U.S. Department of Transportation Federal Aviation Administration 

# Advisory Circular

Subject: Airline Transport Pilot Certification Training Program for Airplane Category Multiengine Class Rating or Type Rating Date: DRAFT Initiated by: AFS-200 AC No: 61-ATP Change:

1. PURPOSE. This advisory circular (AC) provide s inform ation and courseware guidelines that will enable authorized providers to devel op a training program that meets the requirements of Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.154. 2. AUDIENCE. Training personnel involved in the de velopm ent and delivery of an airline transport pilot (ATP) certification training program under 14 CFR part 121, 135, 141, or 142. Pilot applicants for an ATP cer tificate with an airplane cate gory multiengine class rating or type rating should also be familiar with the contents of this AC. 3. RELATED REGULATIONS. Title 14 CFR parts 61, 91 subpart K (part 91K), 121, 135, 141, and 142. 4. DEFINITIONS. See Appendix 1. 5. RELATED GUIDANCE. See Appendix 2. 6. BACKGROUND.

a. Aviation Rulemaking Committee. The Federal Aviation A dministration (FAA) published an Advanced Notice of Proposed Ru lemaking (ANPRM), New Pilot Certification Requirements for Air Carrier Operations, on Fe bruary 8, 2010. In response to the ANPRM, the FAA Administrator chartered the First Officer Qualifications (FOQ) Aviation Rulemaking Committee (ARC) on July 16, 2010. b. FOQ ARC Background. The ARC was chartered to develop recomm endations regarding rulemaking on the flight experience and training requirements of a pilot prior to operating as a first officer in part 121 air ca rrier operations. The FOQ ARC was composed of subject matter experts (SME) from nine organizations including:

 Regional Airline Association (RAA),
 Aviation Accreditation Boar d International (AABI),
 National Business Aircraft Association (NBAA),
 National Air Disaster Al liance/Foundation (NADA/F),
 Aircraft Owners and Pilots Association (AOPA),
 Air Line Pilots Associat ion, International (ALPA),AC 61-ATP DRAFT DATE

 The Coalitio n of Airline P ilots Associations (CAPA),
 Pilot Career Initiative (PCI), and
 Air Transport Association of America, Inc. (ATA).

c. ARC MemberExpertise. The ARC m embers’ expertise in cluded significant levels of experience in air carrier operations; developmen t, implementation, and management of pilot training and qualification programs; the estab lishment of pilot training and qualification standards at the domestic and international level; and public advocacy for Aviation Safety (AVS). The FOQ ARC members determined that th ere is a knowledge and experience gap when comparing the training of a pilot that holds a commercial pilot certificate to the competencies required of a part 121 first officer. d. Public Law (PL) 111-216, The Airline Safety and Federal Aviation Administration Extension Act of 2010. On August 1, 2010, President Obama signed into law PL 111-216. Section 217 of the Act required the FAA to modify the requirements of an ATP certificate, as issued under part 61. Specifically, to be qualified to receive an ATP certificate, the pilot should have received flight training, academic training, or operational experience that will prepare a pilot, at a minimum, to function effectively in a multipilot [multicrew] environment; function effectively in adverse weather conditions; functi on effectively during high altitude operations; adhere to the highest professional standards; and function effectivel y in an air carrier environment. This section also required the Administrator to de termine an appropriate amount of experience in difficult operating conditions that shoul d be required to be e ligible for the issuance of an ATP certificate.

e. Addressing the Knowledge Gap. Though PL 111-216 focused prim arily on modifications to the certificati on requirements for an ATP, the knowledge gap identified by the FOQ ARC remained relevant as both initiati ves focused on enhancing the qualifications and training for pilots that desire to work in an air carrier environment. The FAA believes this knowledge gap extends to pilots be yond part 121 air carrier operati ons to also include any pilot operating a multiengine turbine-powered airp lane operating under part 91K or 135. This knowledge gap can be best and most effectiv ely bridged through successful completion of a modern flight training program that methodically integrates academic training, practical training, and flight experience. f. ATP Certification Training Program. The ATP certification training program that follows is designed to bridge the knowledge gap between a certificated commercial pilot and a pilot operating in an air carrier environment. Bridging this gap require s training in essential subject areas as determined by PL 111-216 and as recommended by the FOQ ARC and FAA SMEs. 7. TRAINING PROGRAM GENERAL.

