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In this paper we describe how we, as two trainers with multiple differences, engaged with a group of trainees in a process of deconstructing the differences between the participants in the training group, using the acronym Social GRRAACCEESS as a heuristic. We will explore how these differences reflexively influenced the process of learning, through teaching, training and supervision, within the group.

In this paper we talk about creating coherence and transparency in the relationships between teacher, model of adult learning and subject taught. We describe how we have made connections between adult learning theory and family therapy to generate resources for action in teaching on the qualifying level course at Northumbria University. Using a recent teaching session and the voices of trainees, we illustrate these connections with an example of teaching about relational reflexivity, using methods which enabled us to generate reflexive ‘flow’ in the learning context.

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Recent Royal Aircraft Establishment research on gusts has been particularly concerned with severe gusts and the situations in which they occur. I n the stratosphere, mountain wave conditions and the vicinity of thunderstorm tops have been investigated. A t lower altitudes, gusts in and near thunderstorms have also been studied, as have wind and gust effects likely t o be significant during takeoff and landing. The mathematical modeling of severe gusts relevant t o aircraft design is described, and the effects of pilot control activity during flight through gusts are considered briefly. Particular emphasis has been placed on two aspects of the work: (1) the study of possible means by which severe gusts might be avoided in aircraft operations and (2) the limitations of existing mathematical models of gusts that are used in aircraft design. Suggestions are made for models that may prove to be both more accurate and more physically plausible.

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