Developmental Psychology and Children Essay Example for Free

Developmental Psychology and Children Essay This is a very important stage as it helps children to get ready for school as well as preparing them for their future learning and successes. From when child is born up until the age of 5, the children early-years experiences should be happy, active, exciting, fun and secure and to support their development, care and learning needs. In my setting children will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: †¢ Communication and language †¢ Physical development †¢ Personal, social and emotional development. These prime areas are those most essential for  the childs healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are: †¢ Literacy †¢ Mathematics †¢ Understanding the world †¢ Expressive arts and design. These 7 areas are used to plan all children learning and activities. The key person teaching and supporting child will make sure all the activities are suited to childs unique needs. This its suitable for very young children, and its designed to be really flexible so that all staff in my setting can follow the childs unique needs and interests. Children in the Early Years Foundation Stage (EYFS) learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. In my setting I plan the activities based on the current interests and abilities of the children present. Sometimes the activities will be led by adults in order to practise and develop particular skills like using scissors or gluing, or learning new songs and rhymes to develop childrens awareness of sounds and letters. At other times children will select what they play with from a rich learning environment set up in the playroom or classroom. They will appear to be playing but, as this is how young children learn, they will be learning too. Washing the dolls clothes for instance helps develop physical skills, and gives the opportunity to communicate and co-operate with others, and to discover the properties of water and detergent. In the table above is a short meaning of the seven areas of learning and development that must shape educational programmes in early-years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early-years provision, including children with special educational needs and disabilities. The EARLY YEARS FOUNDATION STAGE (EYFS) is a term defined in Section 39 of  the British governments Childcare Act 2006. The EYFS comprises a set of _Welfare Requirements_ and a set of _Learning and Development Requirements_, which must be followed by providers of care for children below 5 years old the age of compulsory education in the United Kingdom. The Welfare and Learning and Development requirements are not specified in the Act but in separate. The legislation took effect from September 2008 and updated in 2012. Scotland, Wales and Northern Ireland have separate framework. The Welfare requirements apply to the whole of the UK, but the Learning and Development requirements apply only in England. The EYFS is organised into 4 themes: -a unique child -positive relationships -enabling environments -learning and development The EYFS is linked to the Every Child Matters (ECM) agenda which has 5 areas that need to be addressed: -staying safe -being healthy -enjoy and achieve -make a positive contribution -achieve economic well-being The purpose of the ECM agenda is to ensure that all children are safe, have their needs met and are able to fulfil their full potential. _1.2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_ The Early Years Foundation Stage was designed to ensure that all children-regardless of where they live, their family background or circumstances-would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year. These goals are important as they form the building blocks for childrens later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with childrens development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet  all the early Goals as they may have specific hea lth or learning difficulties or because they are simply younger than the other children. Every child deserves the best possible start in life and all support to full-fill their potential. A childs experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important. When parents choose to use early years services they want to know that setting will keep their children safe and will help their children to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. Personal social and emotional development children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behaviour and self-control helping children to understand their emotions and how to express those emotions, self-care children needs to be able to do tasks like dressing and feeding , sense of community learning where a child has come from respect for others and inclusion. The EYFS was designed to ensure all children are treated the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the reception year. A UNIQUE CHILD Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. I understand and observe each childs development and learning, assess progress, plan for their next steps. I support children to develop a positive sense of their own identity and culture. I identify any need for additional support. I keep children safe. I value and respect all children and their families equally. Positive Relationships children learn to be strong and independent through positive relationships. POSITIVE RELATIONSHIPS ARE warm and loving, and foster a sense of belonging sensitive and responsive to the childs needs, feelings and interests supportive of the childs own efforts and independence consistent in setting clear boundaries and stimulating children Enabling Environments children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. ENABLING ENVIRONMENTS †¢ value all people †¢ value learning †¢ I offer stimulating resources to all the childrens cultures and communities †¢ learning opportunities through play and playful teaching †¢ I support children to take risks and explore Learning and Development Children develop and learn in different ways. The framework covers the education and care of all children in early-years provision, including  children with special educational needs and disabilities. In my setting I teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development. The