Collision Aviodance Essays - Avionics, Air Traffic Control

Collision Aviodance Collision Avoidance: ADS-B or TCAS March 7, 2000 INTRODUCTION Background Collision avoidance is something that has been a problem in aviation for a long time. Most of the flights conducted today rely on the see and avoid concept and ground radar. Both of which have their flaws. The FAA predicts that mid-air collisions will increase by 300% over the next 20 years due to the increase in flights being flown by all areas of the aviation community (Kraus xiv). Civil aircraft have had onboard protection from midair collisions only since 1990 and general aviation aircraft are not required to have any collision avoidance technology onboard(www.cassd.org 1). In order to effectively manage the national airspace system in the future we will need to implement Free Flight. Free Flight is a concept designed to enhance safety and efficiency of the airspace by allowing aircraft to choose their own route instead of using victor airways (www.ads-b.com 1). Along with this freedom there is still the problem of aircraft separation which when on an instrument flight plan is air traffic control's (ATC) responsibility. In free flight there may be areas where ATC cannot give the required collision avoidance necessary. In order to safely manage the safety zone around an aircraft, pilots will need to rely on systems installed in the aircraft for better separation. Purpose The purpose of this report is to identify whether Automatic Dependence Surveillance Broadcast (ADS-B) or Traffic Alert and Collision Avoidance System (TCAS II) should be placed in all aircraft if the FAA decides that there is a need for some collision avoidance technology to be required for all aircraft. TCAS is currently required on all commercial passenger aircraft over 30 seats and ADS-B is currently being tested. Scope In this report, I will discuss: ? Automatic Dependant Surveillance Broadcast (ADS-B) ? ADS-B's Advantages and Disadvantages ? Traffic Alert and Collision Avoidance System (TCAS) ? TCAS's Advantages and Disadvantages ? Summarize which system is better for collision avoidance Body ADS-B ADS-B is a collision avoidance tool that allows aircraft to transmit position, speed, heading and identification via a data link to either other aircraft in the air or on the ground and/or controllers on the ground. ADS-B can also be used with equipped vehicles on the surface movement area. An ADS-B emitter will periodically broadcast the required information obtained from the onboard navigation systems. Other equipped aircraft will be able to receive this information and view it on the Cockpit Display of Traffic Information (CDTI). The CDTI is a display that shows traffic in relation to your heading. It is a multifunctional display that can incorporate weather and navigation information. Other aircraft that are receiving the broadcast will be able to avoid a collision and maintain separation much easier than the methods used today. This will lead to safer and more efficient aircraft operations. ADS-B will be able to provide controllers on the ground with valuable information that they might not be able to see on modern secondary radar. If all aircraft were equipped, separation coverage would be granted everywhere not just in certain areas. ADS-B will also provide accurate position and identification information of aircraft and equipment on the airport surface area. This will enhance the pilot's and controller's job of avoiding aircraft and vehicles on the ground during times of bad weather. The FAA has conducted Ground-to-Ground, Air-to-Ground, and Air-to-Air tests on ADS-B. So far these tests have been very successful in all areas (www.faa.gov). Advantages and Disadvantages of ADS-B ADS-B offers many advantages for air-to air and ground-to-air surveillance. First it greatly enhances situational awareness while in flight. The ability to see other aircraft on the CDTI is extremely helpful in adverse weather. Another advantage of ADS-B is its ability to let controllers see aircraft movement out of their surveillance coverage. It also offers reduced communication congestion because controllers do not have to advise of aircraft in the vicinity. On the ground, ADS-B provides some of the same benefits as it does in the air such as reduced communications, situational awareness, and it also provides for reduced taxi and takeoff delays (www.faa.gov 2). ADS-B will increase operational capacity and efficiency by providing more accurate information for the terminal areas. A main disadvantage of the system is that in order for it to work properly, in

