Hi, crew ! My name is Leonardo Vasconcelos and this is my first post together my dear friend Cmdt Alexandre, and i'll start to talk about Emercengy Procedures...
Introduction
Practice, planning, and good judgment can improve the
odds tremendously, but despite our best intentions, sometimes
things just go wrong. In this Safety Advisor, we’ll look
at ways to handle those critical “up here, wishing you were
down there” situations as safely as possible.
What is an emergency? It seems like an easy question at
first glance, but it’s a little harder to pin down when you
stop to think about it. Is an engine failure an emergency?
What if it happens at 5,000 agl, in perfect weather, with
20 suitable landing spots within gliding distance?
In emergencies, context is everything. The location. The
weather. The pilot. The airplane. The circumstances in
which a problem occurs can make it a virtual non-event—
or turn it into a nightmare (imagine that same engine failure
at 300 agl during a night takeoff over a partially frozen
lake).
Initial Response
You’re droning along in cruise when suddenly a problem
arises. What to do? The first step should be to perform a
very basic initial assessment:
1) What’s wrong?
2) How critical is it?
3) How much time do I have?
The most dangerous situation is one that’s both serious
and requires immediate action. Engine failures shortly after takeoff, or oxygen system failures at 25,000 feet, come to
mind. These are the kinds of issues for which pilots should
be “spring-loaded.” Significant time should be devoted to
training for them, and immediate responses should be
practiced regularly and (in the case of engine failure on
takeoff) briefed prior to departure.
If the problem is mechanical or electrical, there’s a chance
that it won’t be immediately obvious what’s wrong. Given
time, attempt to determine the cause—both because it
might be fixable and on the chance that you can keep it
from getting worse, or causing other problems. Study the
panel and any other indications (smells, sights, sounds) and
try to reach a conclusion. You might have to interpret
information from multiple sources. For example: What if
the oil pressure dropped to zero, but the engine continued
to run normally and the oil temperature was steady?
Also remember that the situation may have been precipitated
by something the pilot did, or failed to do. Into the
category of self-induced emergencies fall such blunders as
switching to an empty fuel tank (or forgetting to switch
tanks) and grabbing the wrong power lever—mixture instead of throttle, for example.
If the beginning of a problem
coincided with something you did, undo it!
With respect to checklists: In an emergency, it’s best to
have the immediate action steps for certain situations—
engine failure, fire, etc.—committed to memory. Once the
immediate situation is under control, break out the checklist
and verify that the proper steps have been taken. If
need be, delve into further troubleshooting at that point.
Hi
crew!! I’ll start to speak up about Miscommunication. For that I have started a
research on Internet about this issue and I have come across many such
instances. It is difficult to quote and discuss all of them in detail here.
Miscommunication – lack of clear or adequate communication
(falta de comunicação).
Many incidents and accidents in civil aviation have
been attributed to human factors and the most prominent of these factors is
miscommunication. Majority of times it is because of the
language problem as English is not our mother tongue but sometimes it’s due to
complacency, overconfidence of person and other factors such as poor knowledge
of procedures and phraseology etc.
According to a research paper by a Sydney based Air
Traffic controller, which deals with this aspect of human factor, there’s a useful
document that will enlighten us.
The
collision between the Pan Am and KLM Boeing 747's at Tenerife in March 1977,
which killed 583 people, was a defining event in aviation safety. While there
were many predisposing human factors involved, the accident was a tragic lesson
in miscommunications. The
accident demonstrated that, in the aviation industry, "information
transmitted by radio communication can be understood in a different way to that
intended, as a result of ambiguous terminology and/or the obliteration of key
words or phrases" and that "the oral transmission of essential
information, via single and vulnerable radio contacts, carries with it great
potential dangers".
