FIELD TO THE INVENTION

THIS INVENTION relates to aviation, more particularly, to use of multi-function miniature aircraft and related frequency-agile transmitter/receiver systems and miniature airborne control systems in the training of future pilots. In particular, the invention relates to a method of training pilots and to a system and apparatus used therein. The invention extends to evaluation of potential pilot training candidates and pilot trainees during the training process. Recreational use by aviation enthusiasts also falls within the scope of the present invention.

BACKGROUND TO THE INVENTION

Use of multi-function miniature aircraft controlled by pilot trainees and which relies totally on the laws of nature to perform are known. However, it is believed that these multi-function miniature aircraft and current use thereof lack true potential as training aids in the aviation industry.

Known computerized aircraft aviation training systems, in particular those that employ virtual and augmented reality techniques, using environments comprised by computers and/or device(s) that permit immersion, interaction, simulation and/or feedback to trainee(s), are not without drawbacks.

Commercial training and passenger aircraft are expensive and complicated to operate, therefore, training a pilot how to fly a large airplane often begins with simulations. As such, aircraft pilot training for aircraft often employs computer-based resources. Electronic computerised simulators of reasonable quality are expensive to acquire and run, with only limited seat-time available. Furthermore, a flight simulator is not designed to do basic ab-initio aviation training.

Usually, the training is divided into four parts: the first being ground school, often using Computer Based Training (CBT); secondly, procedures training, often using a Flight Training Device (FTD); thirdly flight manoeuvre sessions, using a full flight simulator; and then finally actual full-sized aircraft, which may be any airplane, airframe, aeroplane or a rotor craft.

It is further known that there is currently a shortage of skilled pilots around the globe. In part, this is due to the massive growth in airline traffic in China and India, as a result of which the demand for pilot training has grown tremendously.

Transforming classroom knowledge into real, practical skills is putting pressure on flight schools, instructors and current aviation training equipment.

Finding a suitable instructor can also be challenging, especially with the growing demand in aviation training.

Furthermore, being able to assess a student's potential and establish if reasonable hand-eye co-ordination is available can be an expensive and time-consuming exercise. Often pilot training students spend hours on computerised FTD’s and lack of hand-eye coordination is only assessed during real flight training hours in an airplane. At that stage, large sums of money and many hours have already been spent on flight training.

The applicant therefore believes that a need exists for a proper tool for improving aviation training in general and, more particularly, for screening of pilot trainees to root out non-starters or low performers. This can especially be beneficial for those on 'group' or 'funded-training' schemes where selection, at present, of pilot trainees with flight aptitude is challenging.

Being able to quickly discard low-potential students from training schemes will assist flight schools in getting quality students licenced. It will also improve the final student success rate at flight schools. All in all, the abovementioned equates to improved pilots aviation staff, and happy customers in the aviation industry, as well as cost savings to both funders and aviation training schools.

The inventor believes that this invention addresses, at least in part, the abovementioned shortcomings by describing an aviation training system and associated method.

SUMMARY OF THE INVENTION

In accordance with a broad aspect of this invention there is provided an aviation training system apt to improve aircraft flying skills of a trainee; the system comprising:

a miniature aircraft having communication means and a wingtip provided with a first connector; an elongate link having a second connector opposite a third connector, the second connector being adapted to be operatively connected with the first connector; at least one support structure central to the aviation training system and operatively positionable remote from said aircraft but within visual monitoring distance thereof and comprising a fourth connector for operative connection with the third connector; and a cockpit representation, for accommodating the trainee and an instructor, being in electronic communication with said communication means, the cockpit representation being equipped with frequency-agile transmitter and receiver systems and an airborne control system for controlling flight of said aircraft via said communication means when said aircraft is flown by said trainee from a seated position in said cockpit representation while said aircraft is connected via the respective connectors to the elongate link and to said at least one support structure.

In an embodiment, the at least one support structure may be fixed to the ground in an open or closed flyable area and the aircraft is flown by said trainee around said fixed support structure within such area.

In an embodiment, the at least one support structure may be transportable, erectable on and securable to the ground in an open area and the aircraft is flown by said trainee around said fixed support structure.

The two or more support structures may be connected via linkage to each other while the elongate link is movably connected to said linkage to thereby move back and forth relative to ends of said linkage so that during flight, said aircraft defines a flight path having a shape different compared to a flight path created when a single support structure is tethered to said aircraft. The airborne control system may comprise elevator, thrust, flaps, lighting systems, wheel brakes, and air brakes, operated by replicas of full-size aircraft control systems, disposed within the cockpit representation.

The aviation training system may comprise a launch control device with a retaining mechanism apt to be selectively released upon aircraft launch or retained during landing.

The support structure may be integrally formed and of uniform construction with a track for operatively locating a shuttle cart to which the elongate link and aircraft is connectable, said shuttle cart being selectively movable back and forth on said track by means of a power source and proximity switches located near respective ends of the track. Alternatively, the track may be separate from said support structure but mountable thereto.

The fourth connector, for operative connection with the third connector on the elongate link, may be provided on a first end of a retention arrangement adapted to function as a shock-absorber for the elongate link during windy periods.

The aviation training system may further comprise a spring biased manual flight speed sensor mounted on a wing of said aircraft which sensor is operatively in electronic communication with communication means provided on the aircraft and with said frequency-agile transmitter and receiver.

The aviation training system may comprise a visual and/or audio indicator on the aircraft adapted to operatively signal either aircraft flight speed and/or angle of attack (Alpha) to the trainee without the trainee having to break visual contact with the aircraft.

In an embodiment, said cockpit representation may comprise control sticks, control wheels, levers, switches, lighting systems, and related cockpit items that can match the layouts, styles, sizes, colours and positions of any full-sized aircraft, airplane, airframe, aeroplane or a rotor craft or be unique in design.

In an embodiment of the invention, the cockpit representation may be shaped and configured to be similar to a cockpit of a full-sized aircraft, airplane, airframe, aeroplane or a rotor craft.

In an embodiment of the invention, the cockpit representation may comprise a realistic sound system aligned with the type, noise, and propulsion unit sound of the full-sized aircraft, airplane, airframe, aeroplane or a rotor craft, which sound system is typically mounted in either the cockpit or the miniature aircraft, or both.

In an embodiment of the invention, the miniature aircraft may comprise an electric powered miniature airframe to which a re-chargeable battery can be connected.

The airframes may replicate full-size aircraft and may be scale models thereof.

The airframes may differ in layout, design and size so as to fit from the simplest to the most advanced aircraft, depending on which type of aircraft the trainee has to train with.

In an embodiment, the frequency-agile transmitter/receiver systems and miniature airborne control systems may be adapted to allow said multi-function miniature aircraft to rely totally on the laws of nature to perform.

In an embodiment, two or more support structures are further tethered to each other and to said miniature aircraft so as to define a flight path having a shape different compared to a flight path created when a single support structure is tethered to said miniature aircraft. These elongate links or tethers may be rigid, semi-rigid or flexible.

In an embodiment, the miniature airborne control systems may comprise elevator, thrust, flaps, lighting systems, wheel brakes, and air brakes, operated by replicas of full- size aircraft control systems.

In an embodiment, the aviation training system may comprise an integrated trainee monitoring system and apparatus, being computer implemented and apt to communicate the location and/or well-being of a miniature aircraft and user identities of trainees whilst being flown from said cockpit representation by a trainee as well as the reactions and hand-eye coordination of said trainee. The integrated trainee monitoring system and apparatus may be monitored by an instructor also located within or adjacent to the cockpit representation. The instructor can also provide hands-on training to the trainee as and when required.