Areas of Development and Learning comprise of three prime areas; personal, social and emotional development; communication and language physical development; and four specific areas: Literacy Mathematics Understanding of the World Expressive Arts and Design; For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education. The practice guidance also sets out in Development Matters the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning. _Personal, social and emotional development_ Our programme supports children to develop: positive approaches to learning and finding out about the world around them; confidence in themselves and their ability to do things, and valuing their own achievements; their ability to get on, work and make friendships with other people, both children and adults; their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment; their ability to dress and undress themselves, and look after their personal hygiene needs; and their ability to expect to have their ways of doing things respected and to respect other peoples ways of doing things. _Communication, language and literacy_ Our programme supports children to develop: conversational skills with one other person, in small groups and in large groups to talk with and listen to others; their vocabulary by learning the meaning of and being able to use new words; their ability to use words to describe their experiences; their knowledge of the sounds and letters that make up the words we use; their ability to listen to, and talk about, stories; knowledge of how to handle books and that they can be a source of stories and information; knowledge of the purposes for which we use writing; and making their own attempts at writing. _Mathematics_ Our programme supports children to develop: understanding and ideas about how many, how much, how far and how big; understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects; understanding that numbers help us to answer questions about how many, how much, how far and how big; understanding and ideas about how to use counting to find out how many; and  early ideas about the result of adding more or taking away from the amount we already have. _Understanding of the World_ Our programme supports children to develop: knowledge about the natural world and how it works; knowledge about the made world and how it works; their learning about how to choose, and use, the right tool for a task; their learning about computers, how to use them and what they can help us to do; their skills on how to put together ideas about past and present and the links between them; their learning about their locality and its special features; and their learning about their own and other cultures. _Physical development_ Our programme supports children to develop: increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift; increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials; and their understanding about the importance of, and how to look after, their bodies. _Expressive Art and Design_ Our programme supports children to develop: the use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and  their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings. _Assessment (learning journal, progress checks)_ I assess how young children are learning and developing by observing them frequently. I use information that I gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. I believe that parents know their children best and I ask them to contribute to the learning journals by sharing information about what their children like to do at home and how they as parents are supporting development. I make periodic assessment summaries of childrens achievement based on our on-going development records. These form part of childrens records of achievement. I undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school. _1.3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_ Assessment plays an important part in helping parents, carers and practitioners to recognise childrens progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about childrens progress and observations that parents share. EYFS 2012 All effective assessment involves analysing and reviewing what you know about each childs development and learning. You can then make informed decisions about the childs progress and plan next steps to meet their development and learning needs. This is called assessment for learning. EYFS 2012 Formative assessment is the type of assessment based on observations, photographs, videos, things children have made or drawn and information from parents. It informs or guides everyday planning. Summative assessment is a summary of all the formative assessment done over a long period and makes a statement about the childs achievements. The Early Years Foundation Stage Profile is the summative assessment completed by practitioners at the end of the EYFS. EYFS Practice Guidance 2007 In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a childs knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. Year 1 teachers must be given a copy of the Profile report together with a short commentary on each childs skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each childs stage of development and learning needs and assist with the planning of activities in Year 1. EYFS 2012 In my setting we reflect on the different ways that children learn and reflect these in our practice. The three characteristics of effective teaching and learning are: _playing and_ _exploring_ children investigate and experience things, and have a go _active learning_ children concentrate and keep on trying if they encounter difficulties, and enjoy achievements _creating and thinking critically_ children have and develop their own ideas, make links between ideas, and develop strategies for doing things My setting curriculum is planned and delivered with every child at the heart  of what we do. Every childs needs are met through a personalised learning journey in partnership with parents, carers and other professionals. We report on these aspects when a child transfers to a different setting or school. My setting provide accurate and up to date information about each childs learning and development and we are able to share this with parents and professionals associated with each child in order for each child to