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Evidence is presented to show that the body plays a continuing and fundamental part in the process of thinking and the development of the knowledge used to think. The conclusion is that, if this is true, then there is a crucial part of our subjective knowledge base which cannot be represented in an objectified scheme, whether for artificial intelligence (ai) or information retrieval (ir), and therefore we cannot expect to get a computer to think as a human being thinks.

In terms of continuum mechanics a twin is represented by the sudden appearance of a shear eigenstrain state in a distinct region. The corresponding elastic strain energy, the interface energy and the energy dissipated due to the irreversible character of the deformation process are investigated. If the total amount of these energy terms, spent by the twinning process, can be provided by the interaction energy of an external and/or internal stress state with respect to the twin shear eigenstrain, then either a deformation twin band or a twin nucleus may appear. Realistic estimations of the dimensions of deformation twins can be presented. This energetic interpretation of twinning is experimentally demonstrated for intermetallic TiAl.

Discussing human error, the author sees the key to a rationalisation of the human reliability problem as a recognition of where, in a system, the human contribution will be weak and strong. This knowledge must then be applied at both design and operational phases. The reliability analyst creates a predictive model so that it is possible to incorporate effective opportunities for recovery at each possible fail stage. A data base of past experience is essential.

By developing ideas which attempt to identify and explain some of the more commonly occurring psychological mechanisms of human error this article aims to provide a background of understanding which will be helpful to the systems analyst in his task of predictive reliability assessment. A simple hypothetical model of the mind is described from which human error mechanisms are explained. An underlying theme is that of communication. Accepting that accidents develop when there arises a persisting misalignment between the true state of a system and the operator's perception of that state, the article examines the processes by which this updating takes place. An experimental technique “communications analysis” is presented as a possible analyst‐aid for the prediction of error‐event sequences. The technique is illustrated by application to a nineteenth‐century railway signalling system.

Human error data in the form of human error probabilities should ideally form the corner‐stone of human reliability theory and practice. In the history of human reliability assessment, however, the collection and generation of valid and usable data have been remarkably elusive. In part the problem appears to extend from the requirement for a technique to assemble the data into meaningful assessments. There have been attempts to achieve this, THERP being one workable example of a (quasi) database which enables the data to be used meaningfully. However, in recent years more attention has been focused on the PerformanceShaping Factors (PSF) associated with human reliability. A “database for today” should therefore be developed in terms of PSF, as well as task/ behavioural descriptors, and possibly even psychological error mechanisms. However, this presumes that data on incidents and accidents are collected and categorised in terms of the PSF contributing to the incident, and such classification systems in practice are rare. The collection and generation of a small working database, based on incident records are outlined. This has been possible because the incident‐recording system at BNFL Sellafield does give information on PSF. Furthermore, the data have been integrated into the Human Reliability Management System which is a PSF‐based human reliability assessment system. Some of the data generated are presented, as well as the PSF associated with them, and an outline of the incident collection system is given. Lastly, aspects of human common mode failure or human dependent failures, particularly at the lower human error probability range, are discussed, as these are unlikely to be elicited from data collection studies, yet are important in human reliability assessment. One possible approach to the treatment of human dependent failures, the utilisation of human performance‐limiting values, is described.

This article describes the current status of the Success Likelihood Index Method (SLIM) approach to the quantification of human reliability in risk and reliability assessment. The technique has now been implemented using an interactive computer program called MAUD to give a stand‐alone package (SLIM‐MAUD) which can be easily used by engineers without specialist knowledge of human reliability assessment. The article describes the use of the technique to provide design recommendations. The application of SLIM‐MAUD to a series of nuclear power plant tasks is described.

The purpose of this paper is to investigate the aircraft pushback operations to predict and manage human errors, particularly those associated with the complex team work of carrying out the pushback operation. This should improve air ramp operations reliability.

The study applied the human reliability assessment “Systematic Human Error Reduction and Prediction Approach” that involved a total of 60 semi-structured interviews with practicing experts. Past ramp accident reports were also reviewed to provide more in-depth insights to the problem.

Some of the key performance reliability-degrading errors identified relate to some frequent critical technical inabilities within the team of headset operator and tug driver, as well as the vulnerable intra-team communications. Several best practices were similarly identified.

Based on its findings, this study proposes a new technological concept that can help enhancing safety of aircraft pushback operations. This should enhance reliability of aircraft ground handling and improve aircraft availability. It also provided a generic methodological approach to improve safety-critical operations within high-risk industries.

This study responses to the increasing trend in ramp accidents worldwide.

The research conducted to date in this area is still quite limited compared to that of flight and aircraft maintenance safety. The relevant existing studies focus more on ramp safety holistically, and do not go into the details of how safety and reliability of a ramp operation can be improved. The current paper aims at filling this gap.

For many years there has been increasing concern about the effects of human error in complex system safety and reliability. This concern has been increased owing to accidents such as Chernobyl, Bhopal, Herald of Free Enterprise, Three Mile Island and the Kegworth air disaster. In the vast majority of these accidents, human error has played a critical role in the events precipitating the accident. Such accidents can in theory be predicted and prevented by risk assessment, in particular assessing the human contribution to risk. However, the collection of human‐error data has proved a difficult field for the past 30 years, and yet industry would benefit from the existence of a robust human‐error database. Provides therefore a brief historical resume of past human‐error databases, and discusses data collection and the inherent problems associated with data‐collection schemes. Goes on to outline a human‐error database currently being developed at Birmingham University, and presents information on regularly quantified human‐error types. Finally, gives a general synopsis of the research and provides a selection of real human‐error data points.

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.

The purpose of this systematic review is to assess if there is a relationship between literacy abilities and mental health outcomes as reported in global literature. Fourteen percent of the global population has little or no literacy. Literacy skills impact on daily functioning and have been shown to impact on social outcomes. Whilst there has been research examining the potential association between literacy and mental health outcomes in specific populations, there has been no systematic review of this literature to date.

A systematic review was carried out using Embase, PsycINFO and PubMed to identify relevant papers that measured both literacy and mental health. Data relating to the association between literacy and mental health were extracted. The papers included were assessed for quality using a bespoke quality rating tool. A narrative synthesis describes the findings.

Nineteen studies from across nine countries were included in the analysis. Seventeen studies showed a significant association between literacy and mental health, those with lower literacy had greater mental health difficulties. Some papers reported factors that interacted with this association, such as age, gender, poverty and years of education.

To the best of the authors’ knowledge, this is the first systematic review to look at the global picture of literacy and mental health. It suggests there is a relationship between literacy abilities and mental health outcomes, highlighting the importance of healthcare professionals and services including identification of literacy needs within routine mental health practice.