a. Applicants. The ATP certif ication trai ning program applies to applicants for an ATP certificate with airplane categor y multiengine class rating or t ype rating, and is intended to prepare the applicant to operate safely in an air carrier environment. The ATP certification training program will include aerodynamics, automation, adverse weather conditions, turbine

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engines, transport airplane perf orm ance, and other subjects that are not typically covered during training for commercial pilot certification. b. Training and Knowledge. The ATP certification training program , qualified in accordance with this construct wi ll successfully impart conceptual knowledge through academics and consolidate that knowledge through training in flight simu lation training devices (FSTD). The training program will provide an applicant for an ATP certificate with an airplane category multiengine class rating or type rating with the knowledge and competencies required to function effectively as a professional flightcrew member in an air carrier environment. 8. INSTRUCTOR QUALIFICATIONS. There are two prin ciples de signed into this training program:

 Each subject taught must be related to its ap plicability to air carri er-like operations; and
 Concepts taught in the academic portion of the program will be reinforced in the FSTD portion of the course.

a. Requirements. To support these principles, each in structor of the ATP certification training pro gram must hold an ATP certificate w ith an airplane category multiengine class rating, meet the aeronautical experience requirements of § 61.159, and have at least 2 years of air carrier experience. b. Air Carrier Experience. Air carrie r experience in referen ce to this course is defined as experience as a pilot in operations under pa rt 91, § 91.1053(a)(2)(i) or part 135, § 135.243(a)(1), or in any operation conducted under part 121. Instructors who provi de training in an FSTD must have an appropriate airplane type rating for th e airplane that the FST D represents, or have received instruction from the certificate holder on those maneuvers and concepts that they will demonstrate in the FSTD utilized.

c. Applying High-Level Concepts in Training. Although the training course contains academ ic subjects that SMEs might be appropriate, the majority of the training program focuses on applying high-level concepts to an air carrie r environment that the FAA believes can only be properly conveyed through an instructor with applicable operational experience. 9. ACADEMIC TRAINING PHILOSOPHY.

a. Intention. T he intent of the academic training portion of the ATP cer tification training program is to bridge the gap between the knowle dge of a commercial pilot and that which is expected of an ATP certificate holder. This knowledge is the academic foundation for ATP applicants to begin understanding the complexities they will face in the next phase of their professional development. b. Objective. The objectiv e of the ATP certifica tion training program must focus on recognition, avoidance, and recovery from errors which can occur when operating a turbine-powered transport category airplane in a complex and dynamic environment. Whereas there will be an end of the course consolida tion test (described in paragraph 14 of this document), the FAA ATP airplane knowledge test will be revised to incorporate the topics and

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concepts tau ght in the ATP certification tr aining program. Successful completion of the ATP certification training program will be a pr erequisite to taking the ATP knowledge test. 10. ACADEMIC TRAINING TOPICS. The ATP certification traini ng program must include at least 24 hours of classroom instruction. The ae ronautical knowledge area s to be trained should include, but are not limited to, the following areas:

a. High Altitude Operations (minimum: 5 hours). (1) Aerodynamics. (a) Flight above flight level (FL) FL180 and FL350. (b) Mach versus indicated airspeed (I AS) versus true airspeed (T AS). (c) Bank angle at high altitude. (d) Relationship between altitude capability and weight. (e) Convergence of high and low stall speeds (coffin corner). (f) Speed reductions at high altitude. (g) Excursions behind the power curve at hi gh altitudes and associated recovery techniqu es (high altitude slowdowns). (h) Low speed approach to stall recove ry techniques at high altitudes. (i) Upset recovery techniques at high altitudes. (j) Turbulent air penetration speeds. (2) Physiology. (a) Physics of the atmosphere and composition. (b) Physical gas laws and relationshi p to respiration and circulation. (c) Hypoxia (signs, symptoms, and effects). (d) Times of useful consciousness. (e) Preventative measures against hypoxia. (f) Hyperventilation. (g) Pressurization and decompression. (h) Slow decompression, rapid decompre ssion, and explosive decom pression.