In an embodiment of the invention, two-way communication means may be provided between the miniature aircraft, cockpit representation, and monitoring system and apparatus. As such, the miniature aircraft may comprise a wireless transmitter and receiver for communication with the cockpit representation and monitoring system and apparatus.

In an embodiment of the invention, the monitoring system and apparatus is apt to acquire video live streams or recorded video footage or photo events of the take-off, flight path and landing of the miniature aircraft.

The invention also provides for the monitoring system and apparatus to comprise a unit communicator, being a data input/output system for monitoring conditions on a dedicated software application on the miniature aircraft and store it on a suitably connected database. The unit communicator may also comprise software instructions to enable the monitoring system and apparatus to understand communication with the miniature aircraft and the cockpit representation control system.

The invention also provides for thresholds and configurable data to be modifiable on the monitoring system and apparatus for a specific trainee to be monitored by an instructor.

The monitoring system and apparatus may comprise a request and response component and one or more sensors selected from a GPS sensor, an accelerometer, a Bluetooth arrangement for a 1 :1 connection, and WiFi tracking through a defined indoor AP grid.

Moreover, the monitoring system and apparatus may be adapted to include a motion sensor to detect the presence of motion and a GPS module for determining body position of the miniature aircraft to be monitored. Furthermore, the monitoring system and apparatus may be arranged to upload to a suitable database contextual information and/or configurable information and/or photos and/or video footage.

In addition, the monitoring system and apparatus may be adapted to firstly perform real time analysis of the sensed information received from the cockpit and/or miniature aircraft; and secondly, compute a real-time indication of the trainee’s capability to succeed in flying an airplane; and to permit onwards transmission/communication thereof to authorities who may request access to such information.

In accordance with another aspect of this invention there is provided a monitoring system and apparatus, locatable at a cockpit where a pilot trainee to be monitored is present, the monitoring system and apparatus comprising:

software instructions to:

enable sensing of flight path data of a miniature aircraft as well as trainee action data within a real-life cockpit during a flight training session where said miniature aircraft is within visual distance from the trainee but elongate linked to at least one support structure so that the miniature aircraft can be flown around said support structure; and

communicate said data to a memory device for storage and selective access or for onward transmission to approved authorities or persons having an interest in the flying capabilities of said trainee.

In accordance with an additional aspect of this invention there is provided a method of training a pilot, said method comprising:

providing an aviation training system as described above;

connecting a first connector on a wingtip of a multi-function miniature aircraft with to a second connector provided on an elongate link;

connecting a third connector on an opposite side of said elongate link with a fourth connector provided on at least one support structure central to the aviation training system, the at least one support structure being operatively positionable remote from said miniature aircraft but within visual monitoring distance thereof;

seating a trainee pilot in a cockpit adapted to be in electronic communication with said aircraft and for accommodating the trainee and an instructor, the cockpit being equipped with frequency-agile transmitter and receiver systems and a miniature airborne control system for controlling flight of said miniature aircraft when said miniature aircraft is flown by said trainee; and

allowing said trainee to control:

ascend said miniature aircraft,

fly around a flight path defined by the support structure, and

descend and land or manoeuvre said miniature aircraft whilst being seated in said cockpit resembling a real-life aircraft while said aircraft is connected via the respective connectors to the elongate link and at least one support structure and the instructor monitors the flight path and trainee actions.

The invention may further extend to a non-transitory computer-readable medium for storing instructions, the instructions comprising: one or more instructions which, when executed by a processor of a computing device or main computer system remote from said computing device, directs its operation to bring about:

gathering, by means of a data collecting module, miniature aircraft flight path data as well as the health or wellbeing data about a pilot trainee being monitored;

forwarding, by means of a forwarding module, said data to a main computer system on a monitoring device having a database for storing the data;

investigating and collating, by means of an investigative module, said data to create and store a displayable version of said data within said database; and

permitting access, by means of an access module, to the displayable version of said data and for presenting same to an authorised user such as a pilot training instructor or aviation authority. Data on all system users, not limited to trainees, may be stored, displayed or accessed upon correct approval from system owner being obtained.

The integrated trainee monitoring system and apparatus may be monitored by an instructor also located within or adjacent to the cockpit representation. The instructor can also provide hands-on training to the trainee as and when required. BRIEF DESCRIPTION OF THE FIGURES

Embodiments of the invention are now described, by way of example, with reference to the accompanying non-limiting diagrammatic drawings. In the drawings:

Figure 1 shows a schematic three-dimensional view of an aviation training system according to an embodiment of the invention;

Figure 2 shows a schematic three-dimensional view of an aviation training system according to an alternative embodiment of the invention;

Figure 3 shows a schematic three-dimensional view of an aviation training system according to a preferred embodiment of the invention;

Figure 4 shows a launch control device of the aviation training system of Figures 1 to

3, both in locked and released conditions;

Figure 5 shows plan, front and side views of a cockpit representation of the aviation training system of Figures 1 to 3 with a trainee and instructor seated in the cockpit representation;

Figure 6 shows a perspective and end view of a rail or track of the system of Figure 3;

Figure 7 shows perspective views of components of the rail or track of Figure 6;

Figure 8 shows a side view of a shuttle cart used with the rail or track of Figures 6 and

7;

Figure 9 shows a cross section view of the shuttle cart of Figure 8;

Figure 10 shows side and end views of a first retention arrangement for use with the shuttle cart of Figures 8 and 9;

Figure 11 shows side and end views of a second retention arrangement for use with the shuttle cart of Figures 8 and 9; Figure 12 shows side and end views of a third retention arrangement for use with the shuttle cart of Figures 8 and 9;

Figure 13 shows a side and front elevation of a miniature aircraft provided with an air speed indicator system;

Figure 14 shows respective side elevations of a wing of the aircraft of Figure 13 with an air speed indicator arm being in different positions relative to the wing and with varying colours displayed on a light tower forming part of the air speed indicator system of Figure 13;

Figure 15 shows a diagrammatic representation of a data control suite of the system of

Figures 1 to 3; and

Figure 16 shows a diagrammatic representation of a system architecture of the data control suite of the system of Figures 15.

DETAILED DESCRIPTION OF THE DRAWINGS

The following is presented in the cause of providing what is believed to be the most useful and readily understood description of the principles and conceptual aspects of the invention. In this regard, no attempt is made to show structural details of the invention in more detail than is necessary for a fundamental understanding of the invention. The description taken with the Figures making apparent to those skilled in the art to demonstrate how at least one of the several forms of the invention may be embodied in practice.

Further, in the following description, similar features in the Figures may have been given the same reference numeral or similar reference numerals. Arrow heads of connector lines in the drawings indicate information and/or features in at least the direction of the arrow head.

Referring to Figure 1 , an aviation training system (10), in accordance with a first embodiment of the invention, is depicted. System (10) is a mostly manual aircraft flight training system and not a computer-generated flight simulator. However, it is envisaged that in some embodiments of the current invention, the system (10) may comprise a computer implemented arrangement for information collection, stability augmentation, and sharing with authorised users, such arrangement is understood to be used with system (10).

In view of the above, the computer implemented arrangement, best shown in Figure 15, utilizes a platform (1 19) that integrates with the system (10) to collate, visualize and make available data and information collected as data about a flight path of a miniature aircraft (12) and trainee pilot actions taken during control of such flight monitored by the computer implemented arrangement. The data and information collected is then presented in aggregated data and information format to firstly a instructor and secondly to an authorised user such as aviation training authorities or system operators.