Defining event – critically important (evento decisive)
In a different way to – otherwise (caso contrário,
de um jeito diferente)
Intended – purposed (pretedido)
As a result of – accordingly, under the circumstances,
as a consequence (como resultado)
Obliteration – remove or destroy completely so as to
leave no trace. Synonyms for annihilate. (obliteração, aniquilição)
Datas: on Sunday, I was born on the 7th of
September, On 27th March 1977
In September,
in 1977
Amongst
controllers there is insufficient awareness of the pervasiveness of the
miscommunication problem and its various manifestations. The insidiousness of
some of these requires that controllers be provided with a deeper insight into
the structures of language and the way which phrases and words can be
misinterpreted. Types of Miscommunication:
Amongst = Among - used interchangeably, but among is
more common in modern writing (entre).
Pervasiveness – the quality of filling or spreading
throughout (penetrante, difusão).
Insidiousness – incidência.
Misinterpreted – to interpret or explain wrongly (mal
interpretado)
1
- Absent-mindedness and Slips
For
instance, a controller may routinely assign the same level for descent to
arriving aircraft. But on one occasion that conflicting traffic at that level
has been noted, the controller may still absent-mindedly assign that level to
an inbound aircraft instead of providing level separation. They are not signs
of incompetence but of misapplied competence. They are a problem of experts,
not of beginners.
For instance – to offer as an example (por exemplo)
Absent-mindedness – preoccupied. The person is
absent-minded (distração)
Slips – to fail to be remembered by (deslizamento,
escorregão, vacilo)
Inbound aircraft – aircraft which is coming in
(aeronave que chega)
Misapplied competence
– misappropriate competence (competênica mal aplicada).
2-
Ambiguity
As
this paper has revealed, ambiguity can arise from many aspects of verbal
communications. Workload may increase vagueness and imprecision. Vagueness may
also restrict the situational awareness.
A
lack of definition can also be included here when controllers and pilots have
differing understandings of words and procedures. In 1974 a Boeing 727 approaching
Dulles Airport, Washington, was "cleared for a VOR/DME approach"
which the pilot understood to mean he was cleared to the final approach
altitude of 1800 feet and that there was no other terrain above that level on
his route. The controller understood it to mean that the aircraft could descend
without conflicting with other traffic and that the pilot was responsible for
terrain avoidance. The aircraft crashed into a mountain.
Pilots
must be aware that the responsibility has shifted from the controller to them
and is therefore incumbent on the controller to use standard phraseologies to
ensure that pilots are in no doubt.
Arise/arose/arisen – used in a more abstract way, very
formal (mesmo significado)
Raise/Raised/Raised – move to higher position. Raise
your hand/voice/finger (levantar)
Vagueness – not clear in expression (vago, impreciso).
Situational awareness
(consciência situacional).
Lack of – (falta de)
Shifted from – Exchange
from (mudado, trocado).
3 -Callsign Confusion
Aircraft
callsign confusion is a vexation throughout the world. It hampered ATC
assistance to the charter DC-8 with an in-flight fire at Jeddah in 1991 which
killed 261 people, was implicated in the Boeing B737 and Metroliner collision
in Los Angeles in 1991, and has caused numerous other incidents when pilots
have accepted clearances meant for others.
Vexation – annoyance (vexame,
aborrecimento).
4-
Code Switching
Code
switching refers to the habitual switching back and forth from one language to
another of bilingual and multilingual speakers during the course of a
conversation.
Perhaps the most well known example of this occurred
at Tenerife. The problem can also arise between speakers of the same language
when different dialects are in use. A Boeing 737 crash where the controller and
pilots used the word 'hold' to mean 'stop' (its aviation meaning) and 'to
continue' (as in 'hold your course' in ordinary English). Just
what 'hold' meant in each transmission in which it was used led to confusion.
Back and forth – (vai e vem).
Perhaps – maybe (talvez).
Lead/led/led to – to guide or to be at the head of
(levou a, liderou).
5-
Different Voices
Voices
become familiar, and it can confuse the pilot if a different controller from
the one expected replies, and he confuses the controller.
6-
Emergencies
Language
skills diminish as tension rises during in-flight emergencies. Tasks take
priority which means that controllers may have to concentrate in order to
deliver slow and clear speech, especially those for whom English is not their
first language. Distraction
with an emergency may cause slips with communications with other aircraft.