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(i) Use of oxygen equipment for flightcrews. (j) Effects of over-the-counter medica tion and alcohol on perform ance. (k) Effects of fatigue on performance, including m itigation strategies. b. Meteorology (minimum: 3 hours). (1) Adverse Weather Phenomena That M ay Affect Air Carrier Opera tions. (a) Wind shear detection and avoi dance (convective activity). (b) Turbulence detection and avoidance. (c) Icing detection, avoidance, and operation strategies. (d) Icing conditions on the ground, including the use of holdover tables, calculating holdover tim es (HOT), and pret akeoff contamination checks. (e) Airplane deice/anti-ice procedures. (f) Mountain wave activity. (g) Crosswinds with gusts. (h) Meteorology technology tools to avoid adverse weather. (i) Knowledge of air carrier low-visibility ope rations, including low-visibility surface move ment. (j) Category (CAT) II and CAT III Approaches. (k) Braking action reports (Mu). (2) Weather Radar.

c. Air Carrier Operations (minimum: 12 hours). (1) Automation. (a) Introduction to computer-assisted pi loting (pilot/system interface). (b) Flight director (FD) mode of operation and interpretation. (c) Introduction to the concepts of vertical navigation (VNAV). (d) Importance and utilization of the f light m anagement system (FMS).

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(e) Mitigation strategies, including control inputs, for managing automation anom alies (e.g., managing the airplane with pi tch and power with th e loss of airspeed indications). (f) Recovery techniques from automation input errors. (g) Properly interpreting mode annunciation. (2) Communications. (a) Sterile flight deck rules. (b) Voice communication strategies at high-de m and airports (i.e., La Guardia Airport (KLGA) or Chicago O'Hare International Airp ort (KORD)) and high-workload environments (i.e., rejected takeoff). (c) Advantages of proper briefings. (d) How to properly accomplish professional br iefings for all phases of ground and flight operations. (e) Clearance delivery, Controller-Pilot Data Link Comm unications (CPDLC), multiple ground sector control, advanced communications such as a data link. (3) Crew Resource Management. (a) Operating in a multicrew environment. (b) Introduction to crew resource management. (c) The added dimension of Flight At tendants (F/A) and passengers. (d) Knowledge-based decisionmaking. (e) Pilot monitoring responsibilities. (f) Professional responsibility incl uding leadership and ethics. (g) Risk management (RM). (h) Threat and error management. (i) Error trapping. (j) Voluntary safety program s to include:

 Aviation Safety Reporting System (ASRS),
 Flight operational quali ty assurance (FOQA),
 Aviation Safety Action Program (ASAP),
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 Line Operations Safety Audit (LOSA), and
 Safety Managem ent System (SMS). (4) Checklist Philosophy. (a) Checklist philosophies (read/do, do/verify, flows). (b) Proper use of quick reference handbook and checklists. (c) Use of Aircraft Flight Manual (AFM) during norm al procedures like ground deicing. (5) Operational Control. (a) Introduction to air carrier operati ons specifications (OpSpecs). (b) Air carrier operational control concept. (c) Dispatch and flight following. (d) Introduction to minimum equipment lists (MEL) and Configuration Deviation List (CDL). (e) Dispatch with MEL items. (f) Dispatcher and pilot responsibilities. (g) Emergencies and decisionmaking. (6) Ground Operations. (a) Runway Incursion Prevention, Including:

 Professionalism during taxi operations , including sterile flight deck,
 Airport situational awareness,
 Taxi route planning and br iefings including hot spot identification and runway crossings, and
 Technology (Electronic Flight Bag (EFB), moving maps). (b) Practical Knowledge of Airpor t Surface Operations, Including:

 Airport m ovement areas,
 Ramp procedures and communications,
 Standard taxi routes,
 Complex taxi procedures, and
 Surface movement guidance and control systems.