Referring to Figure 1 , the system (10), apart from including a miniature aircraft (12) that defines a first connector (14) on one wingtip thereof, also includes a elongate link (16) having a second connector (18) and a third connector (20) opposite the second connector (18). The system (10) further consists of a fixed support structure (22) having a normally upright erect orientation with a fourth connector (24), attached or integral therewith, for operative connection with the third connector (20). The system (10) further includes a cockpit representation (26) replicating a cockpit of an actual full-size aircraft on which the trainee is taught. The cockpit representation (26) is in electronic communication with the miniature aircraft (12) via communication means (25) built into the aircraft (12) and able to accommodate flight parameters such as airplane speed, pitch control and other functions during flight to the trainee and an instructor sitting in the cockpit representation (26), best shown in Figures 1 ,2,3, and 5. It is appreciated that the cockpit representation (26) is equipped with a frequency-agile transmitter and receiver system (not shown) and an airborne control system (not shown) for controlling flight of the aircraft (12) when the aircraft (12) is flown by the trainee from a seated position in the cockpit representation (26) while the aircraft (12) is connected via the respective connectors (14), (18), (20), (24) to the elongate link (16) and the support structure (22). At this juncture, it should be noted that the support structure (22) may be a fixed structure such as a standard or cement block permanently provided on a dedicated open area. Nevertheless, the fixed support structure (22) may be replaced with a portable structure that is securable to the ground.

As shown in Figures 3, 6 and 7 the support structure (22) typically, but not necessarily, takes the shape of a rail or track (50) consisting of one or more sections, lengthwise mountable to each other and securable to the ground to form an assembled track or rail (50). The track (50) may thus replace two opposing support structures and can accommodate a shuttle cart (60) to which a retention arrangement (80) is releasably mounted for connection to the elongate link (16). The latter is envisaged to consist of a flexible tether in the shape of a cable, but it is not impossible to use an elongate tubular member manufactured from a plastics material or from a metal alloy to function as an elongate link (16) between the aircraft (12) and the support structure (22).

The aviation training system (10) also includes a miniature runway (28) having a launch control device (30) from which the miniature aircraft (12) is released during takeoff, as shown in Figure 4. This device (30) is designed to be an integral part of the aviation training system (10) in that it secures the miniature aircraft (12) in a tethered and controlled way to ensure that it is not released from the ground into operation without full command and control of it from the cockpit representation (26). This ensures that all correct measures have been taken to ensure that the safety of all bystanders, operators, equipment and personnel is not compromised in any way, before/during/after operation of the system (10).

This launch control device (30) consists of a flat plate (32) of suitable strength material that is attached to the operating surface of the miniature runway (28) at the launch/start position of the aircraft (12) by means of pins or other attachment means in such a way that it cannot move.

On the plate (32), a set of tubes (34) is attached to the surface and aligned in a perpendicular orientation to the flight path of the aircraft (12). Inside each tube (34) runs a shaft that can move on command from the pilot station or cockpit representation (26). Such movement is typically generated by a physical attachment to a lever or switch from the pilot station in the cockpit representation or may be commanded by mechanical/electronic/pneumatic means (not shown). The movement/command causes the shaft to move inside the tube (34) to a point where the far end of the shaft moves past an opening in the perpendicular tube (34). This opening is where a retaining hook (36) attached to the aircraft (12) is located and secured in place by the shaft during preparation work for the flight by the service/ ground crew.

A retaining hook is attached to the aircraft in a way that will restrain the aircraft even if full power is applied to the aircraft (12). The arrangement is comparable to the 'arrestor- hook' system used by naval carrier - based aircraft to engage them and slow them down upon landing on the carrier deck. The retaining hook (36) is, typically, but not necessarily manufactured from a thin steel shaft or wire that is securely mounted to the aircraft in such a way that it cannot be pulled free from the airframe without destroying the airframe.

The miniature aircraft (12) is attached to the launch control device (30) by means of the retaining shaft being pushed into position through the aircraft retaining hook and further into the tubing to ensure complete capture of the hook. The arrangement is thus 'locked'.

The retaining shaft is sprung loaded into the locked position and can only be opened by means of the said actuating system from the cockpit representation (26).

The defined flight path along which the trainee will commence his pilot training may differ is shape. In its simplest form, the flight path is circular as depicted in Figure 1 of the drawings. However, in another embodiment of the invention shown in Figure 2, the flight path is changed to oval shape so as to define two opposing straight sections and two 180° curved or turning sections.

By positioning two (or even more than two) support structures (22) at distances apart at a central portion relative to the oval flight path and with the aircraft wingtip (13) being tethered to a connector (15) spanning the distance between the two or more support structures (22), the aircraft (12) can fly along an oval flight path as the elongate link end (20) slides back-and-forth along the connector length.

With different flight paths defined, use of the system (10) as a flight learning tool wherein the trainee pilot learns to handle basic aerobatics and slow flight using L over D into the wind with appropriate throttle control, results in improved skills training. The applicant believes that use of the system (10) is as close as a trainee pilot can get to real life full-scale flight situations.

Referring to Figures 6, 7 and 8, the track (50) is the central mounting point system for retaining the aircraft (12). The track (50) allows the aircraft (12) to operate in alternating two straight but opposite directions with a 180 degree turn at each end, as shown in the embodiment of Figure 3. Thus, the track (50) facilitates the replication of a‘circuit’ being flown in full - sized aviation parlance, with a straight runway in the one direction.

The track (50) comprises a Ό’ section, typically, but not necessarily of aluminium, with its open end facing operatively upwards. The track (50) is made up of individual sections that join together by means of a slip joint (52) attached to one end of the track (50) to form an overlap; and a retaining pin (53) that releasably secures the slip joint (52) into a locking tube (56). Flence, the length of the track (50) can be tailored to suit the size of the operating environment for each individual aviation training system - it also simplifies transportation.

The track (50) is mounted on legs (54) that hold the rail in a fixed position above the surface. Each leg has a footpad (55) used to drive a peg through or place a sandbag over to retain the position of the track (50) during usage.

As shown in Figure 7, the track (50) has an endcap (57) system at each end that is inserted onto the ends of the track (50). The end cap (57) has a tapered foam insert attached (58) that acts as a buffer to slow and stop the shuttle cart (60) at each end as it operates inside the track (50). The end cap (57) has a micro switch end-stop rod (59) that is positioned inside the track (50) to activate the stop mode of the shuttle cart (60) drive system.

The shuttle cart (60), best shown in Figures 8 and 9, is designed to operate and move back and forth inside the track (50). The cart’s purpose is to maintain the direction and orientation of the aircraft (12) operating on the system (10) to ensure that the aircraft (12) follows the ‘two-straights-and-end-turns’ fight path defined in Figure 3 of the drawings. This is to ensure the controllability of the aircraft (12) and protect the safety of the operators and spectators.