Diminish – to reduce or lessen (reduzir ou diminuir).
7-
Enunciation
Poor
enunciation by a sender leads to doubt by the receiver as to what has been
heard. Some people find certain words difficult to enunciate, particularly when
they are busy, so, for example, 'Juliet Juliet Tango' becomes 'Jew Jew Tango'.
8-Expectation
Expectation
errors are a particularly insidious form of miscommunication because readbacks
may indicate that the message has been received correctly when, in fact, it has
not. Byron (1997) cites an example where an aircraft was cleared to climb to
FL310 and at FL260 the controller asked about the aircraft's speed. The pilot
answered "315 knots". The
controller said "maintain 280", to which the pilot responded
"280 knots".
9- Headsets
The microphones tend to drop away from the mouth. Microphone
clipping occurs when a controller (or pilot) fails to ensure that the
microphone switch is activated prior to speaking, or deselects it prior to
finishing speaking, dropping the first letter from the callsign, for example,
'Echo Alpha Kilo' accepts a message meant for 'Tango Alpha Kilo'.
Clipping – waveform distortion (distorção de áudio).
Prior to – earlier, first (antes de).
10- Homonyms and Homophony
The misinterpretation which may occur with the
homonyms 'to, too and two'
"Descend
two four zero zero" (2400- two thousand four hundred feet) to which the
pilot replied, "OK, four zero zero" (400- four hundred feet).
Controllers
often encounter this problem with these homonyms and appear to use two
different techniques to overcome it. One is to pronounce 'to' as 'tah'; the
other is to emphasise 'to' as in "descend to two seven zero zero".
Homophony
is sounding exactly or nearly alike. Examples are 'left' and 'west'. For
instance, in the Canadian Pacific accident in Sydney, 'take taxiway right' was
heard as 'you can backtrack if you like'.
Encounter – find (encontrar).
Overcome – to deal with successfully (superar).
11-
Noise
Noise
causes message distortion and may be due to cockpit or ATC centre background
noise, equipment noise, environmental noise (atmospheric static), substandard
headsets or poor microphone technique.
12-Number
Problems
It
seems to occur most often when controllers give headings and distances in
conjunction with altitudes. Indeed, numbers are likely to be transposed and the
error may not be picked up in the pilot readback.
13-Similarity
of SIDs, STARs and Waypoints
The
similarity of names for standard instrument departures or arrivals may cause
confusion and mistakes. A pilot may mistakenly fly the wrong one. Waypoint
similarity can cause confusion like ROTAP and RONSA.
14-Speech Acts
The variety of functions-speech can represent, such as
statement, question, request, and so on. Once a controller
prodded a pilot for a readback of an assigned altitude by requesting, with
voice intonation, "flight level 80 clear?" was interpreted as a
statement "flight level 80 clear".
During
peak traffic periods, controllers in some positions may be talking constantly.
Difficult as it may be, if controllers pause between transmissions to different
aircraft, the amount of irrelevant information received by pilots is reduced.
This increases the pilot's chance of remembering and reduces requests for
reiteration. The rapid speed at which controllers deliver instructions is
probably the most common miscommunication complaint received from pilots.
Peak periods – highest use or demand, peak time
(período de pico).
Difficult as it may be – it might be (por mais difícil
que possa ser).
Nesta publicação trataremos dos pronomes relativos:
Who - refere-se a pessoa, então usa-se após referência pessoal.Quem, que
Whom - refere-se a pessoa. É objeto indireto e se usa após uma
preposição. A quem, de quem.
That - mais genérico. Que
Which - refere-se a coisas. Que
Whose - indica posse. Usa-se entre dois substantivos. Cujo (a)
Examples:
The boy who/that was at the door is my
son. (que)
The girl whom I just told you about (de quem)
Sophie is the girl with whom I'm going
to travel. (com quem)
The table which we bought belonged to
Napoleon. (que)
The horse that we transported is a champion.
The plane whose nose gear is damaged belong to a go-getter.
