVM4700 and applying what you have learned in chapter 8, provide informed responses to the following: 

  1. Consider the cost, complexity, and emotional impact of this accident on the lives of professionals involved in the accident investigation. Some investigators were required to relocate to Canada’s east coast away from their loved ones. Put yourself in their shoes: what challenges would these investigators and medical personnel have faced in managing the intense emotional impact of the accident? 
  2. Does this case study help you understand how complex an investigation can be and how challenging it can be to train investigators to handle these events? Which elements of this investigation would require an operations investigator (pilot) and which would need an engineering investigator (maintenance)? 
  3. Canada, as the State of Occurrence, led the investigation of the SR 111 accident. Consider that the State of Occurrence may not always have the strongest connection to the accident, but its AIA has authority over the investigation. What problems might arise from this arrangement? Are there any advantages to it? Can you think of a better way of designating the primary AIA? 
  4.  Why is it so important for AIAs to be independent from the government and regulator of their State? Is it possible for bias to creep into an investigation? How can this be managed?

discussion 2 

Must post first.  Using Case Study Discussion 9 AVM4700  and applying what you have learned in chapter 9, provide informed responses to the following:  

  1. With two or more pilots, how might it be possible to communicate and coordinate actions more effectively?
  2. Complex technical systems can be difficult for humans to diagnose and understand. Consider how challenging it can be to troubleshoot a desktop computer when something goes wrong. Imagine the challenge faced by the AF 447 pilots – they became confused by their instruments and responded inappropriately. How might the human–computer interaction be improved? How can pilots be taught to avoid making the same mistakes in the future?
  3. Several human limitations impacted the pilots of AF 447. Discuss how the pilots failed to effectively manage their workload, maintain situational awareness, establish leadership of the cockpit, and collaborate and communicate with each other.
  4. Taking an organizational approach to managing safety, what organizations would you include in your investigation if you were an investigator of the AF 447 accident? Would you include the airline, ANSP, aircraft manufacturer, and/or regulator? Why or why not?

discussion 3

Making reference to  Case Study Discussion 10 AVM4700 , and applying what you have learned throughout this course, provide informed responses to the following:

  1. The recreational use of RPAs by operators with limited aviation experience can occasionally result in the devices entering airspace where they pose a risk to aircraft with pilots on board. To reduce this risk, some have suggested manufacturers should be required to install GPS technology that recognizes restricted areas and prevents the drone from entering. This strategy has been called geo-fencing. What do you think? Would this be a practical solution? How might it impact the cost of RPA technologies? How would geo-fences be created, maintained, and enforced? Might geo-fences be susceptible to illegal and malicious hacking? 
  2. The international aviation community has been working to establish licensing requirements for RPA operators; however, the wide variability in size, type, and usage of RPAs makes this challenging. A recreational user operating a very small device requires far different qualifications that a professional RPIC flying an aircraft with similar characteristics to a traditional aircraft . How do you think regulatory oversight of both groups can be practically accomplished? Are type and class ratings on a licence sufficient to distinguish the different skill sets required? 
  3. Some debate exists about whether the skills required of a remote pilot are more aligned with the competencies of a traditional pilot or those of an ATCO. Consider that pilots generally use sensory information (visual, auditory, kinesthetic, and olfactory cues) to help them understand their flying environment while ATCOs must develop the skills to visualize three-dimensional situations based on information presented on a two-dimensional display. What do you think? If you had to choose one, would you argue that the skills required for remote pilots are more aligned with traditional pilots or those of ATCOs? 
  4. Security is an ongoing challenge associated with RPAS. These systems can be exploited by criminals seeking profit (drug smugglers) as well as terrorists with political agendas (i.e, using RPAs as weapons). How can the international aviation community ensure the security of these systems? Should the burden of maintaining security fall more on operators, manufacturers, CAAs, or ICAO?