Academic literature on the topic 'Royal Thai Air Force Academy'

Purpose The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Design/methodology/approach The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance. Findings The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters. Research limitations/implications Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”. Practical implications The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership. Social implications Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve. Originality/value Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.

<p>The fluctuations in the Thai economy since 1997 have had a big impact on the standard cost of living of the police officers. Many struggle to earn enough income to cover the expenses. Debt problems have put officers under a lot of stress affecting their standards of performance and encouraging corruption. The Savings and Credit Cooperative of Royal Police Cadet Academy Limited (RPCA Coop Ltd) has played a crucial role in improving a quality of life of the members by alleviating their financial problems. An evaluation of RPCA Coop Ltd operation revealed that it has achieved an objective to alleviate the members’ debt problems. RPCA Coop Ltd has helped the members to decrease their physiological needs and their standard cost of living and to become economically sufficient. When their physiological needs are met, they will desire to be well respected and to have job security through high performance efficiency in the police force.</p>

R.V. Jones came to Churchill's notice in 1940 when he identified navigational beams for German bombers, and thereafter developed scientific intelligence throughout World War II. Dissatisfied with postwar plans for military intelligence, he became Professor of Natural Philosophy at Aberdeen and from 1946 pursued very precise measurements in physics. He became unsympathetic to academic developments that followed the Robbins Report. The Royal Air Force (RAF), the US Air Force, and intelligence circles in the USA always held him in very high repute. Many thought he never received adequate recognition for his wartime work; his Companionship of Honour came almost too late.

Purpose The purpose of this paper is to compare the outcome of a smoking cessation program based on the protection motivation theory and a brief intervention among Royal Thai Air Force (RTAF) officers, with non-communicable disease (NCD) risks. Design/methodology/approach This quasi-experimental study involved sixty RTAF officers, with NCD risks. The first 30 participants were assigned to a control group and the latter 30 to an experimental group. The control group received brief advice on quitting smoking while the experimental group took part in an eight-week motivational program. The primary outcome was biochemically verified seven-day point prevalence abstinence from smoking. A measurement of carbon monoxide (CO)<8 ppm in exhaled breath was considered indicative of abstinence. Findings Most participants were non-commissioned officers, with an age range of 21–59 years and a mean age of 38.27 years (SD=10.59). No significant difference in the Fagerström test for nicotine dependence scores between control and experimental groups was observed. The proportion of the participants reporting the seven-day point prevalence abstinence verified by exhaled CO was significantly higher in the experiment group than in the control group (20.0 percent vs 3.3 percent; p<0.05). Numbers of cigarettes per day decreased from 12.87±7.23 and 10.53 ± 7.45 at the baseline to 7.23 ± 5.90 and 8.83 ± 6.13 at the end of study in experimental and control group, respectively. Originality/value This motivation-based program to quit smoking had a promising outcome in terms of smoking abstinence and smoking reduction.

Alan Hodgkin was one of the leading experimental biologists of the middle years of the twentieth century. He achieved an almost complete understanding of excitation and conduction in nerve fibres at the level possible with the techniques available at that time, and for this he received a share in the Nobel Prize for Physiology or Medicine in 1963. This work paved the way for subsequent unravelling by others of the molecular mechanisms, which followed from improvements in electronic techniques and the growth of molecular genetics. He also made major contributions to other aspects of the physiology of nerves and muscles, and especially to the mechanism of vision. During World War II he worked first in highaltitude physiology but for most of the war he was a member of the team that developed short-wave airborne radar, a development that was crucial to many of the successes of the Royal Air Force. His career was completed by holding two of the most distinguished positions open to an academic scientist in Britain, the presidency of The Royal Society (1970-75) and the Mastership of Trinity College, Cambridge (1978-84). He died in December 1998 after a long series of illnesses.

Gordon Wray made major contributions to engineering research and development in the textile industry, particularly in the fields of machinery design and textile processing. He was widely regarded as one of the leading researchers in textile engineering. His major contributions include the air–jet texturing process, the Locstitch machine, an unconventional pile fabric machine, automatic garment linking machinery and an automatic rib transfer machine, to name just a few. He became a household name in textile circles not only in the UK but also across the world. He was a major driving force behind the setting up of Loughborough University's Engineering Design Institute (EDI) asits founding director, and was the Royal Academy of Engineering's Professor in the Principles of Engineering Design. As a professor, hetrained many researchers from many countries who currently serve in high–level positions in the industries and public sectors of their respective countries. He also played a significant advisory role in the development of the Universidade do Minho, Portugal.