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(7) Turbine Engines. (a) Turbine engine theory. (b) Differences in thrust application of a turb ine engine versus a reciprocating engine. (c) Turbine engine malfunctions (surge, compressor stalls, rollback). (d) Precautionary engine shutdown (windmill effect). (e) Catastrophic failure. (f) Engine re-starts at high altitude. (g) Knowledge of turbine-powered engine m onitoring systems, including:

 Engine indicating and crew alerting syst em (EICAS) or electronic centralized aircraft monitoring (ECAM); and
 Engine pressure ratio (EPR), N 1 , N 2 , and engine gas temperature (EGT) indications. (8) Transport Airplane Performance. (a) Weight and altitude relationship. (b) Flap retraction schedule. (c) Leading edge devices (advant ages and disadvantages). (d) Turbine-powered airplane flight characteristics, power curve. (e) Review of maximum lift over drag ratio (L/D Max ). (f) Flight characteristics of swept wi ng airplanes such as a dutch roll. (g) Flight operations performa nce characteristics of V MCG , V MCA , V 1 , V 2 , and mach speeds at altitude. (h) Demonstrate the proper use of rudder in transport category airplane and discuss the lim itations associated with its use to include airplane cert ification standards. (i) Stalls and recovery techniques of tra nsport category airplane. (j) Weight and Balance (W&B).

 W &B loading.
 Introduction to air carrier W&B systems (average weight program; indexing).

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(k) Performance calculations.

 Air carrier perform ance requirements including balanced field length, accelerate-go, accelerate-stop, V MCG , and second segment climb performance.
 Performance calculations required for dispatch.
 Performance calculations required for takeoff.
 Air carrier en route performance requirements.
 Performance calculations required for landing.
 Contaminated runway considerations for takeoff and landing.
 Additional air carrier maintenance an d operational procedures required in order to dispatch with components or items of equipment deferred in accordance with the MEL.
 Additional air carrier procedur es and operational limitations (i.e., speed restrictions) re quired in order to operate with exterior access doors, hatches, fairings, etc., remove d in accordance with the CDL.
 Maintenance release procedures for air carrier operations. (9) Navigation. (a) Airspace speed restrictions. (b) Class II navigation. (c) Transport airplane advanced avioni cs system s (FMS, glass cockpit). (d) Area Navigation (RNAV) capabilities, lateral navigation (LNAV), VNAV, Required Navigation Perfor mance (RNP), and required equipment. (e) Traffic Alert and Collision Avoidance System (TCAS), Automatic Dependent Surveillance-Broadcas t (ADS-B). (f) Ground proximity warning systems (GPWS), Enhanced Ground Proximity W arning System (EGPWS). 11. FSTD TRAINING PHILOSOPHY.

a. Learning High-Level Concepts. The intent of the FSTD training portion of the ATP certif ication training program is to reinforc e the air carrier concepts and principles the applicant has been exposed to in the academic portion of the course. Although somewhat unique to typical FSTD training courses, the applicant will not be exp ected to perform maneuvers to proficiency with psychomotor skills. The objective is to demonstrate and allow the applicant to experience the high-level concepts of larger, more complex, and faster transport category airplanes. Since the applicant is not being traine d how to fly a specific ai rplane, the expectation is that the applicant will learn the expected outcomes and conceptua lly understand concepts shown to be true to all tr ansport category airplanes.

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b. Purpose of Demonstration-Based Training. The purpose of de monstration-based training is to develop the knowledge necessary to complete the desired outcome during the experience phase. The purpose of experience tr aining is to reinforce the basic airplane characteristics witnessed correctly in the demonstration phase. This portion allows the pilot to obtain repetitive handling experience and motion sensations wh en operating the airplane in both a dynamic condition and in difficult operating conditions. Experience training should be maneuvers that are practiced to the point of conceptual proficiency. For example, repetitive practice during the entire approach to stall regime in various ai rplane configurations and bank angles should be accomplished until the ATP a pplicant successfully achieves the conceptual knowledge or demonstrates competency in the maneuver.

c. Demonstration-Based Training. The dem onstration phase should include an instructor-led demonstr ation on the following: (1) The correct entry/application of skills and desired outcom e of a specific maneuver. This should be accomplished first to not encourage any negative learning; and (2) The incorrect entry/application of skills and the undesired outcom e of a specific maneuver. Demonstrating the ramifications of poor performance, poor decisionmaking, or improper recovery technique s is vitally imperative. d. Experience-Based Training. The experience phase shoul d allow the applicant the opportunity to comm and the airpla ne until conceptual proficiency. (1) The pilot should be able to recognize conditi ons when the flight has trans itioned from the recognition phase to rec overy phase and employ immedi ate recovery action; and (2) The pilot should display consistent proper st all recovery through repetitive exposure to sta ll events. 12. FSTD TRAINING TOPICS. The ATP certif ication training pr ogram must include at least 16 hours of training in an FSTD, qualified under 14 CFR part 60. Of the 16 required hours, at least 8 hours of training must be completed in a full flight simulator (FFS), Level C, or higher. The aeronautical experience areas to be trai ned should include, but are not limited to, the following areas: NOTE: A FFS (Level A, B, C, or D) may be used for the flight training device (FTD) training portion of the program provided it meets the minimum equipment requirements for the FTD defined in paragraph 16.