Biochemistry Atom and Covalent Bond

Biochemistry Atom and Covalent Bond Biochemistry: Atom and Covalent Bond- ­Ã¢â‚¬  Atoms Essay BIOCHEMISTRY NOTES - ­Ã¢â‚¬ UNIT 2- ­Ã¢â‚¬  ATOMS ________________- ­Ã¢â‚¬  the basic unit of matter. Contains subatomic particles o _____________________ (+ charge) o _____________________ (no charge/neutral) o _____________________ (- ­Ã¢â‚¬  charge) ELEMENTS AND ISOTOPES ___________________- ­Ã¢â‚¬  a pure substance that consists of only one type of atom. Elements are represented by a 1 or 2 letter symbol. (ie: C = carbon) The number of ___________________ in an element is that element’s _______________________. o The atomic number of carbon is 6, therefore carbon has 6 protons and consequently 6 neutrons. ISOTOPES _________________- ­Ã¢â‚¬  atoms of the same element that have different numbers of neutrons. o Isotopes are identified by their _________________________________________________ (ie: carbon- ­Ã¢â‚¬ 12, carbon- ­Ã¢â‚¬ 13, carbon- ­Ã¢â‚¬ 14) The _____________________________________________ of the masses of an element’s isotopes is called its _____________________________. Isotopes have the same number of _______________________, so all isotopes of an element have the same ______________________________________. Mass Number- ­Ã¢â‚¬  the sum of the number of ________________________ plus the number of ________________________. Protons and neutrons have about the same mass. Electrons are much ________________. Atoms have equal numbers of __________________________ and ___________________________. o Because these particles are opposite charges, the whole atom is _______________. RADIOACTIVE ISOTOPES Some isotopes are _____________________________. This means that their nuclei are unstable and break down at a continuous rate over time. IONS _______________- ­Ã¢â‚¬  an atom that has gained or lost an electron, giving it a positive or negative charge. o ___________________- ­Ã¢â‚¬  a positively charged ion o ___________________- ­Ã¢â‚¬  a negatively charged ion CHEMICAL COMPOUNDS _______________________- ­Ã¢â‚¬  formed by the chemical combination of two or more elements in definite proportions. o Compounds are typically written as a __________________________________________ (ie: NaCl, CO2, etc.) This gives you the ratio elements in the compound. o The physical and chemical properties of a compound are usually very different from those of the elements form which it is formed. CHEMICAL BONDS ___________________________________- ­Ã¢ €  formed when one or more electrons are transferred from one atom to another. o Form between a _____________________ and a

The Security Risks Associated with online access to database. The Article

The Security Risks Associated with online access to database. The common mistakes made by database administrators, security personal, and the application developers - Article Example This leads to only minimal security if any, despite regulations requiring organizations to secure their data (Chickowski, 2009-8). Further complicating factors are the complexity of large databases, and the heterogeneity of the modern database environment (Chickowski, 2009-6). Thus, Chickowski (2009-9) also recommends an education program to teach users about database security, and highlights the importance of good password management. Patches are infrequently applied because of the concept that if something is not broken, it doesn’t need to be fixed. Other areas of neglect are poor configuration management such as taking shortcuts, using test databases on production servers, etc. The latter especially leads to even further risks (Chickowski, 2009-8). These and other security lapses make databases vulnerable from worms, automated scanners, etc. Online databases can suffer from buffer overruns and the URLs â€Å"allow attacker code to be executed, and generally wreak havoc† (Chickowski, 2009-6). As for the application design itself, experts have even identified the most risky packages such as DBMS_SQL, UTL_TCP and DBMS_XMLGEN within Oracle, and third party applications can also undermine databases (Chickowski, 2009-8). Simple and expected measures for security are authentication, authorization, and access control. Apart from configuration and patches, more advanced measures are encryption, auditing, monitoring, and data masking essential for enterprise databases. Besides these, other technological solutions are ‘hardening’ the database using features provided by the database vendor, and keeping out non-essential items from the server, including documentation, sample configurations, code files and if possible built-in stored procedures that are unused. Anything else that cannot be deleted should be disabled instead. The relationship between databases and web applications are based on trust but

Culture Expos Project Research Paper Example | Topics and Well Written Essays - 1250 words