The shuttle cart (60) also has a retention tower (62) on it that connects it to the aircraft (12) by means of the elongate link (16) such as a steel tether, cable or alternatively a tube. The shuttle cart (60) is moved along, via a drive system (61 ), inside the track (50) by means of electric propulsion provided by an electric motor (64) that drives a rubber tyre (66) and wheel system via a transmission system. The rubber tyre is spring loaded to operate and drive on the lower inner surface of the track (50). The drive system (61 ), electronics, battery and guide wheels are mounted on a chassis (67) for locating all the components. The chassis (67) uses roller guide wheels (68) on the horizontal and vertical planes to locate itself inside the track (50). The system is controlled by a bespoke electronic suite that maintains the carts position, relative to the aircraft (12) that it is attached to, in such a way that it fulfils the requirements of keeping the aircraft (12) to the strictly determined fight path (straights and turns) in the plan view, whilst allowing the aircraft (12) freedom to operate in the vertical sense in a way predetermined for each lesson module of an Aviation Training Program.

The shuttle cart (60) has the capability to maintain pace with the aircraft (12) and reverse its direction at the end of each‘straight-and-turn’ section as required to maintain the aircrafts track as designed for the system operation.

The shuttle cart (60) operates inside the track (50) and consists of the main chassis (67) that the components are mounted to. The roller guide wheels (68) in housings are mounted on the horizontal and vertical sides of the chassis (67) to align the cart (60) with the track (50).

The main drive wheel and tyre (66) are mounted within the shuttle cart chassis (67), attached by a spring-loaded suspension arm between the chassis and the wheel to ensure positive grip of the tyre (66) onto the lower inner surface of the track (50). The wheel and tyre (66) is powered by a battery driven electric motor (64) via a reduction transmission and controlled by a bespoke electronic system to speed up, slow down, stop or reverse direction as required to maintain the flight path required of the aircraft (12). The shuttle cart (60) has a retention tower (62) that is located on top of the cart (60) and protrudes upwards in the open area of the track (50)’ C-section. This tower (62) is used to locate the retention cable or alternatively the tube (16) that the aircraft (12) is mounted to. The height of this tower (62) above the cart (60) can be varied to suit the operating environment of the system (10).

The tower (62) has a retention pin (65) that allows the cable or alternatively the tube (16) to be attached in a way that allows unlimited free movement in the horizontal plane. The retention pin (65) is used to mount a retention cable or alternatively retention tube to the aircraft (12). The top of the retention pin (65) has a removable and adjustable ‘angle - limiter’ (63) washer that is used to restrict the vertical movement maximum limits of the cable or tube (16) as required to suit the operating environment and/or lesson plan being undertaken by the system (10) for each flight. At the top of the retention pin (65) is a retention fastener or nut (70) that is used to retain the cable or tube (16) and allow easy replacement or adjustments to components of the retention arrangement (80).

At the top of the retention tower (62) is an electronic angle detection sensor plate (72) that analyses the exact horizontal position of the retention cable or tube (16) that is attached to the aircraft. The electronic angle detection plate (10) is shown to be mounted below the retention cable or tube and senses the horizontal position of the cable or tube. The electronic signals generated from this are transmitted to and analysed by the bespoke electronics system, the results of which are then converted into the relative position of the shuttle cart (60) to the aircraft (12), causing it to be adjusted and signals sent to the power drive system (61 ) of the shuttle cart to achieve the required movement of the cart or retention arrangement (80).

A battery pack (74) is mounted on the top of the main chassis (67) and operates clear of the track (50). This battery pack is typically rechargeable and powers the cart (60) and is easily and rapidly interchanged as required.

A multi-coloured light warning system (78) is similarly mounted to the main chassis (67) and provides a visual display of the remaining voltage available status of the battery pack (74) to the operators to ensure the safety and integrity of the system (10) whilst operating.

The electric motor (64) is used to propel the shuttle cart (60), via the transmission system (61 ) with inputs from an electronic speed and direction controller pack (76).

The chassis (67) further includes‘stopper-plates’ (71 ) at each end of the chassis (67) to engage with the tapered foam insert (58) at each end of the track (50) in order to slow and cushion the deceleration of the shuttle cart (60) at each end. The chassis (67) has end-limit stop switches (75) at each end to stop the cart (60) when it reaches the end point of the track (50), which switch the power to the transmission off, allowing the cart (60) to reverse direction at the end of each straight-and-turn of the operation via roller guides wheels (68). These stop-switches (75) are activated by the rods (58) mounted on the track endcaps (57).

RETENTION ARRANGEMENT.

The Retention arrangement (80.1 ); (80.2); (80.3) of the system (10), as shown in Figures 10, 1 1 , and 12 respectively is mounted on top of the shuttle cart tower (62) and is attached to the tower retention pin (65) by means of the nut (70) that can be easily removed to facilitate the changing of the retention arrangement (80) to suit operational requirements as well as different aircraft.

The retention arrangement’s purpose is to attach the elongate link (16), which may be tether, tube or the like holding the aircraft (12) in such a manner as to create a‘shock absorbing’ effect on the tension of the aforementioned elongate link (16). It will be appreciated that the aircraft (12) can be affected by gusts of wind or breeze that may adversely affect the intended and desired flight path. The retention arrangement’s components are combined and so arranged to alleviate the abovementioned effect.

The retention arrangement (80) has multiple options in terms of spring and compression rates which are designed to operate the system in different weather conditions, different aircraft types and/or sizes and to suit operational requirements at each location. The retention arrangement can be quickly and simply changed to suit the above requirements.

Although two possible versions of the retention arrangement (80) is shown and described, it is envisaged to have various alternative versions also capable of functioning in a similar way and thereby falling within the ambit of the present invention.

One is a mechanical system (80.1 ), as shown in Figure 10 and another is a gas-strut system (80.2) as shown in Figure 11. Both have variable dimensions and internal component layouts to suit operational requirements and the size of aircraft being used on the system (10).

The mechanical system (80.1 ) uses an outer casing tube (81 ) to contain the internal working parts. There are two end caps (82) with a central bush or bearing (83) inserted that are attached to each end of the outer casing tube (81 ). The two end caps (82) have a hole in each central bush (83) that locates a central shaft (84) of the system (80.1 ). Around a midportion of the shaft (84) is a centre disk (85) which is firmly attached to the shaft (84). Two floating disks (86) are loosely mounted over the central shaft (84) between the central disc (85) and the end caps (82) and are able to slide along the central shaft (84) and within the outer casing tube (81 ) whilst maintaining a 90 degree orientation to the central shaft (84). Two bespoke compression springs (87) are mounted on either side of the central disk (85) between the floating disks (86). The size and wire gauge of the springs are variable and are adjusted to suite the operational requirements and aircraft type being used on the system (10).

Two bespoke tapered compression-foam impact shock-absorber parts (88) are mounted between the end caps (82) and the floating discs (86). The density, shape and dimensions are variable and are adjusted to suit the operational requirements and aircraft type being used on the system (10).

A connector piece (89) is attached to the central shaft (84) on its free end to allow for attachment to the aircraft wingtip (13) by means of a suitable tether of alternatively a tube system.

A bespoke bush (90) is mounted in each end cap (82) to locate the central shaft (84) and minimize friction of the shaft/casing interface. A bespoke cover (91 ) is attached to an end opposite of the free end of the shaft (84) to protect the shaft.

As best shown in Figure 10, a tailored tube-clamping yoke (92) is attached near the centre point of the outer casing (81 ) to facilitate mounting of the mechanical system (80.1 ) to the pin (65). The yoke (92) is clamped on to the outer side of the casing (81 ) by means of a bolt (93) and threaded hole (94) in the yoke (92). The tube-clamping yoke (92) is mounted on to a bespoke pivot-yoke (95) by means of a bolt and washer and nut and washer. The entire assembly of retention tube/clamping yoke (92) / pivot yolk (95) is mounted on top of the retention tower pin (65) on the shuttle cart (60) by means of an aperture (96) in the base of the pivot yolk (95) through which the retaining pin (65) passes and is secured with a washer and nut (70) on top of the pin (65). Bushes or bearings (not shown) may also be added where necessary to handle friction forces.