make the best progress possible. In my setting I observe children throughout the day, inside and outside accessing a range of opportunities which can be adult led or child led. Parents have access to their childrens records at all times. Records will be updated termly and a development folder should document the childs learning journey. Assessment should identify/highlight any children not making progress so that measures can be put into place to ensure that all children make progress. Assessment is used to ensure early intervention takes place and the gap is closed between those who achieve and those who do not. Children should be assessed in their home language where appropriate and the progress should be tracked. Children learn best when they are happy, relaxed, stimulated and involved. In my setting I encourage children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop. Through the setting we visit the child and family at home and get to know them, we ask the family to fill out an all about me form to share information, we take photographs and videos of children learning, we make observation notes about the childrens successes, we valuate group time planning, we give feedback to children and parents about their progress and what steps come next. In my setting we create and maintain a green  developmental book on each key child, we mark off development matters statements as they are achieved, we inform the Special Educational Needs Co-ordinator SENCO if we have concerns about a childs progress. My setting set targets for the school relating to curriculum areas and identify target children who may need additional support with their learning. My setting support, monitor and develop this through: Observation and monitoring of the procedures Continually developing strategies which improve assessment and record keeping Communication and partnership with parents and other agencies to share skills and ideas Internal moderation of records Staff development and discussion Related reading Attending courses All about me form Development Matters records Long Observation sheets Group Time planning sheet Well Being and Involvement Scales Language Assessments Transition Document RESOURCES: Books: Level 3 Diploma Children and Young Peoples Workforce by Penny Tassoni EYMP 2 Promote learning and development in the early years Cache Level 3 Diploma Children and Young Peoples Workforce by Carolyn Meggitt EYMP 2 Promote learning and development in the early years www.early-years.org www.nicurriculum.org www.foundationphasewales.com www.early-education.org.uk

Guns in the Cockpit Essay -- Terrorism Airlines Security Safety Essays

Guns in the Cockpit On the morning of September 11, 2001, four airplanes were hijacked and two of them, brought the collapse of the World Trade Center towers in New York City. As a result of these attacks on the United States, airports have come to the realization that the only way to prevent another hijacking is by strengthening the security on aircrafts through the cockpit. In order to secure the cockpit and ensure the safety of the passengers on board, guns were introduced as a possible solution in the event of an emergency situation like those that took place in September of 2001. The Transportation Security Administration head John Magaw, announced the administrations position that they are against guns in cockpits and a pilot should give full, undivided attention to flying his plane. He believes that pilots can use their plane as their line of defense by landing it as quickly as possible and conducting in-flight maneuvers to keep the hijackers off balance (MSNBC 3). John Magaw believes that pilots have to make use with what they have. Captain Tracy Price, head of the Airline Pilots Security Alliance who supports equipping the cockpit with guns, stated, We advocate arming airline pilots with firearms to provide a last resort, final line of defense of passengers, crew and innocent civilians on the ground, in a press conference in Washington D.C. (Pilots 1). She believes that the pilots need more than just their own plane as a weapon against a hijacker, but a gun as well. But in truth, both of these opposing sides are working toward the same goal, to secure the cockpit and making the flying of an aircraft a safe experience for all of those on board. In the events that took place on September 11, the future terrorists... ...daily.com/news/article.asp?ARTICLE_ID=28406> House Oks guns in cockpits. July 2002. MSNBC News. 13 Nov. 2002 Senator calls for arming pilots. Jon Dougherty. Mar. 2002. World Net Daily. 13 Nov. 2002 House votes to allow guns in cockpit. July 2002. CNN. 13 Nov. 2002. Drawing a bead on guns in the cockpit. Elliott Hester. Sept. 2002. St. Petersburg Times. 13 Nov. 2002 Press Conference with Senator Robert Smith (R-NH); Senator Conrad Burns (R-MT); and Senator Barbra Boxer (D-CA). Press Conference or Speech- LEXIS NEXIS (search engine) 10 Wed. July 2002. Federal News Service. 10 Nov. 2002

Communications Plan Essay

The Federal Aviation Administration (FAA) and TSA awarded a $37m grant for expansion projects at Denver International Airport. These funds are being used for the master plan projects. Approximately $11.6m will go towards rehabilitating runway 8/26, and over $1.7m will be used to improve the taxiway system surrounding Jeppesen Terminal. About $8.7m will be used to upgrade runway 16L/34R. About $15m from the TSA grant will be spent on improving the airport’s baggage screening system. Stakeholder Analysis To examine the role of the airport stakeholders a precise definition of stakeholders and their goals for the airport is necessary. The purpose of this section is to identify the airport’s goals from the point of view of each stakeholder group. 