Bus Checklist: Fill & Download for Free

The APU start is not critical in a dual engine failure in the Airbus A320. This is because when the engines fail, the RAT (Ram air turbine) extends automatically as the AC BUS 1 and AC BUS 2 lose power. The RAT powers an emergency electrical generator which in turn puts the aircraft in an emergency electrical configuration. The only downside is that this reconfigures aircraft control laws to alternate law as most of the computers are shed. Most of the aircraft instruments are also shed (only captain’s and standby instruments remain). The biggest advantage of starting the APU is that it has more potential than the emergency generator so that the aircraft remains in normal law and keeps all of the aircraft instruments powered. This makes flying easier in an already difficult situation.Before that fateful day when Captain Sully landed his A320 on the Hudson, nobody in the industry really thought of the idea of a dual engine failure at such low altitudes. The probability of that happening was considered so low that the dual engine emergency checklist was designed only for high altitudes. The first part of that checklist focuses on trying to get atleast one of the engines started. The situation faced by the pilots in the Hudson landing did not really allow for a proper engine relight because they were too low and they had so little time. The starting of the APU immediately after the engine failure allowed the aircraft to remain fully powered including the control laws remaining in normal law. After the incident, Airbus reviewed their procedures and made a separate checklist for a low altitude ditching or a force landing with two engines out. The checklist is easily accessible and is conveniently placed in the back inner cover of the aircraft QRH (Quick reference handbook).The dual engine failure checklist at low altitudes. As you can see, the APU start is the first in the checklist.

Watch lots of sitcoms/soaps from that country. It will help you understand the culture.Prepare a checklist of all the documents required and keep ticking them off.Learn how to cook bare minimum stuff.Teach your parents how Skype and Whatsapp work. Show them Viber as well.Get a decent camera or camera phone.If the major language of that place is not English, start learning it. At least make sure you know how to have basic conversations like where is this place or how much does this cost or which bus to take for where.

Original question asked: What do people with Asperger’s/autism and their families think of the Netflix series Atypical?“I’m a weirdo. That’s what everyone says”Image source: NetflixImage source: NetflixWell, I am going to be the outlier here. I really, really, disliked this show. In fact, I could not watch any more once I was 10 minutes into the second episode and cried, as I disliked this show so much!Honestly I find it damaging. While I am generally happy about having high-functioning autism, I felt like perhaps I should start camouflaging again, because the way the show portrays us is weird, like really, really weird.The show suggests we should hide our special interests if we want people to like us—that we are the problem behind everything; we are the reason our parents’ marriage is failing, and why mom needs to have an affair. No one ever has empathy for the HFA character, but we do need to feel sorry for his dad, who feels sorry for himself as he has tried so hard to connect with his son. There is no attention to the lonely world Sam lives in and the consideration of what it feels like to have his dad not understand him.Many autistic people were concerned about poor representation, since the actor playing the main character, Sam, is not autistic.Their full time consultant appears to be a researcher from UCLA — Not exactly someone who would be able to provide input on a humanizing portrayal of an autistic person. And it shows. Sam reads like a DSM diagnostic checklist, not a person.The autism diagnostic criteria checklist continues. Sam doesn’t like sitting on the bus. He laughs seemingly out of nowhere. A woman sneers at him for his laughter, and he tells her he was thinking about Antarctic cod. In real life, nobody cares about what you do on the bus unless you’ve soiled yourself or you’re aggressive towards other passengers.At dinner, we meet Sam’s family. His mother, talks about how he will only wear a specific kind of t-shirt.At school, work, and finally home the autism diagnostic criteria checklist continues. Sam’s sister helps him make an online dating profile. When he talks about how much he loves penguins, his sister shuts him down. “OK, I’ll put sports on.” Telling autistic teens (or really any teens) that to be attractive they have to lie about their interests is pretty toxic.Of course, no stereotypical portrayal of autism would be complete without the “an autistic kid will ruin your marriage” trope. Apparently Sam’s parents haven’t gone on a date or been intimate in years. The show works hard to attribute this to Sam, but it doesn’t seem he’s done anything to cause this other than existing and being different.Then his sister tells him that he needs to make sure he doesn’t talk about “seals or penguins or whatever.” Because obviously, concealing what you like and care about is the bedrock of any healthy relationship.Meanwhile, Sam’s parents go on a date. Elsa goes on a tear about how much she suffers and how Sam’s father totally doesn’t understand her terrible agony as an autism parent. Which is bizarre, since Sam’s father lives with her and Sam, and seems fairly involved in Sam’s life. Sam’s father suggests she checks out a dance class. She makes some friends there and goes to a bar with them. Then she almost cheats on her husband with the bartender because… Her son’s autism, I guess?Sam brings a girl on a date to a coffee shop and insults her, sometimes in a graphically sexual way, then asks her if she’d be willing to get rid of her cat.You can read the full review here:Atypical: Season One, Episode OneFor more information on (high-functioning) ASD, have a look at: Embrace ASDA blog about quantitative- and qualitative research on autism, by Natalie Engelbrecht and Martin Silvertant.