Directly addresses the issue of recruiting, educating, and retaining the 'next generation of aviation professionals' (NGAP).Explores a variety of threats and opportunities as the air transport industry grapples with the issue and charts a course for a sustainable future.Brings together a diverse set of viewpoints, academic philosophies, real-world examples and perspectives to enhance the global conversation and lead to a more positive outcome.Accessible and applicable to all disciplines within the global industry.

Whether a trainee is studying air traffic control, piloting, maintenance engineering, or cabin crew, they must complete a set number of training 'hours' before being licensed or certified. The aviation industry is moving away from an hours-based to a competency-based training system. Within this approach, training is complete when a learner can demonstrate competent performance. Training based on competency is an increasingly popular approach in aviation. It allows for an alternate means of compliance with international regulations - which can result in shorter and more efficient training programs. However there are also challenges with a competency-based approach. The definition of competency-based education can be confusing, training can be reductionist and artificially simplistic, professional interpretation of written competencies can vary between individuals, and this approach can have a high administrative and regulatory burden. Competency-Based Education in Aviation: Exploring Alternate Training Pathways explores this approach to training in great detail, considering the four aviation professional groups of air traffic control, pilots, maintenance engineers, and cabin crew. Aviation training experts were interviewed and have contributed professional insights along with personal stories and anecdotes associated with competency-based approaches in their fields. Research-based and practical strategies for the effective creation, delivery, and assessment of competency-based education are described in detail.

Engaging the Next Generation of Aviation Professionals is an edited volume that brings together a diverse set of academic and professional perspectives within the three themes of attracting, educating, and retaining the next generation of aviation professionals (NGAP). This compilation is the first academic work specifically targeting this critical issue. The book presents a rich variety of perspectives, academic philosophies, and real-world examples. Submissions include brief case studies, longer scholarly works from respected academics, and professional reflections from individuals who have made important contributions to their field. The book includes academic chapters that explore the topic from a more theoretical standpoint yet are accessible and understandable to a professional audience. These are complemented by both broad and specific practice examples that describe initiatives and applications occurring in the industry around the three themes. All submissions include descriptive insights, experiences, and first-hand accounts of accomplishments, intended to support the work of other professionals managing NGAP issues. This work will be valuable to anyone involved in attracting, educating, or retaining NGAP, including academics, operators, national and international regulators, and outreach coordinators, among many others.

Whether a trainee is studying air traffic control, piloting, maintenance engineering, or cabin crew, they must complete a set number of training 'hours' before being licensed or certified. The aviation industry is moving away from an hours-based to a competency-based training system. Within this approach, training is complete when a learner can demonstrate competent performance. Training based on competency is an increasingly popular approach in aviation. It allows for an alternate means of compliance with international regulations - which can result in shorter and more efficient training programs. However there are also challenges with a competency-based approach. The definition of competency-based education can be confusing, training can be reductionist and artificially simplistic, professional interpretation of written competencies can vary between individuals, and this approach can have a high administrative and regulatory burden. Competency-Based Education in Aviation: Exploring Alternate Training Pathways explores this approach to training in great detail, considering the four aviation professional groups of air traffic control, pilots, maintenance engineers, and cabin crew. Aviation training experts were interviewed and have contributed professional insights along with personal stories and anecdotes associated with competency-based approaches in their fields. Research-based and practical strategies for the effective creation, delivery, and assessment of competency-based education are described in detail.

This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.

This book sets out to explore the challenge to education contained in Heidegger's work. His direct remarks about education are examined and placed in the broader context of his philosophy to create an account of Heidegger's challenge. Martin Heidegger is an undisputed giant of 20th Century thought. During his long academic career he made decisive contributions to philosophy, influencing a host of thinkers in the process including Arendt, Gadamer, Sartre, Merleau-Ponty, Derrida and Foucault. Heidegger inquired into the deepest levels of human being and its social, natural and technological contexts. Although he did not develop a systematic philosophy of education, his philosophical insights and occasional remarks about education make him an interesting and troubling figure for education. Heidegger is of interest to education for his contributions to our understanding of human being and its environment. Heidegger's insights are troubling, too, for many of the assumptions of education. His critiques of humanism and the modern instrumental mindset in particular have significant implications. The work of scholars who have expanded on Heidegger's remarks and those who have been influenced by his philosophy is also surveyed to fill out the examination. A vision of education emerges in which teachers and learners awaken to the deadening influences around them and become attuned to the openness of being.

12-year-old Dylan and his father both drown in a surfing accident. Dylan is revived, but his father's body is never found. What's left of Dylan's family moves from California to his mother's home town of Glasgow, Michigan, where Dylan is visited by people he doesn't know - people he comes to realize are in the process of passing over from life to death. Dylan shares his secret only with his new friend, Emily. Together, they try to understand why the dying residents of Glasgow come to him as they make their final transition and come to understand the importance of the people in their lives and the power of love. Contains stunningly surreal dream and afterlife imagery.

Two 1950s Mississippi families struggle with gay issues. Sid Hodges and JB Day were forced to flee the Deep South almost at gun point, and under threat of lynching. Eventually, they end up in San Franciso, living through the Stonewall riots and other great social upheavals of the 1960s. Later, Sid's son, Steven, who comes out of the closet at that very time, joins them. "Daddy, Can I Borrow Your Purse?" is a funny, evocative, and touching story told in fine old South tradition with a West Coast Zing! It is populated by a cast of real characters that you'll never forget.