Culture Expos Project - Research Paper Example market. In assessing the Filipino culture, the study hopes to suggest some strategies to attract and fulfill the needs of this particular market. Filipinos are natives of the Philippines, a country in the Asia Pacific region near Hong Kong and Malaysia. Historians have noted that the Filipinos have a mixed culture due to their mixed ancestry. The earliest generations of this culture are Malays who came to the Philippine islands for settlement (Halili, 2004). They scattered all over the country, and because the Philippines is an archipelago, the Filipinos speak different dialects or local languages (Agoncillo, 1974) but like their Chinese neighbor, manage to maintain a national language also called Filipino. Chinese inhabitants are also all over the country but they settled in the Philippines merely for business, hence the Filipino of today also bears some Chinese ancestry. In 1521, the Philippines was discovered by Spanish colonizers led by Magellan (Halili, 2004). This started the c olonization of the Philippines by the Spaniards whose settlement lasted for more than three centuries (ibid.). This long history of colonization has a great impact on the Filipino culture. Nevertheless, the cruelty of the colonizers kept a distance between the natives and the former. Rizal, the Philippine’s national hero whose name is acclaimed in some Western countries like Germany, noted in his writings how the Spaniards, especially the rulers of the Church treated the Filipinos with lambasting words, unjust imprisonment and disappearance, denial of property, among many other acts of injustice (Capino, Gonzales, and Pineda, 2005). The Philippines was liberated from the Spanish regime when the Americans came in 1901. Unlike the Spaniards who did not teach their language for fear of being overpowered, the Americans, through the Thomasites taught English to the Filipinos and promoted education, especially free elementary education. The Thomasites were the first American teache rs who came to the Philippines to teach the Filipinos (Halili, 2004). The Americans noted the lack of education and the poverty that loomed in the Philippines after the Spanish regime. They attempted to improve the living conditions of the Filipino by sending some scholars in the U.S. to study (ibid.). Those Filipinos may have inspired others to come to America, thus explaining the wide population of Filipinos in the U.S. at present. When the WWII broke up, the Philippines was invaded by Japan and along with Filipino soldiers, some American soldiers were tortured by the Japanese to march several miles from Bataan Province to Manila (ibid.). This is known today as the Bataan Death March, in which some soldiers died of hunger and thirst. After four days, when additional American troops were sent to the Philippines, the Japanese invaders were ousted, making the Filipinos free from another threat of colonization. The different settlers in the Philippines impacted the Filipino culture, m aking it a combination of the Spanish, American, and Japanese culture superimposed by the Malay ancestry it has. Filipinos nowadays have healed from their past and seen on American television, for instance, Charice Pempengco, ultimately project easy adaptability with other cultures. Their clothes are a cross between Western and Asian influences. They have developed a cultural adaptability style that tends to accept differences and unify

Vision of Future Education Essay Example | Topics and Well Written Essays - 750 words

Vision of Future Education - Essay Example From this study it is clear that the federal government, non-governmental organizations, and policy makers bear the mandate of implementing the vision of future education. The eminent technological advancements will equally define my vision of future education. Indeed, future students and tutors will have an opportunity to adopt various technologies in learning. Such technologies will enable students to join online classes, access academic data, choose their convenient classes and extracurricular activities regardless of their residence. Nevertheless, a limitation in to innovative educational options will limit future academic success. As the study outlines the disparities among students will persist subject to their cultural, economic, gender, and academic needs. In the future, the education system will embrace diverse and advanced learning and instructional tools that will be accessible to all students. The continued growth in technology will present the internet as an effective le arning and research tool. Subject to the foreseen availability of learning opportunities and choice of schools and subjects, students will have a right to combine related credits earned from different schools for purposes of completing a specific educational program. The students will also have an opportunity to study more than what is available in their classrooms. Indeed, future education will adopt extracurricular activities in the academic programs.

