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An experimental program was conducted with the pendular platform of the Oto-Rhino-Laryngology Clinic, which was developed for the investigation of disturbances of the equilibrium. The equilibrium sense of the glider pilot was emphasized. Results are presented.
Courses and special programs to train supervisors at Marshall Space Flight Center (MSFC) were to determine the adequacy of the present MSFC Supervisory Training Program and to recommend changes, if appropriate. The content, procedures, and student evaluations of the required Office of Personnel Management (OPM) 80 hours training for supervisors, the optional 120 hours, the MSFC Management Development Program (MDP), NASA's Management Education Program (MEP), various OPM and special contract programs, pertinent procedural guidelines, regulations, and letters, as well as various MSFC computer reports which indicate who took what training were analyzed. Various interviews with MSFC personnel involved in training are included. Recommendations consist of: (1) the choice of courses selected for the basic required OPM 80 hours be improved; (2) the optional 120 hours be discontinued and a shorter module be developed dealing with managerial decision making and human relations skills; (3) the MDP and MEP be continued as at present; and (4) that a broad array of developmental strategies be incorporated to provide a variety of opportunities for supervisory improvement.
The problems of evaluating pilot performance, pilot training, and the integration of the man-machine system for proper functioning become increasingly difficult as the length of projected space flights increases. Further, actual in-flight experience becomes harder to obtain and the major means for training and evaluation becomes simulation. The first major source of difficulty in any simulation stems from a basic requirement of leaning theory: that for increased proficiency of performance to occur within any biologically capable system, the stimuli which are the bases for the expected behavior must be presented in an amenable form to the learner. Further, the sequence of presentation of the pertinent stimuli must be such that the learner can form the appropriate concepts and interactions required for the ultimate use of the learned material. It can then be seen that two basic factors of learning complex skills are: 1) Fidelity of simulation of pertinent stimuli. 2) Appropriate sequencing of stimuli during learning for proper concept formation.
Several approaches to the training and selection of aircrew are presented including both industry and nonindustry perspectives. Human factor aspects of the problem are also examined with specific emphasis on the psychology of the flight deck situation.
Lessons learned from Shuttle operations are discussed with emphasis placed on: (1) reusability of flight systems, (2) orbiter ground turnaround, (3) flight design, (4) payload integration, and (5) training. Attention is also given to the impact of the Challenger accident on Shuttle operations. Operations experience in flight design, payload integration, and flight controller and astronaut training reveals that initial projections underestimated the compexity, time, and manpower required. This can be attributed to the demands of customizing each mission to maximize the science return in a shrinking Shuttle flight program, and to frequent changes of the cargo manifest to optimize the mix of science and applications payloads.
Manned space flight is risky business. Accidents have occurred and may occur in the future. NASA's manned space flight programs, with all their successes, have had three fatal accidents, one at the launch pad and two in flight. The Apollo fire and the Challenger and Columbia accidents resulted in a loss of seventeen crewmembers. Russia's manned space flight programs have had three fatal accidents, one ground-based and two in flight. These accidents resulted in the loss of five crewmembers. Additionally, manned spacecraft have encountered numerous close calls with potential for disaster. The NASA Johnson Space Center Flight Safety Office has documented more than 70 spacecraft incidents, many of which could have become serious accidents. At the Johnson Space Center (JSC), medical contingency personnel are assigned to a Mishap Investigation Team. The team deploys to the accident site to gather and preserve evidence for the Accident Investigation Board. The JSC Medical Operations Branch has developed a flight surgeon accident response training class to capture the lessons learned from the Columbia accident. This presentation will address the NASA Mishap Investigation Team's medical objectives, planned response, and potential issues that could arise subsequent to a manned spacecraft accident. Educational Objectives are to understand the medical objectives and issues confronting the Mishap Investigation Team medical personnel subsequent to a human space flight accident.
Timely classification of aircraft is important for small unmanned aerial system (sUAS) technologies, such as onboard collision avoidance systems, and aerial perimeter security for prisons and sports venues. This work uses velocity-based metrics to classify multi-rotor sUAS, fixed wings UAS, and general aviation planes using two classification methods: Support Vector Machines (SVM), and Likelihood Ratio (LR) tests. We found that a 96% classification accuracy is achieved when either classifier is trained using average speed derived from flight controller data or radar data and tested with one second of radar data. Further, we show that LR tests perform similarly to SVM for single metric classification. In addition, we present two novel metrics for classifying aircraft: log variance of absolute change in speed, and log variance of relative change in speed. Finally, we discuss challenges associated with training classifiers with flight controller data but testing on radar data.
