The Hash Academy

 Essays: Question 1: You are the Quality Manager of an ANO-145 organization that carries out Line Maintenance of Boeing B777 Aircrafts. What requirements will you check before issuing the Certification Authorization to the Aircraft Licensed Mechanic in Category B1.1.  Question 2: An ANO-145 organization has a maintenance facility located outside Pakistan. What are the conditions under which the organization can use a certifying staff qualified in accordance with the national aviation regulations of the State in which the organisation facility is registered. Question 3: An aircraft is grounded at a location other than the main base where no appropriate certifying staff is available, how will the aircraft be released for service in this case.  Also write additional requirements for the maintenance organization if any. Question 4:  As per ANO-145 , what are different categories under which the aircrafts components must be segregated? Also explain how the unsalvageable items can be permitt

FORMULATING COURSE OBJECTIVES WRITING THE LEARNING OBJECTIVES Because adult learners are task-centered, adult training should be task-centered. Consequently, adult learning should be based on measurable, task-centered learning objectives and outcomes. Inherent to good instructional design is the definition of clear learning outcomes. What Are Learning Objectives? Dr. Robert Mager, a well known-figure in Training Design, defines learning objectives in this way: “[Learning] Objectives are a little like blueprints. They provide the guides that will guarantee that you are teaching what needs to be taught. An objective is about end rather than means. It describes a product of instruction rather than the process of instruction. It describes what students will be able to do when they are competent, rather than describing how they will be made competent.” The Conscious Competence Matrix – The Learning Model for Formulating Training Objectives Conscious Competence refers to the level of ability

 TRAINING NEED ANALYSIS & INSTRUCTIONAL DESIGN TRAINING NEED ANALYSIS: What Is Training Needs Assessment? A needs assessment is the process of identifying performance requirements and the "gap" between what performance is required and what presently exists.  Why Conduct TNA? Conducting a Needs Analysis is usually done to gauge what training is needed for new employees or to identify and find solutions to:  Problems with performance – Performance Analysis  New system, task or technology – Task/Competency Analysis  Identification of learner profile – Learner Analysis TOOLS FOR CONDUCTING TNA: There are many tools to gather information about employee performance, which work best in different circumstances:  Observation: First hand observation and analysis in a setting in which the observer is not interfering with normal productivity. Used to gather first hand data about an employee's strengths and weaknesses. Interviews: Using a series of predetermined questions to gauge

MIND MAP (FOR LESSON PLANNING) What is a Mind Map? At the centre of a mind map is a key concept, idea or question. This is then expanded into sub-concepts, which are grouped and connected through a system of branches. Often represented in circles or boxes, concepts and ideas are linked by words and phrases that explain the relationship between them. Used as a teaching and learning technique, a mind map provides a visual illustration of the connections between ideas, as perceived by individuals or a group of people. Because mind maps are ways of demonstrating understanding, they are likely to differ from one person to another. They may also evolve in line with incremental changes to that understanding. Mind maps can be helpful for: - Making sense of concepts and the ways in which they are connected integrating new concepts with existing knowledge - Planning, organizing and analyzing - Communicating ideas, thoughts and information concisely and clearly Making a lesson plan A lesson plan

 WRITING THE LEARNING OUTCOMES  While Objectives are broad (fuzzy) statements of intent; outcomes are measurable statements of intent. Why Write Learning Outcomes? Five valid reasons: 1. Outcomes give you a clear direction for training activities. As a trainer, you know where you are going and how will you reach there. Your time on designing a training programme is properly utilized. 2. Outcomes give direction to other co-trainers who focus on the same direction. Consequently, they bring about uniformity in the training programme. 3. Learning outcomes also motivate trainees to grow as they clearly see WIIFM (what’s in it for me) that keeps them interested, involved and motivated. 4. Outcomes serve as a yardstick and standards to evaluate training. At the end of the programme, participants give you their feedback on the character of the training: how many of learning objectives have been achieved met or exceeded expectations? This kind of feedback reflects the professionalism of your tr