Developmental Psychology: Research Methods

Developmental Psychology: Research Methods BOTTE Christopher Louis Cellio Outline and evaluate the research methods employed by developmental psychologists. Developmental psychology is defined by Muir Slater(2003) as the discipline that attempts to describe and explain the changes that occur over time in thoughts, behavior, reasoning and functioning of an individual due to biological, individual and environmental influences. Any developmental psychologist, in its way to try to describe and explain the changes in an individual over time, need to find out what research design combined with research method will be best to gather information to be able to effectively carry its research. In the following paragraphs I will start by explaining the different research methods that are currently used by developmental psychologist. Lastly I will take some question asked by some psychologist from past studies that have been made and try to evaluate the research methods used in it. Research methods can be broken into two parts: qualitative research method and quantitative research method. The distinction between those two types of research methodologies is that qualitative methods are essentially used for exploratory researches, using unstructured or semi-structured techniques such as naturalistic observation and clinical interviews. Exploratory research, defined by Wikipedia is, â€Å"research conducted for a problem that has not been clearly defined.† The quantitative methods are used to quantify the gathered information by generating numeral data so that the data can be statistically used for description and interpretation of information from a large population. Structured observation, structured interviews and tests are some examples of quantitative research methods. As said in the preceding paragraphs, there are different types of research methods. Let us now outline and evaluate the different research methods by using past psychological studies so that we can see those research methods in a real context. Descriptive Methods It is in the human nature to observe others and to draw conclusion about their behaviour. We have to admit that we often judge people by their body language. In fact, scientist like psychologist also draw conclusion from people behaviours by observing them. There is a lot to learn just by observing people. The difference between a simple individual’s observation of an event and the observation of a psychologist is that, the scientific observation is done under precisely defined conditions, it is done systematically and objectively. In addition, the event they are observing is carefully recorded. As it is very difficult to study all behaviours and large population at a time, a representative sample of behaviour should be chosen accordingly to the study they are carrying. The sample should be as good as possible for the external validity of the study. External validity means the extent to which the findings from the observations can be generalized. Other than a good representative sample, psychologist have to choose a good time sampling as it enable psychologist to be exposed to the behaviour of interest at different period of the day. For instance, while observing a group of workers to assess their stress level (in work place), they should be observed for the whole day in order to generalize their findings. They cannot be observed only in the morning, where they are still fresh. Instead, they should be observed at different periods of the day or of the week, where under pressure of work, they express different behaviours. Another important factor to make a good observation is situation sampling. Situation sampling is choosing another sample, in another place and under different conditions and circumstances. Situation sampling enhances the external validity of the research findings. There are two distinct types of observation. One is naturalistic or direct observation. It can be both qualitative and quantitative research method. In this type of observation, the researcher is on field, observes and records (written) its subjects in their natural setting. The strength of this method is that, when observing on field the researcher can see the everyday behavior that the subjects expresses. The subject’s behaviours are not biased by the fact that they are being observed by the researcher because they do not know that they are being observed. The drawback is that the researcher is not in control of the situation, therefore he may fail to see the behaviour he is interested in. Also naturalistic observation is often time consuming. Example of naturalistic observation are work of (Farver Branstetter, 1994) in which they observed preschooler prosocial response to their peers’ distress. Another example is the study of (Matsumoto Willingham, 2006) where the observed athletes in their natural setting of an olympic judo competition. The second type of observation also can be both quantitative and qualitative research method. It is the structured observation. This kind of observation is done in laboratory setting, where the researcher reproduce as much as possible real life setting in order to facilitate the occurrence of the behaviour of interest. The laboratory is also set in a way in which every participants can equally display this desired behaviour. The advantages of this research method is that the experimenter can control the laboratory experiment to get the desirable behaviour from the subjects. The drawback is that, very often the subjects will show an admirable and unnatural behavior to impress the researcher because they know that they are being studied. Garner (2003) set a laboratory observation to study the emotional reactions, to harm that two-year-old children thought they had caused. Self-Reports There are three common types of self-report procedures that developmental researcher uses to ask research participants to give information on their perception, thought, abilities, feeling, attitudes and past experiences. These types of self-report methods can be relatively unstructured interviews such as clinical interviews to highly structured interviews and questionnaires. Clinical interview is a type of self-report method. The researcher, which is also the interviewer and the research participant engage in a conversation for a given period of time where the participant give his point of view of the subject in discussion. The advantages of this method is that the researcher can see the way the participant expresses its thought in its everyday life and also a lot of information can be gathered in a session. The disadvantages is that the participant can distort the way the use to think just to please the interviewer. Also when participants are asked questions about past events in their life, they do not remember things. In addition, as the clinical interview is based on conversation, one of the major problem that occurs is the fact that very often the participants has difficulty to put their thoughts into word. An example of clinical interview is the interview of Piaget to a 5-year-old child about dreams. (Piaget, 192611930, pp. 97-98) Structured interview can be both qualitative and quantitative research method in which each and