1) Passengers For passengers, the airport provides a transition point between the ground and air transportation modes, or a connection point between two flights. Different sub-types of passengers have been identified (Neufville & Odoni 2003): 1) Arriving passengers 2) Originating passengers 3) Transfer passengers 4) International and domestic passengers 5) Charter and low-fare airline passengers 6) Shuttle/commuter passengers These passenger types are not mutually exclusive; rather, an individual passenger may be a member of more than one subtype of passenger categories. Arriving and originating passengers are commonly referred to as origin and destination (O&D) passengers. Independent of the passenger classifications according to the above attributes, the passengers may be viewed in two different capacities in the context of this analysis. First, passengers can be viewed as participants in the economic system, either as business travelers or as tourist/leisure travelers, purchasing services from airport service providers and interacting in different ways with local businesses and the local community. Second, passengers can be viewed as individual travelers that have expectations about receiving quality services, and passing through the airport system in a convenient manner. These two perspectives have different implications on the goals for the airports and will be treated separately in the following sub sections. a) Passengers as Economic Participants Passengers may participate in the economic system in one of several ways: 1) As origin leisure/personal travelers: These are passengers from the local community that use the airport as their departure point for leisure or other personal travel. 2) As origin business travelers: These are travelers representing local businesses, using the airport as their departure point. 3) As destination leisure/personal travelers: These are visitors to the region, for tourism or other personal purposes. 4) As destination business travelers: These are business travelers coming to visit local businesses. If the airport’s traffic is heavily geared toward O&D traffic, then demand at the airport is more heavily dictated by the local economy. In contrast, significant connecting (transfer) passenger levels are less sensitive to the performance of the local economy, but those traffic volumes may represent vulnerability for the airport since they are to a greater degree dictated by a carrier’s viability and route decisions. Passengers contribute toward the financing of airport capital improvement projects through Passenger Facility Charges (PFCs) of up to $4.50 per passenger. PFCs are paid directly by passengers through airline tickets and proceeds must be used for capital improvements at the airport that collected them (Wells & Young 2003). The goals for passengers as economic participants relates to the cost of travel: Providing access to low airfares is a key objective for the airport in the view of air passengers. b) Passenger as Travelers When considering the passengers as travelers as a stakeholder group, the focus is on the passenger as an individual. The goal of the airport from the individual passenger viewpoint is, moving passengers quickly and conveniently to where they need to go. This view considers the airport as a transit point from one mode of transportation to another, or as a connection point between two different flights. Ensuring on-time performance was raised as the most important aspect to achieving this objective. 2) Business, Commerce, Tourism, Arts, Sports, and Education Organizations The organizations that in various ways are customers of the airport have been summarized as â€Å"business, commerce, tourism, arts, sports, and education organizations†. Some organizations are direct users of the airport by importing or exporting services (i.e. business travelers) and goods (raw materials or finished goods). Other organizations are indirect customers of the airport as a result of their custome rs (e.g. tourists) traveling through the airport. The term â€Å"organizations† is used to encompass both for-profit and not-for-profit organizations. Organizations Organizations whose clients arrive through the airport Organizations that are direct users of the airport Importers of services and goods Exporters of services and goods The airport serves as an engine of business activity for the organizations in the region. The airport drives and supports economic activity in several different ways, including both through business activities directly at the airport and through business activities throughout the regional economy (Button & Stough 2000). Underlying goals for maximizing this economic activity include maximizing passenger volumes and traffic at the airport as well as maximizing the number of destinations served and the frequency of those services (Matt Erskine, Greater Washington Board of Trade 2009). As a result of the different types of use of the airport described in the previous paragraph, the priority of one goal over another varies between organizations. 3) Air Carriers Air carriers provide the air transportation service from the airports. Air carriers include both passenger and cargo carriers and are classified into three subcategories (Environmental Protection Agency 2000): 1) Large certified carriers: These carriers have a certificate to carry 61 passengers or more, payload equal to or greater than 18,000 pounds, or conduct international operations. 2) Small certified carriers: These carriers fly aircraft that carry less than 61 passengers, carry less than 18,000 pounds, and do not conduct international operations. 3) Commuter carriers: These are air taxis with a published schedule of at least five weekly round trips between at least two airports. Air carriers select airports based on the passenger demand for service to/from the airports (i.e. revenue generation potential) and based on the cost of operating at the airport. The airlines have the objective of achieving high yields, (Doganis 2002). Airports serve the role of providing access to high yield markets. Attractive airports ensure low cost of air carrier operations at the airport. This includes both minimizing direct fees charged to air carriers through the maximization of non-aeronautical revenues (Dallas Dawson, Tampa International Airport 2009) and minimizing costs incurred by air carriers through delay on the ground (Peter Stettler, Ricondo and Associates 2009). An airport may serve either as a hub for a carrier, with a high portion of that carrier’s flights operating to/from the airport, or as a non-hub airport with a lower portion of flights for a given carrier (Belobaba et al. 2009). In either situation, the airport should act as an efficient hub/connection point, contributing to ensuring air carriers’ on time performance (Pat Oldfield, United Airlines 2009). In addition, it is the expectation of air carriers that airports ensure safety of operations on the airport surface (Kurt Krummenacker, Mood y’s 2009). 