直升机教员手册 Helicopter Instructor’s Handbook
时间：2014-11-10 08:35来源：FAA 作者：直升机翻译 点击：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Stress falls into two broad categories, acute (short term) and chronic (long term). Acute stress involves an immediate threat that is perceived as danger. This is the type of stress that triggers a “fight or flight” response in an individual, whether the threat is real or imagined. Normally, a healthy person can cope with acute stress and prevent stress overload. However, ongoing acute stress can develop into chronic stress. Chronic stress can be defined as a level of stress that presents an intolerable burden, exceeds the ability of an individual to cope, and causes individual performance to fall sharply. Unrelenting psychological pressures, such as loneliness, financial worries, and relationship or work problems can produce a cumulative level of stress that exceeds a person’s ability to cope with a situation. When stress reaches this level, performance falls off rapidly. The instructor should make the student aware that pilots experiencing this level of stress are not safe and should not exercise their airman privileges. The indicators of excessive stress often show as three types of symptoms: emotional, physical, and behavioral. Emotional symptoms may surface as overcompensation, denial, suspicion, paranoia, agitation, restlessness, or defensiveness. Physical stress can result in acute fatigue. Behavioral degradation is manifested as sensitivity to criticism, tendency to be argumentative, arrogance, and hostility. Instructors need to learn to recognize the symptoms of stress in students. There are several techniques an instructor can suggest to a student to help manage the accumulation of life stresses and prevent stress overload. For example, to help reduce stress levels, suggest the student set aside time for relaxation each day or maintain a program of physical fitness. To prevent stress overload, encourage the student to learn to manage time more effectively to avoid pressures imposed by getting behind schedule and not meeting deadlines. For a more in-depth discussion of stress and ways to deal with it, see the Pilot’s Handbook of Aeronautical Knowledge, Chapter 16, Aeromedical Factors, and Chapter 17, Aeronautical Decision-Making. Use of Resources To make informed decisions during flight operations, a student must be introduced to and learn how to use all the resources found inside and outside the cockpit. Since useful tools and sources of information may not always be readily apparent, an essential part of ADM training is learning to recognize these resources. The instructor must not only identify the resources, but also help the student develop the skills to evaluate whether there is time to use a particular resource and the impact its use has upon the safety of flight. Remember to point out to your students the most valuable resource or option as a helicopter pilot is the ability to land the helicopter almost anywhere. Whether at an airport or any suitable landing area along the flight path, the option to land the aircraft is almost always available. Too many fatalities have occurred when this most basic helicopter option is overlooked. A controlled landing under power is always preferable to an emergency power off landing. It is easy to land in an open field or lot and call for fuel or maintenance rather than crash and never get the chance again to make any calls. Getting the helicopter safely on the ground allows time to process other options without endangering the crew and/or passengers. The assistance of air traffic control (ATC) may be very useful if a student becomes lost; but in an emergency situation, there may be no time available to contact ATC. Cockpit management is also a key resource for preventing a potential accident from happening. Students must learn to manage avionics, computer messages, radios, transponders, and checklists while flying safely and under all conditions, VFR, IFR, and at night. Proper management in the cockpit helps the student to organize and learn to safely multitask. Internal Resources Point out to the student that the person in the other seat can be an important resource even if that person has no flying experience. When appropriate, passengers can assist with tasks, such as watching for traffic or reading checklist items aloud. Emphasize to the student the importance of verbal communication. It has been established that verbal communication reinforces an activity. Touching an object while communicating further enhances the probability an activity has been accomplished. For this reason, many solo pilots read checklists out loud. When they reach a critical item, they touch the switch or control. For example, to ascertain the force trim is on, the student can read the checklist. But, if he or she touches the force trim switch during the process, the checklist action is confirmed. Explain to the student that it is necessary for a pilot to have a thorough understanding of all the equipment and systems in the aircraft being flown. Discuss with the student that a lack of aircraft systems knowledge, for example, can lead to a tragic error. For instance, if a new pilot is unaware of the mechanical differences between a direct reading gauge (wet line) versus a gauge operating from sensors, the student pilot may not associate the oil residue under the center console to a loose fitting on the affected gauge. Without full awareness and understanding of the wet line system, the student may choose to sidestep the issue, thinking it to be out of place and of no concern. The instructor’s role in expanding the student’s knowledge may directly lead to a correct assessment, evaluation of available options and, ultimately, a good decision. Explain to the student that it is necessary for a pilot to have a thorough understanding of all equipment and systems in the aircraft being flown. Lack of knowledge such as whether the oil pressure gauge is a direct reading or uses a sensor is the difference between making a good decision or a poor one that leads to a tragic error. |
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