a. Training in a FTD Level 4 or Higher (8 hours). (1) General. (a) Normal procedures, including passenger boarding, ram p clearances, pushback, engine start, and taxi flows.

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(b) Function in a multicrew environment during a flight under normal and non-norm al situations. (c) Sterile cockpit procedures. (2) Crew Briefings. (a) Multicrew briefings to establish expect ations and prom ote effective teamwork during predeparture, departure, en route, and approach and landing. (b) Multicrew briefings to establish expecta tions and prom ote effective teamwork in mitigating adverse weather encounters to incl ude wind shear, clear air turbulence, mountain wave activity, and turbulent air penetration speed. (c) Effective cabin/flight deck briefings. (3) Checklist Philosophy. (a) Flows and philosophy of read/do and do/verify. (b) Use of normal procedures and checklists. (c) Quick reference handbook or manual. (d) Difference between emergency and non-norm al procedures and checklists. (4) Operational Considerations. (a) Deferred maintenance items. (b) Apply performance, W&B, and MEL penalties in perform ance calculations in an operational environment. (c) Operations involving non-normal airplane dispatch configurations in accordance with MEL and CDL requirem ents. (5) Navigation. (a) Use of RNAV systems in flight. (b) Interpret navigation displays (ND). (c) Interpret primary flight display (PFD) and/or multif unction display. (d) Perform FMS route modifications. (e) Receive and understand air traffic contro l (ATC) instru ctions in high-density airport operations.

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(6) Automation. (a) Interact with the mode control panel. (b) Use various levels of autopilot (AP)/aut oth rottle automation applicable to pilot flying duties and pilot monitoring dutie s with and without the AP engaged. (c) Interpretation of flight mode annunciations. (d) Use of FD/flight guidance systems. (e) Demonstrate knowledge of an FMS for each phase of flight. (f) Use of automation in climb, cruise , descent, and approach m odes. (g) Achieve a stabilized approach through energy management. (h) TCAS and ADS-B. (i) GPWS and EGPWS. (j) Use of appropriate wake turbulence precautions for approach and landing. b. Training in a FFS (8 hours). (1) Runway Safety and Adverse Weather (4 hours). (a) Maintain situational awareness (SA) af ter receiving com plex taxi instructions from ATC. (b) Demonstrate, maneuver, and gain concep tual proficiency through training in hot spots, line up and wait, runw ay incursions, correct runway for departure, norm al takeoff, V 1 , V R , and V 2 concepts. (c) Demonstrate, maneuver, and gain concep tual proficiency through training in rejected takeoffs. (d) Demonstrate, maneuver, and gain conceptu al proficiency through the application of V 1 decision speed concepts relating to accelerate -go and accelerate-stop distances with and without the effects of a contaminated runway. (e) V MCG demonstration. (f) Operations in low-visibility conditions to inc lude taxi, takeoff, and landing. (g) Ability to apply appropriate precautions for adverse weath er during takeoff including wind shear, crosswinds in icy surface conditions, and maximum crosswinds with gusts.