For more than ten years hundreds of payloads have been, and are currently being, successfully operated onboard the ISS. These payloads are operated by a diverse set of users all over the world. Due to the current international economic environment payload operations are being streamlined, in more and more cases, by using the payload investigators and scientists to also fill the role of operators. Taking this into consideration, increasingly, we have payload operators that are new to space operations and practices, therefore ground systems training and support have become a more critical aspect in ensuring a successful payload mission. The ISS ground systems payload interface is the Payload Operations and Integration Center (POIC), located at Marshall Space Flight Center. ISS ground systems training for all remote ISS payload operators, as well as the ISS POIC CADRE, are centralized at this facility. The POIC is the starting point for a remote payload operator to learn how to integrate, and operate their payload, successfully onboard the ISS. Additionally, the CADRE that supports the payload user community are trained and operate from this facility. This paper will give an overview of the ISS ground systems at the POIC, as it relates to the payload user/operator and CADRE community. The entire training process from initial contact with the POIC to in-flight operations will be reviewed and improvements to this process will be presented. More importantly we will present current training methods and proposed methodology whereby the user community will be trained more efficiently and thoroughly. Also, we will discuss how we can more effectively support users in their operations concept to programmatically conduct certain aspects of payload operations to reduce costs.
A low-weight, inexpensive small unmanned aerial system (sUAS) that takes off, performs a mission, lands, and safely stows and recharges itself has myriad future applications ranging from agricultural imaging to last-mile package delivery. Likewise, Urban Air Mobility (UAM) systems will enable people to take air taxis from point to point in cities, rapidly moving commuters long distances without concern for road traffic and congestion. Fully electric aviation systems will be cleaner and quieter than ground transport. Cities could eliminate cars and buses, and convert roads to higher capacity bike and pedestrian throughways. Yet, for sUAS as well as UAM, system reliability and assurance is a limiting factor to deploying affordable autonomous flight systems. For this bright future of aviation to be realized, aircraft must be able to autonomously and accurately self-diagnose health issues both before takeoff and during flight. The GreenSight PreSound system is designed to identify defects on aircraft through intelligent analysis of vibration. It accomplishes this by measuring structural vibrations induced by the vehicle’s own propellers, and analyzing that data using a machine learning model that determines whether a defect is present. The PreSound system is designed to require no human oversight, and to operate across a wide array of vehicles through re-training of the model for each target aircraft. PreSound has been developed and seen limited early success using data collected from the GreenSight Dreamer sUAS, a 5lb quadrotor vehicle designed for aerial imaging applications. The final detection model, trained on data with props spinning at 50% throttle, achieves excellent performance with over 99% average accuracy in detecting blade damage using a single FFT vector input. It demonstrates the ability to generalize to new types of blade damage, correctly classifying a different type of blade damage with 98% accuracy. Full test pulses were classified with 100% accuracy, and in live testing, all sets of data during blade movement were classified accurately with over 95% confidence. When trained on in-flight data, the same model achieves an average accuracy of 85% in distinguishing between undamaged and blade-damaged states in flight. The authors believe that these accuracies show significant potential of this approach to expand unmanned flight safety, with significant potential benefits in accelerating Advanced Aerial Mobility (AAM) and UAM aviation applications.
The National Aeronautics and Space Administration is developing the next set of vehicles that will take men back to the moon under the Constellation Program. The Constellation Training Facility (CxTF) is a project in development that will be used to train astronauts, instructors, and flight controllers on the operation of Constellation Program vehicles. It will also be used for procedure verification and validation of flight software and console tools. The CxTF will have simulations for the Crew Exploration Vehicle (CEV), Crew Module (CM), CEV Service Module (SM), Launch Abort System (LAS), Spacecraft Adapter (SA), Crew Launch Vehicle (CLV), Pressurized Cargo Variant CM, Pressurized Cargo Variant SM, Cargo Launch Vehicle, Earth Departure Stage (EDS), and the Lunar Surface Access Module (LSAM). The Facility will consist of part-task and full-task trainers, each with a specific set of mission training capabilities. Part task trainers will be used for focused training on a single vehicle system or set of related systems. Full task trainers will be used for training on complete vehicles and all of its subsystems. Support was provided in both software development and project planning areas of the CxTF project. Simulation software was developed for the hydraulic system of the Thrust Vector Control (TVC) of the ARES I launch vehicle. The TVC system is in charge of the actuation of the nozzle gimbals for navigation control of the upper stage of the ARES I rocket. Also, software was developed using C standards to send and receive data to and from hand controllers to be used in CxTF cockpit simulations. The hand controllers provided movement in all six rotational and translational axes. Under Project Planning & Control, support was provided to the development and maintenance of integrated schedules for both the Constellation Training Facility and Missions Operations Facilities Division. These schedules maintain communication between projects in different levels. The CxTF support provided is one that requires continuous maintenance since the project is still on initial development phases.