(cujo)
The plane with which you flew is parked in the apron. (com
que)
Just the fact that some geniuses were laughed
at does not imply that all who are laughed at are geniuses. They laughed at
Columbus, they laughed at Fulton, they laughed…
Obs: Go-getter - empreendedor, trabalhador que atinge metas.
Se houver mais de um antecedente - pessoa ou não pessoa - usa-se THAT ou
nada (omissão).
Eg: Airplanes and Helicopters that belong to
the flight training school were parked in the Hangar.
Depois de SOME, ANY, NO usa-se apenas THAT ou omissão.
Eg: Is there anything else that I can do
for you?
Depois de pronome aumentativo/diminutivo usa-se THAT ou nada.
Eg: The man is the tallest pilote that I have
ever seen in the plane. (que)
Depois de nome próprio usa-se WHO
Eg: Paul who was travelling to China has just arrived
(quem, que)
Depois da vírgula usa-se WHICH para não pessoa.
Eg: Rio, which you know is in Brazil, is the wonderful
city (que)
Now Let's put the phrases together.
The woman has a broken arm. The woman is my boss
The woman who/that has a broken arm is my boss.
The film is about a tragedy. The film has many good
actors.
The film which/that is about a tragedy has many
good actor.
Se você fala bem inglês e sabe que tem nível suficiente para passar (ou até para tirar nota máxima), mas se sentiu prejudicado pelo nervosismo ou pelo avaliador e não concorda com sua pontuação há uma maneira de resignar caso tenha sido reprovado: o recurso!
De acordo com as regras da ANAC, os candidatos só poderão realizar um novo SDEA após:
trinta dias corridos da realização do teste anterior;
divulgação do resultado obtido no teste anterior.
Em hipótese de discordar do resultado, o candidato poderá preencher o Formulário de Recursos, imprimí-lo, assiná-lo, e esperar bastante!!!! O documento original deverá ser protocolado na ANAC ou encaminhado via correio neste endereço que segue abaixo até 30 (trinta) dias corridos após a divulgação do resultado do exame.
Endereço:
Agência Nacional de Aviação Civil
Gerência de Certificação de Pessoal
Grupo de Proficiência Linguística
Av Presidente Vargas, nº 850 – 10º andar – Centro
CEP: 20071-001 – Rio de Janeiro - RJ
Após até 60 dias úteis, o que significa uns 3 meses, eles respondem sua solicitação. Contudo, se mesmo assim a resposta não chegar nesse prazo, vá atrás de informações, porque às vezes seu processo fica parado. Como isso aconteceu comigo, liguei em diversos números da ANAC Rio e Brasília até chegar na pessoa responsável. Finalmente, no meu caso, a ANAC reconheceu o erro da avaliação e minha nota foi modificada. Resultado: final feliz!!!!
Este é a pessoa responsável. Fui tratado com muita educação pelo Átila, que reconheceu o erro da ANAC e a demora no meu processo. Se precisarem, fica a dica:
Átila de Rezende Jordão Coordenador do Grupo de Proficiência Linguística- Especialista em Regulação de Aviação Civil Fone: +55 21 3501-5409 / E-mail: atila.jordao@anac.gov.brGCEP – Gerência de Certificação de Pessoal SPO - Superintendência de Padrões Operacionais
Como dito no post anterior, a prova consiste em quatro partes.
Parte I - Pilot's Background
Parte II - Interacting as a pilot
Parte III - Emergency Situations
Parte IV - Aviation topics
Vou explicar detalhadamente como acontecem essas partes.
Parte I - Pilot's Background
Após ligar uma câmera e um gravador o teste se inicia assim:
Welcome to the Santos Dumont English Assessment. I am ________ and this is __________. (He/she) will
just listen to us.
1) Please tell me your full name.
2) Please give me your candidate number.
3) May I see your pilot’s license, please? (Thank you.)
4) Are your cell phone and other electronic equipment turned off?
5) Look at the camera, please. (Thank you.)
The test has four parts. It takes approximately forty minutes. Responses should be immediate,
appropriate and informative. During the test, if you don’t understand an instruction or question,
please ask me for clarification. Do you have any questions?