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(h) Demonstrate, maneuver, and gain concep tual proficiency through training of V 2 climb performance and performance at speeds less than V 2 and greater than V 2 . (i) Icing conditions in flight and aff ects on perform ance and decisionmaking. (j) Demonstrate, maneuver, and gain conceptu al proficiency through training in the application of airplane perform ance limitations fo r landing in crosswinds with and without gusts, and contaminated runways. (2) High-Altitude Operations and Lo w Energy States (4 hours). (a) Demonstrate, maneuver, and gain concep tual proficiency through training of autom ation during departure. (b) Demonstration of speed/mach changeover. (c) Demonstration of effects of weight on m aximum altitude (high and low speed convergence). (d) Demonstration of effects of high-altit ude turbulence with lim ited performance margins. (e) Demonstrate, maneuver, and gain conceptu al proficiency through training in the relationship between weight , thrust, and altitude. (f) Demonstrate, maneuver, and gain concep tual proficiency through training in high-altitude slowdowns, to include slow ing beyond the m inimum recoverable speed (backside of power curve) at altitude. (g) Demonstrate, maneuver, and gain concep tual proficiency through training in low energy states and approach to stalls, with an emphasis on stall re cognition and recovery. (h) Demonstrate, maneuver, and gain concep tual proficiency through training in ability to ap ply appropriate upset (unusual atti tude) recovery techniques to mitigate loss of control in flight (within the appr oved flight envelope of the FFS). (i) Demonstrate, maneuver, and gain concep tual proficiency through training in f lying the airplane without the AP, in all phases of flight, and with sole reference to pitch and power emphasizing core handling sk ills in the event of system fa ilure (e.g., loss of airspeed or unreliable airspeed indications). (j) Demonstrate, maneuver, and gain concep tual proficiency through training in satisfactory use of airplane energy m anage ment (e.g., airspeed, altitude thrust, and drag management) during descent. 13. KNOWLEDGE CONSOLIDATION TEST. This section contains direction and guidance concern ing the knowledge consolidation test which is to take place after both the academic and FSTD training sections. The knowle dge consolidation test is th e testing that a pilot must

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Page 14 Par successfully pass after comple ting the ATP certification training program. The knowledge consolidation test has the following objectives:

a. Academic Training. The applicant will sa tisfactorily describe in specific terms a response to an evaluator’s question or other knowle dge testing system, an answer that confirms the conceptual knowledg e objectives listed for each topic within the academic section. b. FSTD Training. The applican t will demonstrate their competency or communicate their understanding in the maneuvers and concepts dem onstrated, practiced, or developed during this training program. This is referred to as “con ceptual proficiency” in the FSTD portion of the program. 14. PERFORMANCE MEASURES. To determ ine the effectiveness of the training program, the provider should develop an internal means to continually measure, detect, and eliminate deficiencies identified within the program. 15. OBTAINING PROGRAM APPROVAL. Part 121, 135, 141, or 142 certificate holders seeking approval for an ATP certification traini ng program should work with their assigned inspector (principal operations inspector (P OI)/Training Center Program Manager (TCPM)) utilizing this AC for guidance. Once the assigne d inspector is satisfied the submitted program meets all of the requirements of § 61.154 and the information contained in this AC, the assigned inspector should forward to the Air Transportation Division (AFS- 200) in Washington, D.C. for final approval. 16. FSTD MINIMUM EQUIPMENT REQUIREMENTS. The following describes the m inimum equipment the FSTD must have for us e in the ATP certificat ion training program:

a. FTD. Level 4 or higher qualified under part 60. The equipment used in the FTD portion of the program should also be equipped with: (1) FMS, (2) Electronic flight instrument system (EFIS) (PFD and ND), (3) TCAS, and (4) EGPWS. b. FFS. Level C or higher qualified un der part 60. In order to replicate the high altitude and low energy handling characterist ics desired, the FFS should repr esent a swept wing transport category airplane with a maximum gross takeoff weight of 50,000 pounds or greater.DATE DRAFT AC 61-ATP Appendix 1 APPENDIX 1. DEFINITIONS 1. Flight Training Device (FTD). A replica of airplane instrum ents, equipment, panels, and controls in an open flight deck area or an en closed airplane cockpit replica. It includes the equipment and computer programs necessary to represent airplane (or a set of airplane) operations in ground and flight conditions having the full range of capab ilities of the systems installed in the device as described in Title 14 of the Code of Federal Regulations (14 CFR) part 60 and the qualification pe rformance standard for a specific FTD qualification level. 2. Full Flight Simulator (FFS). A replica of a specific type, m ake, model, and series (M/M/S) airplane cockpit. It includes the assemblage of equipment and computer programs necessary to represent airplane operations in ground and f light conditions, a visual system providing an out-of-the-cockpit view, a system that provides cues at least equiva lent to those of a three-degree-of-freedom motion system, and has the full range of capabilities of the systems installed in the device as descri bed in part 60 and the qualifica tion performance standards (QPS) for a specific FFS qualification level. 3. Flight Simulation Training Device (FSTD). A FFS or a FTD, as qualified under part 60. 4. Conceptual Proficiency. The state of perfor ming a give n skill with satisfactory and consistent correctness.