The aircraft (12) is attached to this retention arrangement assembly (80.1 ) and shuttle cart (60) / track assembly (50) by means of the elongate link (16) from the attachment point (89).

On the other hand, the gas strut system (80.2), shown in Figure 1 1 uses similar, if not identical, components to that of the mechanical system (80.1 ) in respect of the outer casing (81 ), end caps (82), centre disc (85), yoke (92), pivot yoke (95) and central shaft (84).

In place of the floating disc/spring/foam internal parts, a gas charge is used to pressurize each chamber (97) on either side of the centre disc (85). The disc (85) is provided with hermetic seals on its perimeter to seal the disc (85) to the inner face of the casing (81 ). A valve is located in the centre disc (85) which manages the flow of gas through the disc (85) as required. The pressure of the gas in each chamber (97) is set in factory and can be changed to suit the operational requirements of the system (10) and the characteristics of the aircraft type being used on the system.

When using the system (10) with the tubing (semi-solid) connection (81 ) between the retention arrangement (80.1 ); (80.2) and aircraft (12), the need sometimes arises to counterweight the retention arrangement (80.1 ); (80.2) to negate or reduce the effect of gravity (weight) of the tube connection (16), in order to vary the characteristics of the system (10) and aircraft operation to suite the operational environment and lesson plan being undertaken. This is best shown in Figure 12. To this end, a counterweight (98) is mounted on the retention arrangement (80.1 ); (80.2) on the opposite end to where the aircraft (12) is connected. This functions to‘balance’ the system (80.1 ); (80.2) to reduce the weight that the aircraft (12) needs to lift to achieve controlled flight. This weight can be in the form of a removable/replaceable rechargeable battery to power the aircraft, or made of an alternative heavy substance to achieve the desired characteristics of the counterweight. A combination of battery and weights can be used at times to suit the required operational characteristics of the aircraft or system.

The standard retention arrangement as described above for (80.1 ); (80.2) is retained as the basis of the retention arrangement (80.3), shown in Figure 12. A bespoke machined battery/counterweight holder (99) is attached to the outer casing (1 ) of the system. Electrical wiring for the battery (100) has quick release plugs (101 ) to facilitate quick changes of the battery. A loop (102) in the wiring (23) near the connector (89) of the retention arrangement (80.3) allows for linear movement of the central shaft (84).

AIR-SPEED INDICATOR SYSTEM.

The actual speed that the aircraft (12) achieves through the air is a critical component in being able to achieve sustained controlled flight. If it is too slow, the wings of the aircraft cannot generate sufficient lift and the aircraft (12) then sinks downwards, pulled by gravity. Being able to measure the actual airspeed attained is a fundamental basic in any aviation system or aircraft. Being able to accurately control the speed of the aircraft is a fundamental pilot function. To be able to control the airspeed, the pilot needs to be able to vary the thrust as well as other aircraft systems and controls in order to achieve the required results. The pilot needs to be able to see the actual airspeed at any given moment in the flight regime, as well as to see how changes to the thrust and other flight systems and controls affect the attained airspeed immediately and accurately. Because of the‘visual’ aspect of the system (10), the student pilot is watching the aircraft at all times during flight operations. The system air speed indicator (105) is therefore installed on the miniature aircraft (12) in order to accommodate this situation. An instrument mounted on the dashboard will not suffice, as the pilot will need to keep looking away from the aircraft to monitor the speed. The system (10) does have the upgradeable option of using telemetry to send a signal to the cockpit representation (26) which will generate a synthetic‘voice’ audio of the attained airspeed in addition to or in place of the visual system described herein.

AIRCRAFT MOUNTED AIR-SPEED INDICATOR SYSTEM.

The system aircraft mounted air-speed indicator system (105) of Figure 13 consists of bespoke electronic circuitry, transmitters, sensors and visual light systems to clearly show the actual airspeed achieved in real time. These components are mounted on the airframe and configured to suit each aircraft type to work accordingly. The example shown in Figures 13 and 14 is for a high wing aircraft (12) configuration. The components location, sizes and orientation vary accordingly on low wing aircraft, mid wing aircraft, biplanes etc. as required.

An electronic sensor (106) is mounted on or in the wing, with a forward stop for an arm

(107) at the zero-airspeed position. The arm (107) extending from the sensor (106) projects into the passing airflow as the aircraft (12) flies. The arm (107) is capable of moving backwards in the direction of the relative airflow over the aircraft (12). Movement of the arm (107) relative to its static position is captured by the sensor (106) and transmitted to the electronic suite. A plate (108) is attached to the sensor arm (107) and is fixed to the arm, which is mounted perpendicular to the relative airflow and the movement of the arm (107). The size, position and shape of this plate (108) is varied to suit the operating requirements of the particular aircraft type and size being operated, as well as the requirements of the lesson plan being taught at each instance. The plate

(108) can be adjusted or changed very quickly and simply. An adapted‘light-tower’

(109) is mounted in an orientation on the aircraft (12) to ensure maximum possible visibility to the pilot(s) of the system. The colours of the light tower (109) are varied electronically by means of signals from the bespoke electronic suite in the aircraft (12). The different colours displayed by the tower correspond with the varying airflow speed passing the aircraft (12) and can be electronically adjusted to suit the type and size of the aircraft as well as the operational requirements of the system (10) and the lesson plan being taught in each instance. The bespoke electronics pack (1 1 1 ) is located inside each aircraft and is connected to the sensor arm (107) and light tower (109), which is powered by the battery powering the motor and electronic controls of the aircraft (12), or a separate battery as and where required. The equipment is mounted in a layout (1 13) that is basically shown in this front view. A return spring (1 15) holds the arm (107) at its forward stop (zero airspeed) position.

The aircraft wing (1 17) is depicted in Figures 14 in relation to air speed achieved by the aircraft (12).

The electronic sensor (106) is mounted in or on the wing structure (1 17). The arm (107) is mounted on the sensor (106) into the airflow. The plate (108) is attached to the arm (107). Figure 14.1 depicts the system with zero airflow (arm (107) fully forward against stop). Figure 14.2 depicts the plate (108) and arm (107) being blown partially backwards by the airflow at medium speeds. Figure 14.3 depicts the plate (108) and arm (107) being blown fully backwards by the airflow at high speeds. The return spring (1 15) is shown at rest in the zero-speed condition. The return spring (1 15) is shown partially stretched at medium speeds. The return spring (115) is shown fully stretched at full speed.

The visual display of the achieved actual airspeed as derived from the system is displayed in the form of the light tower (109) that has a 360-degree horizontal visibility when orientated in the vertical plane on the aircraft. The colours of the light tower (109) change as the sensor plate (108) is blown rearwards by the relative airflow against the force of the return spring. This is depicted in a set of side elevations of the air speed system as shown in Figure 14. The signal relaying this change of airspeed can also be sent by a telemetry unit in the aircraft to the cockpit representation (26) to enable an electronic audio voice readout of the airspeed.

EMITTED COLOURS OF LIGHT TOWER.

No airspeed. = NO LIGHT SHOWING.

Very low airspeed = RED LIGHTS.