4) General Aviation Users General aviation encompasses many types of aviation outside the air carrier definition, including (Wells & Young 2003). 1) Air taxi operators (except those air taxi operators listed in section IV.A.3) 2) Corporate-executive transportation 3) Flight instruction 4) Aircraft rental 5) Aerial application 6) Aerial observation 7) Business 8) Pleasure Several of the goals listed for air carriers also apply to general aviation in terms of on-time performance, low costs, and safety. However, a representative of a business aviation organization defined the primary goal of airports as serving as access point to the national air transportation system by providing good availability and high capabilities in terms of instrumentation and services (Jeff Gilley, National Business Aviation Association 2009). 5) Airport Organization The airport organizational structure varies (Neufville & Odoni 2003) and can be comprised of an individual airport such as Dallas Fort Worth Airport (DFW) (DFW Airport 2009) or as a group of airports managed by the same organization, such as the Metropolitan Washington Airports Authority (MWAA) (Metropolitan Washington Airports Authority 2009). The airport organization is overseen by a board appointed by local governments. In larger airports or systems of airports, a common feature is that the organization includes a separation of operating units which carry out on-going management of airport operations, and they are separate from staff units which have responsibility for (among several other areas) infrastructure development (Neufville & Odoni 2003). The airport itself pays for some capital infrastructure projects. Airport operating revenues come from sources such as landing fees, terminal leases and proceeds from concessions sales. This revenue is used to pay for the airport’s operating expense, but any surplus can be used to contribute toward capital improvements. A set of goals for the airport organization can be derived from studying airports’ strategic plans and objectives and from interviewing airport management experts. The primary objective (sometimes referred to as the â€Å"mission†) of the airport is to provide access to high quality air services to its region. Other goals, such as ensuring strong financial performance and high operational efficiency, are considered as â€Å"means to an end† in that they enable the airport to achieve this overarching goal (DFW Airport 2008; Hillsborough County Aviation Authority 2006). A summary view of the airport’s goals is presented using the structure of Denver International Airport’s strategic plan (Denv er International Airport 2009): 1) Excel in airport management: This goal includes: a) Achieve high security and safety (City of Cleveland, Department of Port Control 2007; Denver International Airport 2009; Hillsborough County Aviation Authority 2006) b) Grow revenue and manage costs (City of Cleveland, Department of Port Control 2007; Denver International Airport 2009; DFW Airport 2008; Hillsborough County Aviation Authority 2006) c) Drive economic growth (Denver International Airport 2009) d) Grow passenger numbers (City of Cleveland, Department of Port Control 2007; Denver International Airport 2009) e) Provide access to a high number of destinations and a high frequency of service (Denver International Airport 2009). This goal relates immediately to the primary objective of the airport described above. Airport management must also achieve a balance where sufficient infrastructure capacity exists for handling traffic while capacity is at the same time not over-built (Paul McKnight, Jacobs Consultancy 2009; Frank Berardino, GRA Inc 2009). Additionally, a key objective for airports is to maximize non-aeronautical revenues since that provides diversified revenues and allows for keeping usage charges to air carriers low, thereby potentially attracting more traffic (Chellie Cameron, MWAA 2009; Peter Stettler, Ricondo and Associates 2009; Seth Lehman and Emma Walker, Fitch Ratings 2009). 2) Provide high levels of customer service: This goal includes ensuring a good experience for both passengers and other customers (City of Cleveland, Department of Port Control 2007; Denver International Airport 2009; DFW Airport 2008; Hillsborough County Aviation Authority 2006). 3) Develop environmentally sustainable practices and minimize noise: This goal includes minimizing emissions, energy consumption, etc., within the airport (Denver International Airport 2009; City of Cleveland, Department of Port Control 2007). Some airports, such as Sea-Tac, are also beginning to expand their focus by considering greenhouse gas emissions not only from the airport-controlled operations but also from airlines and other tenants as well as the public (Port of Seattle, Sea-Tac Airport 2007). Related to this is the goal of minimizing airport-related noise (Neufville & Odonin2003). 4) Develop high-performing employee teams: This goal relates to developing effective and skilled employees (City of Cleveland, Department of Port Control 2007; Denver International Airport 2009) and maximizing employee engagement (DFW Airport 2008). 5) Enhance competitive advantage: This goal includes providing competitive user rates and protecting the airport’s physical infrastructure (Denver International Airport 2009; City of Cleveland, Department of Port Control 2007). Some of these goals may be in competition with each other. For instance, the goal of maximizing non-aeronautical revenue can conflict with the goal of developing environmentally sustainability and providing a good experience for passengers: The latter two goals would be aided by promoting and developing access to public transportation access modes to the airport such as bus or rail. However, the goal of maximizing non-aeronautical revenue is better served by maximizing revenue-generation in the form of parking revenue from private vehicles. In such instances, airport management must balance the competing priorities in order to accomplish the goals of the airport. 