Page 1 (and 2)DATE DRAFT AC 61-ATP Appendix 2 APPENDIX 2. RELATED READING MATERIAL 1. ADVISORY CIRCULARS (AC). The current edition of the following ACs is located on the Feder al Aviation Administration (FAA) Web site at: www.faa.gov/regulations_polic ies/advisory_circulars.

 AC 60-22, Aeronautic al Decision Making.
 AC 61-67, Stall and Spin Awareness Training.
 AC 120-35, Line Operational Simulations: Li ne Oriented Flight Training, Special Purpose Operational Training, Line Operational Evaluation.
 AC 120-51, Crew Resource Management Training.
 AC 120-62, Takeoff Safety Training Aid.
 AC 120-64, Operational Use and Modi fication of Electronic Checklists.
 AC 120-66, Aviation Safety Action Program (ASAP).
 AC 120-71, Standard Operating Procedur es for Flight Deck Crewmembers.
 AC 120-74, Parts 91, 121, 125, and 135 Flightcrew Procedures during Taxi Operations.
 AC 120-82, Flight Operational Quality Assurance.
 AC 121.195-1, Operational Landing Distances for Wet Runways; Tr ansport Category Airplanes. 2. FAA PUBLICATIONS. The f ollowing FAA publications are listed with their Web site addresses.

 FAA-H-8083-3, Airplane Flying Handbook. Retrieved from http://www.faa.gov/library/manua ls/aircraft/airplane_handbook

.  FAA, Air Traffic Organization, Office of Safety. (n.d.). Pilot ‘Best Practices’ for AIRFIELD SAFETY. Retrieved from https://em ployees.faa.gov/org/linebus iness/ato/safety/rs/pilot_info.
 FAA, Office of Integrated Safety Analys is, Human Factors Analysis Division. (1995). Human Performance Considerations in the Use and Design of Aircraft Checklists. Retrieved from http://www.faa.gov/about/office_org/headquart ers_offices/avs/offices/af s/afs200/branche s/afs210/training_aids/media/checklist.doc

.  FAA Report No. DOT-VNTSC-FAA-00-22. (2000) . Hum an Factors Considerations in the Design and Evaluation of Electronic Flight Bags (EFBs). Retrieved from http://www.hf.faa.gov/docs/volpe/volpe0022.pdf. 3. INFORMATION FOR OPERATORS (InFO). The follo wing InFOs are located on the Federal Aviation Administration Web site at: http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos.

 InFO 07009, Runway Lights Required for Night Takeoffs in Part 121.
 InFO 07015, Flight Risk Assessment Tool.
 InFO 07018, Taxi Clearances: Know the Rules, Understand Your Clearance.
 InFO 08029, Approach and Landing Accide nt Reduction (ALAR): Recommended Flightcrew Training.

Page 1AC 61-ATP DRAFT DATE Appendix 2

 InFO 08034, Design and Content of Checklists for In-Flight Sm oke, Fire and Fumes (SFF).
 InFO 08041, Checklist Review.
 InFO 08049, Preventing Wrong Runway Takeoffs.
 InFO 10010, Enhanced Upset Recovery Training.
 InFO 10024, Airline Transport Pilot (ATP) Certif icate Requirement for Pilots in Part 121 Operations. 4. ORDERS. The following orders are located on th e Federal Aviation Adm inistration Web site at: http://fsims.faa.gov

.

 FAA Order 8900.1, Volum e 3, Chapter 32, Sect ion 12, Aircraft Checklists for 14 CFR Parts 121/135.
 FAA Order 8900.1, Volume 4, Chapter 2, Se ction 5, All Weather Terminal Area Approach and Landing Operations. 5. SAFETY ALERTS FOR OPERATORS (SAFOs). The following SAFOs are located on the Feder al Aviation Administration Web site at: http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/safo/all_safos.

 SAFO 07003, Confirming the Takeoff Runway.
 SAFO 10006, In-Flight Icing Operat ions and Training Recommendations.
 SAFO 10012, Possible Misi nterpretation of the Practical Test Standards (PTS) Language “Minimal Loss of Altitude”. 6. RELATED REFERENCES.

