Communication problems are acknowledged as hazardous eventualities affecting operations negatively. However, a few systematic attempts have been made to understand the pattern of communication issues and their contribution to safety events. In this paper, we present the AVAC-COM communication model and taxonomy based on the cybernetics approach and a literature review. The model elements and taxonomy variables regard the actors, signals, coders, interference, direction and timing, predictability, decoders, and channels. To test the applicability and potential value of the AVAC-COM framework, we analysed 103 safety investigation reports from aviation published between 1997 and 2016 by the respective authorities of Canada, the United States, Australia, the United Kingdom and the Netherlands. The overall results of the 256 cases of communication flaws detected in the reports suggested that these regarded more frequently Human-Media and Human-Human interactions, verbal and local communications as well as unfamiliarity of the receivers with the messages transmitted. Further statistical tests revealed associations of the region, time period, event severity and operations type with various variables of the AVAC-COM taxonomy. Although the findings are only indicative, they showed the potential of the AVAC-COM model and taxonomy to be used to identify strong and weak communication elements and relationships in documented data such as investigation and hazard reports.
The Internet and computers increasingly determine our daily lives. This goes for almost everyone in the Netherlands. Still, it is mostly teenagers who are well informed on how to use all the possibilities of new technologies. They are building a digital world of their own that parents usually know very little about. This booklet intends to inform teachers, parents and other interested parties on what teenagers are actually doing online and how important it is to keep abreast of the new developments that the Internet and computers bring into their world. On the basis of research into these issues in the Netherlands and abroad we attempt to indicate what the digital world of teenagers looks like and how it differs from that of grown-ups. What do they do, exactly, and why? We also look into teenagers’ ICT behaviour and into dangers and abuse of the Internet. Moreover we provide tips for parents and teachers on how to handle certain phenomena. This book does not pretend to provide an exhaustive overview of the digital world of teenagers. It is focused on some important characteristics and parts of that world. It reports on research of the INHOLLAND Centre for eLearning into various aspects of ICT behaviour among teenagers. The research was undertaken in the spring of 2006, focusing mainly on texting, networking, gaming, dangers and abuse on the Internet and the digital relation between school and the home. Ultimately we are especially concerned with the question of what teenagers really learn in their digital world, and how education can profit. This book also addresses that issue.
Over the past few decades, education systems, especially in higher education, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of related concepts. This reconsideration aligns with the core of higher education reforms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonistic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and exploratory nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching.
