The major objective of this book was to identify issues related to the introduction of new materials and the effects that advanced materials will have on the durability and technical risk of future civil aircraft throughout their service life. The committee investigated the new materials and structural concepts that are likely to be incorporated into next generation commercial aircraft and the factors influencing application decisions. Based on these predictions, the committee attempted to identify the design, characterization, monitoring, and maintenance issues that are critical for the introduction of advanced materials and structural concepts into future aircraft.

Human error is implicated in nearly all aviation accidents, yet most investigation and prevention programs are not designed around any theoretical framework of human error. Appropriate for all levels of expertise, the book provides the knowledge and tools required to conduct a human error analysis of accidents, regardless of operational setting (i.e. military, commercial, or general aviation). The book contains a complete description of the Human Factors Analysis and Classification System (HFACS), which incorporates James Reason's model of latent and active failures as a foundation. Widely disseminated among military and civilian organizations, HFACS encompasses all aspects of human error, including the conditions of operators and elements of supervisory and organizational failure. It attracts a very broad readership. Specifically, the book serves as the main textbook for a course in aviation accident investigation taught by one of the authors at the University of Illinois. This book will also be used in courses designed for military safety officers and flight surgeons in the U.S. Navy, Army and the Canadian Defense Force, who currently utilize the HFACS system during aviation accident investigations. Additionally, the book has been incorporated into the popular workshop on accident analysis and prevention provided by the authors at several professional conferences world-wide. The book is also targeted for students attending Embry-Riddle Aeronautical University which has satellite campuses throughout the world and offers a course in human factors accident investigation for many of its majors. In addition, the book will be incorporated into courses offered by Transportation Safety International and the Southern California Safety Institute. Finally, this book serves as an excellent reference guide for many safety professionals and investigators already in the field.

During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differences rather than for ranking learners based on their differences. This volume presents some initial accomplishments in the effort to bring testing and cognitive theory together. Contributors originate from both of the relevant research communities -- cognitive research and psychometric theory. Some represent collaborations between representatives of the two communities; others are efforts to reach out in the direction of the other community. Taking fundamentally different forms, psychometric test theory assumes that knowledge can be represented in terms of one or at most a few dimensions, whereas modern cognitive theory typically represents knowledge in networks -- either networks of conceptual relationships or the transition networks of production systems. Cognitively diagnostic assessment is a new enterprise and it is evident that many challenging problems remain to be addressed. Still, it is already possible to develop highly productive interactions between assessment and instruction in both automated tutoring systems and more conventional classrooms. The editors hope that the chapters presented here show how the reform of assessment can take a rigorous path.

The two-volume set, LNICST 453 and 454 constitutes the proceedings of the 8th EAI International Conference on e-Learning, e-Education, and Online Training, eLEOT 2022, held in Harbin, China, in July 2022. The 111 papers presented in this volume were carefully reviewed and selected from 226 submissions. This conference has brought researchers, developers and practitioners around the world who are leveraging and developing e-educational technologies as well as related learning, training, and practice methods. The theme of eLEOT 2022 was “New Trend of Information Technology and Artificial Intelligence in Education”. They were organized in topical sections as follows: IT promoted Teaching Platforms and Systems; AI based Educational Modes and Methods; Automatic Educational Resource Processing; Educational Information Evaluation.