 Ada ms, R.J. (1993). How Expert Pilots Think. (Report No. DOT/FAA/RD-93/9). Retrieved from http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA265356&Location=U2&doc=GetTRD oc.pdf

.  Airplane Upset Recovery Training Aid. Retriev ed from http://www.faa.gov/other_visi t/aviation_industry/airline_ope rators/training/m edia/AP_U psetRecovery_Book.pdf

.  Civil Aviation Authority (CAA), (United Ki ngdom ). (2002). Flight Crew Training: Cockpit Resource Management (CRM) and Li ne-Oriented Flight Training (LOFT). (CAP 720: Previously ICAO Dige st No. 2). Retrieved from http://www.caa.co.uk/docs/33/CAP720.PDF

.  Culture, Threat, and Error: Assessing System Safety. Robert L. Helmreich University of Texas Human Factors Research Project The University of Texas at Austin Retrieved from http://homepage.psy.utexas.edu/homepage/gr oup/helmreichlab/publications/pub%20proje ct/252.pdf

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 Defensive Flying for Pilots: An Introduc tion to Threat and Error Managem ent Ashleigh Merritt, Ph.D. & James Klinect, Ph.D. The University of Texas Huma n Factors Research Project1 The LOSA Collaborative Retrieved from http://homepage.psy.utexas.edu/homepage/gr oup/helmreichlab/publ ications/pubfiles/TE M.Paper.12.6.06.pdf
 Degani, A., & Wiener, E.L. (1994). On the Design of Flight-Deck Procedures. (NASA Contractor Report 177642). Washington, DC: Nationa l Aeronautics and Space Administration. Retrieved from http://ti.arc.nasa.gov/m/profile/a degani/Flight-Deck_Procedures.pdf

.  Driskell, J.E ., & Adams, R.J. (1992). Crew Resource Management: An Introductory Handbook. (FAA Report No. DOT-VNTSC -FAA-92-8). Retrieved fromhttp://www.dtic.mil/cgibin/GetTRDoc? AD=ADA257441&Location=U2&doc=GetTRDoc.pdf

.  Helm reich, R.L. (1998). Error Management as Organisational Strategy. In Proceedings of the IATA Human Factors Seminar (pp. 1-7). Bangkok, Thailand, April 20-22, 1998. Retrieved from http://homepage.psy.utexas.edu/homepage/gr oup/HelmreichLAB/Publications/pubfiles/P ub225.pdf.
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.  International Civil Aviation Organization (I CAO). (1991). Hum an Fact ors Digest No. 3: Training of Operational Pe rsonnel in Human Factors. (ICAO Circular 227-AN/136).
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.  Johnston, A.N., & Maurino, D.E. (1990). Hum a n Factors training for aviation personnel. ICAO Journal, May 1990, pp. 16-19. Retrieved from http://www.icao.int/anb/HumanF actors/Hum an_factors_training_1990.pdf

.  Kochan, J.A., Jensen, R.S., and Chubb, G.P. (1997). A New Approach to Aeronautical Decision-Making: The Expertise Method (R eport No. DOT/FAA/AM-97/6). Retrieved from http://handle.dtic.mil/100.2/ADA323793.
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.  Merritt, A., & Helm reich, R.L. (1996). Creat ing and sustaining a safety culture: Some practical strategies. In B. Hayward & A. Lowe (Eds.), Applied Aviation Psychology: Achievement, Change and Challenge (pp. 20-26). Sydney: Avebury Aviation. Retrieved
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.  Sum walt, III, R.L., Thomas, R.J., and Di smukes, K. (2002). Enhancing Flight-crew Monitoring Skills Can Increase Flight Safety. 55th International Air Safety Seminar, Flight Safety Foundation. Dublin, Irel and, November 4-7, 2002. Retrieved from http://human-factors.arc.nasa.gov/fli ghtcognition/Publications/Holbrookcopy.pdf.
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.  Turner, J.W . & Huntley, Jr., M.S. (1991). Th e Use and Design of Flightcrew Checklists and Manuals (Report No. FAA-AM-91-07). Retrieved from http://ntl.bts.gov/lib/33000/33400/33421/33421.pdf.
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