Low airspeed = ORANGE LIGHTS.

Medium airspeed = YELLOW LIGHTS.

Fast airspeed = GREEN LIGHTS. Very fast airspeed = WHITE LIGHTS.

AIRCRAFT MOUNTED ANGLE OF ATTACK MONITORING SYSTEM

The Angle of Attack (Alpha) Indicator System is not shown in the drawings, but it is envisaged that it may be incorporated and monitored similarly to the way the air speed indicator system above is described and utilised in system (10).

The angle at which the wing of an aircraft is presented to the oncoming airflow will have a large effect on the lift and drag that it can generate. Full sized aircraft, especially jet fighter/bomber aircraft and Airliners are usually equipped with a device that will display this angle on an instrument in the cockpit to the pilots. This device greatly assists in the actual flying of the aircraft, as different weights are often carried by the same aircraft, with variables like fuel load, freight or passengers being carried, or weapons attached on military aircraft. This allows the pilots to have a better understanding of the performance parameters and speeds required for safe operation of the aircraft.

The System (10) replicates the basics of the full-sized Alpha display system, but transmits the results in a visual coloured light format to enable the pilot to see the angle without having to look at an instrument, much in the same way as our Airspeed Indicator System. The skill set required to achieve the desired optimum Alpha Angle are part of those required to fully understand the piloting process and are therefore a fundamental design advantage of the System (10).

DETAILS ABOUT AIRCRAFT MOUNTED ALPHA - DISPLAY SYSTEM.

The system consists of bespoke electronic circuitry, transmitters, sensors and visual light systems to clearly show the actual angle of relative airflow-ALPHA-, that the aircraft is operating in at any given moment during operation of the system. These components are mounted on the airframe and configured to suit each aircraft type to work accordingly.

An electronic sensor is mounted on the wing tip, or in another iteration on the fuselage side, with the sensor pivot running horizontally at 90-degrees to the centreline of the aircraft’s vertical centre line. An arm is attached to the sensor pivot, trailing rearwards relative to the aircraft’s direction of travel, with springs to hold the arm in the neutral horizontal (level) position, parallel with the centre chord line of the wing.

On the arm is attached a vane, which is oriented in the horizontal plane, which will move when affected by the relative passing airflow, which will indicate the angle of the airflow (Alpha Angle) passing over/around the aircraft and transfer this information to the sensor. The size, position and shape of this vane is varied to suit the operational requirements and aircraft type and size being operated, as well as the lesson plan requirements being taught in each instance. This vane can be adjusted or changed easily as required. The angular input from the sensor is fed into the bespoke electronic suite that converts the data into a visual image by lighting up the Alpha light bars located on or near both wingtips of the aircraft. The colours of the light bar change to indicate the different angles of airflow. The system Alpha-display system also caters for the electronic transmission of these angular values directly to the cockpit representation for alternative display to the pilot. The electronic system is powered electrically from the onboard battery system/s on the aircraft.

The emitted colours of the Alpha Angle light bars on the wingtips vary accordingly:- 0 degrees. White light showing.

5 degrees nose up. Green light showing.

10 degrees nose up Yellow light showing.

12.5 degrees nose up. Orange light showing.

15 degrees nose up. Red light showing.

The heart of the Aviation Training System (10) is the bespoke DATA ANALYTICS suite or platform (1 19) schematically shown in Figures 15 and which is used to capture, record and make available all operator usage. This includes (but is not limited to) all managers, supervisors, instructors and students who may become involved in the operation of the system. This enables all individuals to have a unique user-code and system identity, in order to record all usage, testing and behaviour patterns. It also includes full track-and-trace accountability of every single piece of equipment used in the operation and maintenance of the system. This enables system owners and management to hold accountable and delegate authority on usage of every component in the system, from entire cockpit sets down to individual spares and components. It can also record and analyse the actual usage and flight path of aircraft operated on the system for later debriefing of students and instructors, as well as creating‘gateway’ tests and results thereof to monitor progress, as well as any misuse or abuse of the system. The DATA ANALYTICS suite (1 19) works by means of the electronic setup in the cockpit representation (26). Each supervisor, instructor, controller or student has to plug in their unique identity unit and then be electronically scanned and confirmed as correct, before the system will allow operations to commence. The DATA ANALYTICS suite (1 19) is cloud based and allows access from anywhere that has the correct coverage to enable connection to a network and central system. The electronic confirmation of identity can be by means of (but not limited to) retinal scan, fingerprint scan or other systems approved by central management of the system (10). This is an essential part of the process, as every single user and student will start building their own unique aviation industry Curriculum Vitae (CV) on the system (10). Every usage of the system (10) by any person will be tracked and traced and scored, in terms of capability and attitude. This will build up an electronic logbook of attendance, milestones achieved, test results and conformity to the required norms and standards of acceptable behaviour required for accreditation and acceptance into the real aviation industry. The resultant (CV) that is created, will be available to prospective donors/funders of tertiary education establishments that are looking for‘star’ students to do further training and/or employment. The system will allow parents and educators to monitor, mentor and motivate students and expose character. All students and users will be assessed by their instructors or supervisors for: -

1. Knowledge.

2. Attitude.

3. Appearance.

4. Initiative.

They will also receive a score from 0 - 10 on their: - W.O.W. Rating

Willing or wanting

This scorecard will greatly assist in finding the people that want to get ahead in life. Prospective funders/donors/employers in the aviation industry may use of the system (10) to identify target employees with the right ATTITUDE. Identity set up of each individual using the system (10) is depicted in Figures 15.

FURTHER EXPANSION ON COMPONENTS OF THE DATA ANALYTICS SUITE OR PLATFORM (1 15)

Part 1 (referenced in Figure 16 as numeral (121 )) - User Hierarchy (In descending order of access level) ALL access is secured using Two Factor Authentication that can be username/password and Google Authenticator App or similar in a physical format or One Time Pins or single use barcode physical identification for a specific event.

1.1. Head Office - Super user or root access level - this access level can access all parts of the system and can be used to draw up or change the reporting criteria.

1.2. System Owner - Here the user has high-level access to everything within their particular system boundary - i.e. it is a super user of one of the systems only but with no access to any other systems.

1.3. Site supervisor - Here the person has access to Edit candidate details and rectify errors in data entry (with appropriate logged comments to explain why) this access level cannot change any of the reporting criteria or rules. They can edit and append any reports and notes generated by either the on-site instructor or the candidate themselves.

1.4. On site Instructor - Person providing he hands on instruction - can enter into the various lesson plans and start and stop lessons and make notes as required.

1.5. Candidate - Trainee will have access to enter their attendance confirmation and their answers to questions in the lesson plan as well as entering comments.

Part 2 (referenced in Figure 16 as (123)) - Identity Access Module (1AM)

1.1. The IAM module will authenticate the users using the relevant 2FA and allow them access based upon the role they fulfil and the access level allocated to that role. This role based access allows users to be added and deleted by the relevant administrators and have all their access rights assigned simply by making them a member of a specific role group.

Part 3 (referenced in Figure 16 as (125)) - Data base

The heart of the system - here a high performance, multiple instance Highly Available database is created that contains all the relevant data records for a particular candidate, these include: 1.2. Personal identity information

1.3. Results of initial streaming tests

1.4. Ongoing lesson plan data and results including progress reporting and validation of watching all Multimedia clips etc.