With the ever increasing complexity of airplanes and the nearness to reality of manned space vehicles the use of pilot-controlled flight simulators has become imperative. The state of the art in flight simulation has progressed well with the demand. Pilot-controlled flight simulators are finding increasing uses in aeromedical research, airplane and airplane systems design, and preflight training. At the present many flight simulators are in existence with various degrees of sophistication and sundry purposes. These vary from fixed base simulators where the pilot applies control inputs according to visual cues presented to him on an instrument display to moving base simulators where various combinations of angular and linear motions are added in an attempt to improve the flight simulation.
The medical operations report for STS-3, which includes a review of the health of the crew before, during, and immediately after the third Shuttle orbital flight is presented. Areas reviewed include: health evaluation, medical debriefing of crewmembers, health stabilization program, medical training, medical 'kit' carried in flight, tests and countermeasures for space motion sickness, cardiovascular profile, biochemistry and endocrinology results, hematology and immunology analyses, medical microbiology, food and nutrition, potable water, shuttle toxicology, radiological health, and cabin acoustic noise. Environmental effects of shuttle launch and landing medical information management, and management, planning, and implementation of the medical program are also dicussed.
Advanced aircraft simulator for pilot training
Planning products and procedures that allowed the mission Flight Control Teams and the Astronaut crews to plan, train and fly every Space Shuttle mission were developed by the Flight Planning Branch at the NASA Johnson Space Center in Houston, Texas. As the Space Shuttle Program came to a close, lessons learned were collected from each phase of the successful execution of these Space Shuttle missions. Specific examples of how roles and responsibilities of console positions that develop the crew and vehicle attitude timelines have been analyzed and will be discussed. Additionally, the relationships and procedural hurdles experienced through international collaboration have molded operations. These facets will be explored and related to current and future operations with the International Space Station and future vehicles. Along with these important aspects, the evolution of technology and continual improvement of data transfer tools between the Space Shuttle and ground team has also defined specific lessons used in improving the control team s effectiveness. Methodologies to communicate and transmit messages, images, and files from the Mission Control Center to the Orbiter evolved over several years. These lessons were vital in shaping the effectiveness of safe and successful mission planning and have been applied to current mission planning work in addition to being incorporated into future space flight planning. The critical lessons from all aspects of previous plan, train, and fly phases of Space Shuttle flight missions are not only documented in this paper, but are also discussed regarding how they pertain to changes in process and consideration for future space flight planning.
Integrated mission simulation technique tests pilot reliability for seven-day manned lunar mission
Integrated mission simulation technique tests pilot reliability for seven-day manned lunar mission
Scientific information from previous space flights, space medicine, exercise physiology, and sports medicine was used to prepare a physical fitness manual suitable for use by members of the NASA astronaut population. A variety of scientifically valid exercise programs and activities suitable for the development of physical fitness are provided. Programs, activities, and supportive scientific data are presented in a concise, easy to read format so as to permit the user to select his or her mode of training with confidence and devote time previously spent experimenting with training routines to preparation for space flight. The programs and activities included were tested and shown to be effective and enjoyable.
Prior to the retirement of the Space Shuttle, many exterior repairs on the International Space Station (ISS) were carried out by shuttle astronauts, trained on the ground and flown to the Station to perform these specific repairs. With the retirement of the shuttle, this is no longer an available option. As such, the need for ISS crew members to review scenarios while on flight, either for tasks they already trained for on the ground or for contingency operations has become a very critical issue. NASA astronauts prepare for Extra-Vehicular Activities (EVA) or Spacewalks through numerous training media, such as: self-study, part task training, underwater training in the Neutral Buoyancy Laboratory (NBL), hands-on hardware reviews and training at the Virtual Reality Laboratory (VRLab). In many situations, the time between the last session of a training and an EVA task might be 6 to 8 months. EVA tasks are critical for a mission and as time passes the crew members may lose proficiency on previously trained tasks and their options to refresh or learn a new skill while on flight are limited to reading training materials and watching videos. In addition, there is an increased need for unplanned contingency repairs to fix problems arising as the Station ages. In order to help the ISS crew members maintain EVA proficiency or train for contingency repairs during their mission, the Johnson Space Center's VRLab designed an immersive ISS Virtual Reality Trainer (VRT). The VRT incorporates a unique optical system that makes use of the already successful Dynamic On-board Ubiquitous Graphics (DOUG) software to assist crew members with procedure reviews and contingency EVAs while on board the Station. The need to train and re-train crew members for EVAs and contingency scenarios is crucial and extremely demanding. ISS crew members are now asked to perform EVA tasks for which they have not been trained and potentially have never seen before. The Virtual Reality Trainer (VRT) provides an immersive 3D environment similar to the one experienced at the VRLab crew training facility at the NASA Johnson Space Center. VRT bridges the gap by allowing crew members to experience an interactive, 3D environment to reinforce skills already learned and to explore new work sites and repair procedures outside the Station.