6) Investors and Bond-Holders The majority of airport debt is of the general airport revenue bond (GARB) type. GARB means that the bond is backed by revenues generated from airport operations and not backed by any government funding source. The credit ratings agencies Moody’s, Standard and Poor’s, and Fitch Ratings participate in this system by assigning grades of investment quality to the airports’ bonds. The ratings agencies’ ratings affect the interest rates and terms of the bonds (Wells & Young 2003). A large number of factors impact the bond ratings, including: 1) Historical and projected population growth 2) Historical and projected employment expansion and mix 3) Passenger growth 4) Airport utilization trends 5) Portion of origin and destination (O&D) traffic 6) The importance of the facility to the overall US system of airports 7) Whether the airport is in a favorable geographic location (e.g. is it a natural hub location?) 8) Airfield capacity and attractiveness of facilities 9) Debt burden and carrying costs 10) Financial strength of carriers with a lot of connecting traffic, and their level of commitment to the airport 11) The role of the airport in the dominant carrier’s network 12) The level of legal flexibility for the airport to change the rates it charges air carriers 7) Concessionaires Airport concessionaires operate passenger services in terminal buildings and may include food and beverage services, retail services, and hotels. Concessions operators pay the airport organization a fixed annual fee and/or a percentage of gross revenues (Wells & Young 2003). Considering the concessions operators’ objective of maximizing profits, the goals of the airport for these operators are deduced to be maximizing passenger volumes and minimizing the fees paid to the airport organization. 8) Service Providers The service providers are private operators that offer services to air carriers and general aviation users. Independent operators may supply these services (e.g. fixed-base operators, FBOs), but some of the services may also be provided by the airport operator, the airline itself, or by another airline. Services provided include (Neufville & Odoni 2003): 1) Supply of aviation fuel and oil 2) Baggage handling and sorting 3) Loading and unloading of aircraft 4) Interior cleaning of aircraft 5) Toilet and water service 6) Passenger transport to/from remote stands 7) Catering transport 8) Routine inspection and maintenance of aircraft at the stands 9) Aircraft starting, marshalling, and parking 10) Aircraft de-icing 11) Passenger handling (e.g. ticketing and check-in) 12) Cargo and mail handling 13) Information services 14) Preparation of handling and load-control documents 15) Supervisory or administrative duties Similar to concessionaires, independent service providers pay a fee to the airport organization which is typically a percentage of gross revenues (Neufville & Odoni 2003). In a parallel to concessionaires, service provider goals for the airport would include maximizing traffic volumes and minimizing the fees paid to the airport organization. 9) Employees The employee category includes both direct employees of the airports organization as well as employees of companies operating at the airport, such as concessions operators. Some employees are organized into unions, such as the Service Employees International Union (SEIU USW West 2009) and Unite Here (Unite Here 2009). The objective of the airport from the perspective of those unions is to provide secure jobs, wages, and benefits (Unite Here 2009). 10) Federal Government The federal government participates in the airport system in three different roles: As a bill-payer, as an operator, and as a regulator. Each of these roles will be addressed in this section. In terms of the government’s role as a bill payer for the system, the Airports Improvement Program (AIP) is administered by the FAA and its funding comes from the Airport and Airway Trust Fund, which in turn is funded by user fees and fuel taxes. AIP funds can be applied toward projects that support aircraft operations including runways, taxiways, aprons, noise abatement, land purchase, and safety, emergency or snow removal equipment. In order to be eligible for AIP funding, airports must be part of the National Plan of Integrated Airport Systems (NPIAS), which imposes requirements on the airport for legal and financial compliance (Wells & Young 2003). The NPIAS has two goals: To ensure that airports are able to accommodate the growth in travel and to keep airports up to standards for the aircraft that use them (FAA 2008). The government’s role as airport operators includes three different agencies: 1) FAA: The FAA is the operator of ramp, ground, local, and departure/arrival air traffic control services (United States Code of Federal Regulations 2010). 2) Transportation Security Administration (TSA): The TSA provides passenger and baggage security screening services. The TSA states that it is the goal for its baggage screening operations to screen for explosives and other dangerous items while maximizing efficiency (Transportation Security Administration 2009). This can be translated to state that it is the goal for the airport to ensure secure transportation of people and goods while minimizing the impact of security measures on legitimate travelers and goods. 3) Customs and Border Protection (CBP): The CBP is responsible for operating passport control and customs inspections at international airports. The CBP states that it is its mission to protect â€Å"our nation’s borders from terrorism, human and drug smuggling, illegal migration, and agricultural pests while simultaneously facilitating the flow of legitimate travel and trade† (Customs and Border Protection 2009). Just as for the TSA, this can be translated to state that it is the goal for the airport to ensure secure transportation of people and goods while minimizing the impact of security measures on legitimate travelers and goods. Lastly, the federal government is a regulator of the airports system. Airports that are included in the NPIAS are subject to a number of federal regulations that are enforced by the FAA and the Transportation Security Administration. The regulations apply to both the airport infrastructure as well as to service providers within the airport systems. The purpose of these rules is to ensure the safe and efficient operations of public-use airports (Wells & Young 2003). 