THE LEARNING STYLES Most adult learners develop a preference for learning that is based on childhood learning patterns (Edmunds, Lowe, Murray, & Seymour, 1999). Several approaches to learning styles have been proposed, one being based on the senses that are involved in processing information. Three Learning Styles The three primary learning styles are: visual, auditory, and kinesthetic. Visual learners tend to learn by looking, seeing, viewing, and watching. The teacher needs to create a mental image for the visual learner as this will assist in the ease of holding onto the information. If a visual learner is to master a skill, written instructions must be provided. Visual learners will read and follow the directions as they work and will appreciate it even more when diagrams are included. During a lecture or discussion, they tend to take detailed notes to absorb information. Auditory learners tend to learn by listening, hearing, and speaking. Auditory learners learn best through

 ADULT LEARNING PRINCIPLES Adult Learning As an instructor, you should have a basic understanding of how adults learn. Adult learners bring experiences and self-awareness to learning that younger learners do not. To understand adult learning, we should understand learning domains, learning styles, and how and why adults learn. The Adult Learning Theory Malcolm Knowles was the first to theorize how adults learn. A pioneer in the field of adult learning, he described adult learning as a process of self-directed inquiry. He advocated creating a climate of mutual trust and clarification of mutual expectations with the learner. In other words, a cooperative learning climate is fostered. The reasons most adults enter any learning experience is to create change. This could encompass a change in (a) their skills, (b) behavior, (c) knowledge level, or (d) even their attitudes about things (Adult Education Centre, 2005). Compared to school-age children, the major differences in adult learners ar

 PSYCHOLOGY’S RULES OF LEARNING The objective of teaching a class is to have students learn something, and remember what they have learned. Instructor’s constantly employ many different psychological principles of learning. This section presents 20 principles of learning, established by psychologists, which are useful for training. Some of these principles have been followed by more experienced instructors for years. All should be useful to the instructor who wants to be effective and successful.  -Stimulate Students. Unpleasant things may be learned as easily as pleasant things. The worst stimuli are those which cause little or no feelings. It is better to have rewarding conditions than unpleasant conditions, but either is better than neutral conditions. -Recognize Individual Differences. What your students can do is important in determining what can be learned and how long it will take. The ability to learn changes with age. It reaches a peak around 16 years of age, then begins to de

 LEARNING CONCEPTS AND GENERALIZTAION  Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge.  Learning produces changes in the organism and the changes produced are relatively permanent. Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed, and knowledge and skills retained.  Anyone who intends to guide and direct

Motivating the Adult Learner Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning: -Social relationships: to make new friends, to meet a need for associations and friendships. -External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. -Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work. -Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors. -Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. -Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind. COMPARISON OF ADULT LEARNERS AND CHILD LEARNERS Adults differ from

Pakistan Civil Aviation Authority   Civil aviation activities in Pakistan started immediately after independence in 1947 under civil Aircraft Rules 1937 but no formal orders or ordinance was issued neither any particular legislation took place until 1960. • In 1960, the first legal step was taken and President of Pakistan promulgated an ordinance (No. XXXII of 1960) known as the Civil Aviation Ordinance 1960, Quote “to make better provisions for the control, manufacture, possession, use, operation, sale, import and export of aircraft, the control and regulation of Air Transport Services and the control and development of Aerodromes in Pakistan”. • A committee was formed by the Government of Pakistan in 1976 to draft rules for the regulation of Air Transport in Pakistan. • As a result of these, a set of Rules known as the “Civil Aviation Rules 1978” were formulated and later promulgated in January 1979. • The Pakistan Civil Aviation Ordinance, 1982 has replaced the erstwhile Department

  Maintenance Certification  Loading…

 Air Operator Certificate After the issuance of an Airline License to an operator by the Federal Government of Pakistan, it is a regulatory requirement to obtain an Air Operator Certificate (AOC). • The purpose of an AOC (Air Operators Certificate) is to ensure that any person or company operating aircraft for the purpose of commercial air transportation do so in a regulated and safe manner. • It is a requirement of ICAO Annex 6, (Operation of Aircraft), EU-OPS and CARs 1994 that the AOC shall be granted before any commercial operation takes place. • The operator shall comply with all the requirements of Civil Aviation Regulations, and ensure that:- - The applicant has demonstrated that his Equipment, Ground Handling, Organization Staffing and Training Programmed are adequate to secure the safe operation of the types of aircraft to be included in the AOC - The applicant can establish and maintain a satisfactory method of supervision of the Flight Operation. - The aircraft are provided