The test will start now
Isto está no modelo de teste disponibilizado no site da ANAC. MAS tente não perguntar, responda o que você entender, porque em conversas nos bastidores os avaliadores me disseram que tiram ponto de quem pede para repetir as perguntas ou quem responde algo nada a ver com relação ao que foi perguntado. Na verdade, o ideal é concentrar bastante no teste, como se estivesse em procedimento de pouso IFR em Guarulhos. Muitas pessoas, mas muitas mesmo 'rodam' porque pedem para repetir a pergunta e, como dito anteriormente, o avaliador não muda uma vírgula do que está escrito na folha teste, ou seja, o máximo que fazem é ler novamente a pergunta.
Nesta parte, os avaliadores fazem perguntas relacionadas à sua experiência na aviação, o que você voa ou já voou, planos de voar para o exterior e sobre a aviação em si, como por exemplo, por que existem os controles de tráfego aéreo em aeroportos movimentados? Muitas vezes são perguntas difíceis de responder pelo fato de serem muito óbvias, mas eles querem que você use e abuse do seu inglês, use os tempos verbais e os conectivos corretamente.
Parte II - Interacting as a pilot
Quando você menos espera, já está na segunda parte. Nesta hora você colocará o fone de ouvido e ela fará um teste de som e ruído para ver se ouve inteligível clareza 5. Será possível também fazer anotações. O áudio será o controlador e você responderá como piloto usando a linguagem padrão. O examinador fala onde você está e com quem você fala - qual órgão ATC será respondido. Se você desejar anotar as informações, seja muito, mas muito rápido e abrevie tudo, porque o áudio é bem rápido. Ou senão confie na sua memória, o que não aconselho, pois pode falhar.
Assim, o examinador te colocar a par da situação, você repete (se você repetir errado, eles não te corrigem e vai se fu...r). O áudio toca e manda você repetir. Até que o examinador te coloca uma situação de emergência e você deve usar seus conhecimentos de aviação para sair daquela emergência. Como são três emergências a primeira você repete, depois o examinador te paga a emergência, você avisa ao controle usando suas palavras, após o controle coteja e você deve confirmar ou negar (confirm / negative); a segunda parte, é a mesma coisa, porém o examinador pede para você repetir tudo que ouviu do controlador na última gravação. É bom detalhar e falar tudo; e a terceira é praticamente igual a segunda parte. Na segunda ou na terceira o controlador coteja errado. Cuidado!
Lembre-se que você sempre será ANAC 123.
Parte III - Emergency Situations
Agora o examinador passará uma ocorrência de vôo que consiste em uma conversa entre piloto e controlador relatando alguma emergência. O áudio passa automaticamente duas vezes. A maior dificuldade não é nem entender e sim anotar tudo que se fala, com os detalhes. Mas preocupe-se mais na emergência, na situação e relate o que ouviu. Para esta parte valerá a pena os estudos feitos previamente, se você estiver preparado possivelmente vai ter ouvido já essas situações nas aulas de inglês ou nos preparatórios para o ICAO como feito neste blog.
Serão três emergências e no final, o examinador pergunta entre as três qual você considera a pior e por quê.
Parte IV - Aviation topics
Nesta hora, você está aquecido e sem tensão. Tá ficando bom!!! Dai o examinador te entrega uma foto e você terá 30 seconds para fazer uma leitura da figura. Fale bastante inglês, fale tudo que puder sobre a foto, faça uma descrição completa, assim evita fazerem perguntas.
Após secar a boca de tanto falar, o examinador te faz uma última pergunta através de alguma afirmação usando esse modelo de pergunta: Some pilots say that it was much easier to fly an aircraft in the past than it is nowadays. To what
extent do you agree or disagree with this statement?(até que ponto você concorda ou discorda com esta afirmação.)
Eles avisam que é o fim do exame e lhe agradecem.
Param de gravar e voltam a ser humanos!!
O modelo de teste e as instruções para o candidato estão no site da ANAC.