11) Local Government US airports are with few exceptions not private, profitmaking enterprises. Instead, airports are typically owned and operated by public entities such as cities, counties, or local airport authorities (Neufville & Odoni 2003). For instance, Washington’s Dulles and National airports are owned and operated by the Metropolitan Washington Airport’s Authority (MWAA). The MWAA is officially a body independent of the local government but its board is appointed by the Governor of Virginia, the Mayor of the District of Columbia, the Governor of Maryland and the President of the United States). Similarly, Newark, LaGuardia, JFK, Stewart International, and Teterboro airports in metropolitan New York City are owned by the Port Authority of New York and New Jersey (The Port Authority of New York and New Jersey 2009). Dallas-Fort Worth Airport is jointly owned by the City of Dallas and the City of Forth Worth (DFW Airport 2009). The government owners in the form of city and local governments are represented by an airport board which is responsible for the strategic direction of the airport and for appointing airport management (Wells & Young 2003). The local government is supported in an advisory role by federally funded Metropolitan Planning Organizations (MPOs) who are charged with assisting in planning for aviation and other transportation infrastructure for the local region (Association of Metropolitan Planning Organizations 2010). State and local government also contribute as bill-payers for capital improvement projects (Airports Council International – North America 2009). The objectives of the airport from the point of view of the local government is representative of those of the local community it represents and involves both maximizing its positive effects while minimizing its negative effects. One form of positive impact of the airport is in the shape of economic effects. There is significant literature on the economic impact of airports. However, many studies are sponsored by the airports authorities themselves, making them more political than analytical. Although there may be no definitive measure of the economic impact of airports, a structure for the types of impacts of airports to their regional communities has proposed (Button & Stough 2000): 1) Short-term impact from construction, expansion, and renovation of airports 2) Sustained impact in the form of jobs at the airport (direct impact) and off-airport jobs that result from the â€Å"multiplier effect† of the income generated by employees at the airport 3) Stimulus of the local economy as a result of firms and individuals having air transportation services at their disposal 4) Spurring other economic development by crossing thresholds for economies of scale, scope, and density. The authors note that this last form of impact is very difficult to quantify. COMMUNICATION PLAN Communication Objectives The objective of this strategic communications plan is to serve as a road map for how communications will be done between members of the project team as well as the stakeholders.. This plan comprises objectives, strategies and tactics for how team correspondence will be performed between each facet of the project team.. Works Cited Kurt Krummenacker, Moody’s, 2009. Interview of Kurt Krummenacker, Moody’s, by David Schaar, George Mason University. Metropolitan Washington Airports Authority, 2009. Metropolitan Washington Airports Authority, Facts. Available at: http://www.mwaa.com/about_the_authority/facts [Accessed October 15, 2012]. Neufville, R.D. & Odoni, A.R., 2003. Airport systems, McGraw-Hill Professional. Port of Seattle, Sea-Tac Airport, 2007. Port of Seattle,Seattle-Tacoma International Airport,Greenhouse Gas Emissions Inventory – 2006, Sarkis, J., 2000. An analysis of the operational efficiency of major airports in the United States. Journal of Operations Management, 18(3), 335-351. Sarkis, J. & Talluri, S., 2004. Performance based clustering for benchmarking of US airports. Transportation Research Part A: Policy and Practice, 38(5), 329-346. Schap, D., 1986. Municipal ownership in the electric utility industry, Praeger. SEIU USW West, 2009. SEIU USW West – About Us. Available at: http://www.seiu-usww.org/about/Default.aspx [Accessed October 16, 2012]. Smith, D.M., 1979. Where the grass is greener, Taylor & Francis. The Port Authority of New York and New Jersey, 2009. Overview of Facilities and Services – About the Port Authority. Available at: http://www.panynj.gov/about/facilities-services.html [Accessed October 18, 2012]. Transportation Security Administration, 2009. Transportation Security Administration – What We Do. Available at: http://www.tsa.gov/what_we_do/index.shtm [Accessed October 16, 2012]. Unite Here, 2009. Unite Here. Available at: http://www.unitehere.org/about/airports.php [Accessed October 16, 2012]. United States Code of Federal Regulations, 2010. Title 14,Part 91. Available at: [Accessed February 5, 2010]. Upham, P.J., 2003. Towards sustainable aviation,Earthscan. US-Citizens Aviation Watch, 2009. US-Citizens AviationWatch. Available at: http://www.us-caw.org/ [Accessed October 16, 2012]. Wells, A.T. & Young, S.B., 2003. Airport planning &management, McGraw-Hill Professional. White, E.T., 1976. Utilities, Dept. of Defense, National Defense University, Industrial College of the Armed Forces. Wolfe, H.P. & NewMyer, D.A., 1985. Aviation industry regulation, SIU Press.

Analysis Of The Poem Beowulf - 851 Words

This essay offers literary analysis of Beowulf, the oldest epic poem that has survived in English literature. It is also widely known as the earliest surviving piece of literatures in vernacular European Literature. The language of this poem is Old English, spoken by Saxon people. This poem depicts a traditional story that is a part of oral Germanic tradition. As per experts, this is work of a single poet and was composed in then England. It has been determined by the scholars that this poem was written between 8th and 11th century. The value of this poem in English literature can be compared with value of Iliad and Odyssey in Greek literature. Beowulf, one of the oldest poems in existence, offers a glimpse of the world that had a heroic code of honor. It was also inhabited by various kinds of monsters. This story is set in Scandinavia and tells the story of Beowulf and his heroic deeds and records the culture as well as values of the bygone era. This story is about prince of