1.5. Any reports or streaming change recommendation

1.6. Attendance records (using a verifiable feature - countersigning or confirmation questions or similar to support automated Lambda function verification and entries into the database)

Part 4 (referenced in Figure 16 as (127)) - Lambda automated data generation and verification functions

1.7. An automated run time only function that will verify the user attendance using 2FA and possibly a second verification method (countersign by instructor, One time pin, colour of the day or similar)

1.8. Once the attendance is verified this is written directly to the relevant candidate record to ensure that attendee recording is automatic, verified and the possibilities of fraudulent attendance recording is minimised.

Part 5 (referenced in Figure 16 as (129)) - Lambda automated lesson plan marking and grading

1.9. This function is tied to the content delivery system and automatically marks and records the results of any lesson plan related assessment exercises.

1.10. This function block will furthermore assist in tracking the candidates progress through the lesson plan and their viewing or experiencing of multimedia related to the lesson plan.

1.1 1. This system will also interface with the content management system and content delivery network to ensure that the learning material is delivered and tracked for sequence as well as completion to ensure that the learning methodology is followed and the maximum benefit is derived by the candidate.

Part 6 (referenced in Figure 16 as (131 )) - Content delivery management platform

1.12. This functional block manages the lesson plan content and ensures that the correct lesson plan module is delivered to the correct candidate at the correct time within the learning plan.

1.13. The Lesson plan information can include short Multimedia clips as well as written material and evaluation questionnaires and quizzes.

1.14. There can also be written questions to show deep understanding - but this will require manual off line grading and input by Instructors or supervisors.

1.15. Bots or RPA can also form part of this content management platform in order to tailor the lesson plan to the specific candidate’s performance.

Part 7 (referenced in Figure 16 as (133)) - Data-analytics

1.16. This functional block scrapes the database for all defined simple logical correlations that can be used for reporting and optimisation of lesson plans, assessment exercises and practicals.

1.17. Artificial Intelligence and Machine Learning can also be implemented to access the recorded data and look for other patterns than can be used to predict results, minimise wasted effort and otherwise further optimise the learning process.

Part 8 (referenced in Figure 16 as (135)) - Reporting website

1.18. This functional block interfaces with the Database and the Data analytics functional block to produce reports that allow the various persons in the hierarchy to have access to relevant information.

1.19. The user hierarchy again interact with the website through the IAM module ensuring that the correct level of access is granted to the correct people in order to allow them to access their relevant data. This website is not accessible to anyone who is not authenticated via the IAM module

1.20. All the users in the hierarchy will have some reports or certificates that are contingent on the data contained within the database and its interpretation by the Data analytics module. These will be generated by the automated data analytics module and the results cannot be manipulated without an audit trail exception report to this effect

It will be appreciated that all lesson plans will be available in audio visual format in multiple languages. All lessons will have a multiple-choice test which will be completed electronically by students and will be scored and rate it by the system immediately and automatically.

The system (10) is further believed to allow students or trainees to improve or perfect their basic skills with limited supervision while keeping costs low. Many hours on a desk-top flight simulator 'game-time' cannot translate into actually flying a tight circuit in a gusting crosswind and balancing power and pitch control for a short landing. Introducing young people to the fascination of aviation and its many challenges and opportunities can be an arduous duty with the limited budgets available nowadays. Often long distances need to be travelled to reach an accommodating flight school. The system (10), on the other hand, is completely portable and components thereof can be connected at any given time thereby increasing the possibilities of use thereof everywhere. The system (10) breaks down into units small enough to stow and transport in an average car.

A lack of equipment and/or flight training aircraft are also quite common when one realizes what is available to pilot trainees at present in the aviation industry. The true realities of flight are demonstrated with use of the system (10) and this is believed to be quite meaningfully.

The recent rapid expansion of the capabilities of electric powered miniature airframes of various categories is well known, as is the huge improvement in battery power.

Durable, highly rugged materials of basic expanded-foam technology have allowed small airframes to be readily available (with unlimited spares and easy repairability) in various layouts and sizes. These airframes can be utilized with the miniature aircraft system (10). The size of airframe and system 'footprint' in use can be tailored to suite client requirements, bearing in mind that larger airframes suffer less from Reynolds Number affects.

Typically, the 'starter' airframe has a conventional layout with a pusher prop with a protective fin, so there is no spinning cutting device at the front and no damage will be realised, even if flipped on its back on landing. This simple aerodynamic layout has its main aim to preserve the power-train system.

Alternative airframe layouts, designs and sizes can be made to fit any client requirements, from super simple to very complex. Semi-scale craft can be used to match whatever full-size types are being used at a particular school.

Control systems have evolved massively, with frequency-agile transmitter/receiver systems and miniature airborne control systems allowing for a multi-function miniature aircraft that relies totally on the laws of nature to perform.

With a simple central single-tower tethered (basic option shown in Figure 1 ), the aircraft (12) is controlled by its pilot trainee from a seated position in a realistic full - sized cockpit representation (26) with a control system that replicates the full-size layout. This system (10), as shown in Figure 1 , caters for a circular flight path that can be adapted to the space available. Ideally, one would like to expose the trainee to outdoor flight conditions, but basic skills can also be trained indoors.

A double-tower (advanced option as shown in Figure 2) elongate link system allows for a race-track pattern similar to a standard 'circuit' to be flown.

Controls available are elevator/thrust/flaps/air brakes, operated by the normal type of controls as per full-size. Other options can be added as required to client's requirements.

Specific 'almost-exact' replication of a particular full-size cockpit layout and controls is possible. Optional telemetry from the aircraft back to the pilot for airspeed and the like is available. The whole system (10) is adapted to run on rechargeable batteries. The option for an instructor override system is available. The effects of the controls (sensitivity) can be tailored to suite each student's requirements at the flick of a switch. C of G's and airframe mass can be easily adjusted in a matter of seconds to suite a particular training module. If one needs to demonstrate an overloaded and very rearward C of G aircraft, it can easily be achieved when the system (10) is used. No one would be a volunteer to demonstrate that in a full-size aircraft with an apprentice at the controls.

The applicant believes that system (10) and its associated method of use opens up new previously unknown possibilities in the aviation industry.

A couple of hangers at an air show can be set up with the system (10) at a nominal fee for spectators, kids, volunteers and the like who would like to try flying, as if it’s in real life as shown in Figure 3. Every successful kid may obtain a‘solo badge’, as merit. This could be seen as setting up a ‘conveyor-belt’ of potential clients into the future of aviation.

It is further envisaged that interested parties may become agents to demonstrate and sell systems (10) for private recreational usage. A maintenance team can maintain systems and sell spares. Arrangement and management of competitions and open days at aviation facilities can help people get exposure. Set up and hosting of inter-varsity or college challenges to design, build, and fly a set of manoeuvres and tasks with a standard powertrain, is also foreseen. This could for example be referred to as the trademarked‘PuddleDuck’ Challenge, with sponsorship opportunities beckoning to fund it - drawing in exposure to an establishment.

It is also envisaged that Corporate Human Resources departments, who are always looking for something new and different, can hire the system (10) or can be authorised to use the method. The system (10) is believed to be deployed at many venues, with aircraft branded appropriately to suit client's wishes. Multiple units can be deployed at bigger functions. Size of venues can be matched with suitable sized airframes; the pilot cockpit system remains constant. Suitably measurable tasks, increasing in complexity, can be created to allow 'top performers' to be scored on a system for awards.

Many people of all ages can be allowed to hire 'airtime' on the system (10) and pay a fee to do so. This can be at a system-owners home-base, or at pre-arranged suitable locations.