Purpose This paper aims to revive the old idea of the Learning Organisation by providing a fresh conceptualisation and illustration. The New Learning Organisation is conceptualised, focussing on the common good through responsible action. It is positioned as responding to the VUCA (Volatility, Uncertainty, Complexity and Ambiguity, Bennett and Lemoine, 2014) conditions with a VUCA approach to Learning Leadership fostering Institutional Reflexivity and High Agility Organising . Design/methodology/approach The paper presents a new organisational learning framework – the 8As – Sensuous Organisational Learning framework. It illustrates the operationalisation of this framework in PART II through the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Findings The Sensuous Organisational Learning – 8As – framework illustrates how attentiveness, alertness, awareness, appreciation, anticipation, alignment, activation and agility form an integral part of the New Learning Organisation. Their unique contribution as aspect of a Sensuous Organisational Learning framework is that they explicate how the three principles of Institutional Reflexivity, High Agility Organising and Learning Leadership can be operationalised to serve the common good. Research limitations/implications The paper presents a novel way of reviving the Learning Organisation beyond an ideology as a practical approach to responding to VUCA conditions. It introduces a new learning theory and injects a fresh perspective in our understanding of the role and impact of learning in the workplace. Practical implications By focussing on Learning Leadership practices that extend previous Organisational Learning frameworks, The New Learning Organisation promoted here focuses on responsible action to serve the common good through Institutional Reflexivity and High Agility Organising. Social implications By focussing on how the common good can be better served, the New Learning Organisation becomes a mantra for social change to identify the higher purpose that social actions must serve. Originality/value The need for fresh contributions in the Organisational Learning debate is long overdue. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensousness as a foundation for improving the practical judgements across professional practices.

This research investigates the influences on the teaching and learning of English in the Royal Thai Air Force Academy (RTAFA). In the study, a Mixed Methods design, incorporating both quantitative and qualitative research design features, was employed within a Case Study approach. Questionnaires and interviews were used as research techniques to examine and identify what constitute the influences on the teaching and learning of English in the RTAFA and the factors that affect the limitation of the English proficiency of the RTAFA graduates. The quantitative methods included a pilot questionnaire for cadets (N = 35), questionnaires for every Year level of cadets in training (N = 517) and questionnaires for the English instructors (N = 9). The Quest software program (Adams & Khoo, 1993) was applied to analyse the questionnaires and group means and standard deviations were used to calculate effect sizes between students of different Year levels. In relation to the student questionnaire, some category items were also examined and analysed separately. In relation to the qualitative analysis, semistructured interviews with a small number of the RTAFA cadets in all five years of training (N = 25), the English instructors (N = 9) and the senior administrators of the RTAFA (N = 4) were conducted to complement and triangulate the data gathered from the questionnaires. The results from the questionnaires and interviews suggest that the English curriculum influenced the teaching and learning of English in the RTAFA, followed by issues in relation to cadets' attitudes and motivations for studying English and cadets' English educational background. Factors that affected the limitation of the English proficiency of the RTAFA graduates were a lack of realization by the cadets of the importance of English, the very structure of the English curriculum and the content of the English syllabus, the perceived low status of English as evidenced by the lack of academic credits given to the subject, the poor facilities of the language laboratories, the perceived lack of current teaching methods and techniques of the instructors, the varying experiences of the cadets' background knowledge of English, the rigid military system and the need for more native speaking English instructors to develop the oral language skills of cadets. Based on the findings of all the data, suggested recommendations for improving the teaching and learning of English in the RTAFA include a revision of the English curriculum, an improvement of the content of English with an emphasis on listening, speaking and conversation skills, an update of the English language laboratories, smaller English classes and a constant professional development for instructors in relation to techniques in English teaching and learning.

This chapter traces the RAF's emphasis since the mid-1970s on the conceptual component of air power, discussing among other themes the creation of the Director of Defence Studies and the Royal Air Force Centre for Air and Space Power Studies. Further it describes the aims and benefits of the integration of university faculty into upper level air force education courses and the equally productive placement of selected RAF officers in a range of academic programs in first ranked UK universities where the mix with civilian students provides additional benefits. These 'CAS fellowships' have produced, say the authors, 300 officers with unique perspectives which guarantee that RAF servicemen and women deliver quality intellectual input into questions of national security, ensuring that matters of air and space power are authoritatively articulated.