Geats, Beowulf, whose kingdom is at Southern Sweden. He gets the message that a terrible monster, Grendel is terrorizing Denmark and its king, Hrothgar’s fabulous hall Heorot. He visits and stays in this place, One night, when Grendel comes back, Beowulf wounds the creature mortally, who flees and goes back to swamp to die. On next night, Grendel’s mother visits the fabled hall to get revenge for her son’s death. Beowulf pursues her back to swamp and kills her in underwater fight. He goes back to hallShow MoreRelatedPoem Analysis : Beowulf 1619 Words   |  7 PagesBen Sparrow Ms. Finkelstein Honors English IV September 5, 2015 Beowulf is renowned as the oldest poem written in the English language, thought to be written over 1500 years ago this epic poem is still being heavily studied and compared to modern literature regularly. The protagonist, named Beowulf is a great warrior whose called to defend the Danes from the vicious attack of many monsters. Many would label this call to action as the start of his hero’s journey, although it isn’t an ancient conceptRead MorePoem Analysis : Beowulf 906 Words   |  4 PagesKaleigh Della Grotta Ms. Murphy British Literature .2A Period C September 26, 2017 Beowulf Creative Writing Assignment Speech Honoring Beowulf I, Hrothgar, King of the Danes, built this mead hall to show everyone that Herot is the best mead hall to ever be created. Herot is a place for us to have celebrations where we eat, drink, and listen to poems shared all evening long. For countless nights Herot was your home where you would all fall fast asleep. As nights went on and things started toRead MoreAnalysis Of The Poem Beowulf 3700 Words   |  15 PagesJames Quimby Mrs. Morris AP English 2 September 2014 Summer Reading Assignment Beowulf 1. This epic poem is one of the first works composed in the English language. It also tells us about the Anglo-Saxon people who lived in England and their culture. What values did these people support? What ideals did they try to live by? How do their values compare to our values today? Try to find similarities between our culture and this ancient culture. Use examples from text to support your points. The Anglo-SaxonRead More An Analysis of the Epic Poem, Beowulf - Characterization of Beowulf1918 Words   |  8 PagesCharacterization of Beowulf  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         The dialogue, action and motivation revolve about the characters in the poem (Abrams 32-33). It is the purpose of this essay to demonstrate the types of characters present in the anonymously written Anglo-Saxon poem, Beowulf - whether static or dynamic, whether flat or round, and whether protrayed through showing or telling.    At the very outset of the poem the reader is introduced, through â€Å"telling† by the scop, to Scyld Scefing, forefatherRead More An Analysis of the Epic Poem, Beowulf - Social Codes in Beowulf910 Words   |  4 PagesSocial Codes in Beowulf   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      In reading Beowulf, one cannot help noticing the abundance of references to weapons and armor throughout the text. Many passages involving weapons and armor contain important messages that the author is trying to convey. These passages involve the choice to use or refrain from using arms, the practice of disarming oneself upon entering anothers home, and the idea of a mans worth being measured by his weaponsRead More An Analysis of the Arguably Unified Poem, Beowulf Essay example2971 Words   |  12 PagesAn Analysis of the Arguably Unified Poem, Beowulf Beowulf as a less than unified work, more important for its historical and philological content than its literary merit, and critics after him regard Beowulf as a unified work of art. For example, of the critics who discuss the poem as a whole in An Anthology of Beowulf Criticism, most agree pace Tolkien that Beowulf is a unified poem, even if they argue so on different grounds. Burton Raffels introduction to his own translation offers aRead MoreAn Analysis of Grendel Based on the Classic Poem Beowulf922 Words   |  4 PagesGrendel based on classic poem Beowulf in which there is three main characters the mother the dragon and the Grendel. Not only Grendel but other two characters too represent alien world evils. Grendel is analyzed here to assess if he is man, monster or a notion. THESIS STATEMENT Is Grendel a man, monster or a notion? THE FIGHT WITH GRENDEL The idea of Grendel is based on a poem Beowulf. The story revolves around the fight between good and evil in the life. Beowulf was the hero who faced threeRead More An Analysis of the Epic Poem, Beowulf - Anglo-Saxon Customs and Values Reflected in Beowulf1791 Words   |  8 PagesAnglo-Saxon Customs and Values Reflected in Beowulf      Ã‚  Ã‚  Ã‚   Readers today approach the Anglo-Saxon poem Beowulf with cultural preconceptions very different from those expressed by the author of this poem. This essay hopes to enlighten the modern reader regarding the customs and values from the time of the poem’s composition.      Beowulf makes reference to Ingeld and his wife and the coming Heathobard feud:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   inRead MoreHistorical Analysis Of Of Beowulf s Poem, Beowulf, Sir Gawain, King Arthur And Other Legends918 Words   |  4 PagesAnglo-Saxon monsters and takes us on a journey to a time where writers try to tackle modern problems. Along the way we come across characters such as Beowulf, Sir Gawain, King Arthur and other legends who remain a vital part of popular culture. History offers us a variety of heroes and legends that we can read and learn about. The historical poem of Beowulf not only reveals to us the importance cultural values of the warrior society, but also the importance of literature. The warrior culture at thisRead MoreBeowulf And The Anglo Saxon Period1740 Words   |  7 PagesBeowulf The original poem, Beowulf, goes back to the Anglo-Saxon period in c. 650 and c.1100. Authors translated Beowulf many times in the Anglo-Saxon period to present day. It displays how a hero should be in the real world. He helps the people in the village and slays monsters. Everyone in the village looks up to him as he acts as if he were a role model. Beowulf, the protagonist in the translated Beowulf by Seamus Heaney, is a hero of his village, stands for bravery, strong will, and nobleness