From simple introductory sessions all the way through to super-advanced sequences and tasks can all be accommodated on one system. Slightly larger locations can accommodate multiple systems. A 'captive' market is in the airline industry departure hall environment, with so many possibilities available.

Every craft market, fete, public gathering or show has potential. There are a large amount of competent model aircraft pilots around the country that can be hired ad-hoc to deploy and run the system (10). Aviation enthusiasts from all walks of life can be brought in, trained and used. Enthusiasts can bring their own airframes (within certain controlled parameters) and obtain a license to use the method of the invention. This opens up the scope of creativity and design-competence. Every university or Technicon faculty dealing with aviation related courses can become an interested party.

It is believed that the system (10) and its associated method of use or implementation has the following advantages:

^* Reduce the pressure on flight school management, staff and equipment.

^* Reduce expensive and time-consuming practical pupil assessments.

^* Reduce reliance on electronic simulations in early training.

^* Easy elimination of under-achieving practical students.

^* Improve the effectiveness of a flight school.

^* Faster learning of basic control techniques.

^* Students can push-the-envelope of flight and see the consequences, at very low risk.

^* Creates better value for a training school by empowering good practical techniques.

^* System can run 24/7 in any weather, with no noise.

^* System allows students to do 'extra' practice at low cost and minimal supervision.

^* Inexpensive, portable with small footprint for storage and use.

^* Does not need mains electricity to run.

^* Caters for all skill levels, from very basic, up to super-skilled multi-hour pilots.

^* All lesson plans will be available to accredited students electronically.

PUDDLEDUCK‘ACTIVE-ACTION’ TRAINING PROGRAM.

The process of training students by means of lectures and theory, followed by active participation is well known.

The‘ACTIVE-ACTION’ Training Program as described in this invention takes use of system 10 one step further, in that the student and instructor participation is electronically documented and assessed in each and every phase of the action steps taken as depicted in Figure 15.

The program looks at the entire operational process that is required to keep aviation running, whether it be technical, operational, administrative, safety or security etc. To achieve this result, the system 10 is operated in an environment which is, in essence, a ‘Miniature Airport’ with all the operations and functions of a full-size airport. Aviation can be viewed as a pyramid with the pilots at the upper tip, but below them is a vast army of other skills that are required to be performed. These skills range from the mundane basic, right up to extremely technical. For educational and safety purposes, all students have to go through the entire process and acquire the skill sets needed, from the bottom rung all the way to the top end.

The Program works at taking in new students and through a process of basic tests it is able to determine the potential of possible employment of all involved in the aviation industry. Thus, the program not only attracts trainee pilots, but also trainee engineers, technicians, load masters, ramp supervisors, safety crew, freight & baggage crew etc. The system 10 and use of ancillary data-analytics of the system 10 ties in with creating a track-record (cv) that will reveal the attitude of a person being trained. It can be used to identify employability and allows for attitude or behavioural corrections to be applied to improve a trainee’s chances of gainful employment in the aviation industry.

A big advantage is that potential employers can become stakeholders in the‘ACTIVE- ACTION’ Training Program and gain access to the top students irrespective of whether they are up and coming young pilots or ramp supervisors. With this in mind, the flight training school market and the recreational market, may also benefit from using the system 10 and its associated method to suit their needs.

Aviation, just like many industries, is always looking for the brightest talent and the sharpest minds out there to continue to build and expand on the rich heritage of knowledge that drives the industry.

The system (10) is further believed to attract those 'bright-and-sharp' students into the aviation industry. All other 'worker-bees' that are part of the aviation industry, that form the backbone and keep the wheels turning and the fuel-flow burning also need capable trainees.

The system (10) and accompanying methodology are believed to create a platform that provide exposure in the right way in the aviation industry. Use of the system allows decision makers to cherry-pick the best talent out there, grow and nurture them, then feed them with provable references into the industry.

Passing on the hard-earned knowledge you have to eager and appreciative youngsters is one of the greatest gifts experts in the aviation industry can give trainees. No students are thus selected by means of political considerations, geographical location, race, sex, upbringing, parental affluence or influence. Talent and desire - nothing more results in only the nest being selected for an aviation industry position.

The basic parameters of the Program are designed to achieve the following:-

1. Create an environment to enable the systematic evaluation of students in order to establish their individual personal potential regarding a career in aviation. Showcase ALL opportunities that can be explored.

2. Create a large data-analytics system that can store every student's details and capabilities to enable selection of candidates to match their potential ability with possible career opportunities.

3. Create an individual electronic C.V. for every student to allow accurate tracking, assessment, training and mentoring to take place. This will follow the student every step of the way. Grow-up, Show-up and become part of the team. Prospective employers and funders can easily track the super-stars ( and the fakes ).

4. Take the system to the people. Every Town / High School / Technicon / Air-show/ Trade Show / Hound Show / Festival gets a visit. No Full-sized airport is required. Commercial sponsorship, CAA buy-in and national media advertising can bring in the attendance numbers.

5. Take the best performers in every field and encourage them, educate them and expose them to what is possible. Get THEM to start mentoring the beginners. Everything goes on their C.V. These are the superstars who can access further funding and career opportunities going forward. These are the people that the aviation industry will WANT to hire, that WILL access the donor funding and the grants.

WEED THEM.

A. Establish basic student capabilities:-

1. Communication abilities - read /write/ speak/ understand English.

2. Eye/vision test and simple depth perception test.

3. Co-ordination test - rubber ball & wall. 4. Very basic physical - no medical crew at all.

5. Identity. ID No, picture and finger-print, plus other basic details.

6. Capture details onto system.

7. Desk-top analysis to do basic streaming into one of 3 different training modules.

SEED THEM.

1. Arrange for each student a basic 'exposure-and-assessment' process for the module assigned. All students start from the bottom-up. Students to pass each module test before proceeding further.

2. As students progress or stumble, they get assigned to further training, or re-training as required. Students who stumble will be offered a second chance before being diverted to simpler modules.

3. Expose students to all possible career opportunities at every stage to offer alternatives if they are stumbling with a given subject.

FEED THEM.

1. Once a student has passed the initial 'shake-down' module by using the system 10, he/she can be placed into streamed course. Each student will receive the pack of visual/written/practical and verbal benchmarks that will need to be achieved.

2. Clear steps on what progress will need to be achieved to be given to each student, along with feedback and commentary from instructor team as well as electronic scoring of examinations.

3. Actual progress included mentoring, managing, critiques and monitoring is put onto the students C.V., along with any personal behavioural patterns, both positive and negative. This will allow the 'superstars' to rise.

4. Each student must have a logbook and personal 'flight-path potential' which is updated after each lesson.

5. Encouragement and allowing students to 'dare to dream' is to be an entrenched principle for all instructors and management.

6. Access to top student records for funders and talent-scouts is to be encouraged.

While preferred embodiments of the invention are shown and described, it will be understood that it is not intended to limit the extent of the invention, but rather it is intended to cover all modifications and alternate methods, including: methods, for manufacturing and putting together the system (10), computer code written therefore, as well as the apparatus or component features associated therewith and method of implementing system (10) and of using same, falling within the spirit and scope of the invention.

The applicant believes that the system (10) and associated method of use thereof in the present invention, at least in part, addresses shortcomings in existing flight monitoring and aviation training systems, while providing adaptability and comfort of use. The invention, for which patent protection is sought, is defined in the set of claims that follows hereinafter.