every participants are ask the same set of question. It allows psychologist to gain time during the session as the questions are already prepared in advance. In this methods the psychologist has to prepare an interview schedule and has to stick to this schedule even if the participant is deviating from the focus of the interview. The questions set in the structured interview can be either open-ended or close-ended. The advantage is that this method is not time consuming as the questions are already pre-set but its drawback is that the answers that will result from the participants may still be affected by miscommunication of thought. Structured interview does not provide information in detail as clinical interview does. Questionnaires is a research method where a series of questions are asked for the purpose of obtaining information from respondent. It is considered as a written interview. Again, in this type of self-report interview the questions is set the same way for each participants/respondent. The outcome of this type of research may be very useful in statistical comparison. Questionnaire can be used for large populations at low cost and sometime this method can be quick if the questions asked are close ended. The limitations of this method is that it show little details about the respondents. Also, respondents may not be true in the expression of the feelings and thoughts even though questionnaires are confidential. Clinical or Case Study Method Case study method can provide a full range information on a subject. It is often used to study specific and interesting rare phenomena such as the case of Henry Gustav Molaison (Wikipedia 2015) who was an American memory disorder patient. This method analyses every event in the life the subject so as to give cues about how and why a subject is behaving like it is. Do women have better memories than men? Research suggest that women are better than men when there is a verbal material to remember. For example a list of words. Galea and Kimura (1993) did a laboratory experiment to test the hypothesis that woman have better memory than men. They tried to make an experiment to find if women were also better than men for remembering visual material. They showed the participants, women and men a series of simple and familiar images such as car, table and pen to remember. After that they had to recognise the remembered images in a second series of images. After the experiment, the results were in the advantage of the women. Indeed women remembered more images than men. But is this result true? It is not simple as that to interpret the results directly as they did. It is possible that the women encoded the simple images into simple words so that they were more likely to remember after. This experiment is not valid if the women stored the images as words. The experiment does not show that wome n are better than men in memorising simple images. Therefore we conclude that experiment should be done using specific methods. Do children think an object that is out of sight is out of mind? Jean Piaget is the pioneer of cognitive development in children. He started by observing children’s behaviours and study their responses to his questions. He therefore, develop his theoretical framework to show that every children pass through a series of cognitive stages. In each different stages, a new cognitive ability were acquired. One important milestone in his theory is the object permanence. Object permanence means knowing that when an object is out of sight does not mean out of existence. In the first stage of his theory, the sensorimotor stage starts from birth to the age of two. This stage is said to be the object concept. When doing the search A not B error test, children age around five months cease to search for an interesting object when the experimenter hid it. Piaget concluded that for the children the object has ceased to exist. For older children aged around nine months, they did search for the hidden object but made errors which he called place error, or AB error. The experiment procedure was like that, there were two cloth in front of the children. Let us name it cloth A and cloth B. The interesting object was shown to the child, then place under cloth A. The child successfully retrieved it. Just after the child has retrieved the object, the experimenter places the object under under cloth A and the child was able to retrieve the object again. Now the experimenter places the object under cloth B and this time the child ceases to search for the object. Piaget says that the 5 months old children cease to search because they lack cognitive abilities and they believe that when object disappears, it is just vanished and non-existent anymore. For the nine months old children, Piaget would argue that they have a better understanding of the world but the subjective, egocentrism perspective of the child dominates. How far can we rely on these observation made by Piaget? What are possible alternative explanation of such behaviour? Do children of five months really think that object cease to exist when they are out of their sight? A possible alternative explanation could be that five months children could not retrieve the object under the cloth because they lack motor skills to do it. They simply cannot hold themselves, they cannot bend forward and lift the cloth. If the reason that they do not search for the object when hidden is due to the lack of motor skills, then their cognition abilities has nothing to do with this experiment. Bower and Wishart (1982) did a laboratory experiment to test that 1 to 4 months children did not have object permanence. They tested if the heart rate of the children would rise when they saw an object disappear and then come back again. They hypotheses that if children age from 1 to 4 month did not have object permanence they would not react to the object when its reappears and their heart rate would not change. The result was that when the hidden object reappeared their heart rate did not rose. Therefore Bowen and Wishart concluded that the child had an expectation that the objec t was still there and did not disappeared. However, the moment when the object disappeared their heart rate rose showing their concern about the disappearance of the object. They have an understanding that the object is hidden by an obstacle (the cloth) but it is still there and eventually continues to exist. We have seen from the examples that one methods cannot fully explain some behaviours. Sometimes researcher should use different methods to get out the best from research. Criticism and critical evaluation of their methods and results help in getting reliable and valid research pieces. To conclude, the different methods works for specific event and time. The developmental psychologist should be careful when choosing their research method and designs. The psychologist in their way to describe and explain behaviour should ask themselves a good research question to correctly theorise their ideas and also they should take care of all variables that can interfere with their results. After the handling of those enumerated conditions, then their research results can be accepted and generalized. Reference list: Bower, T., Wishart, J. (1972). The effects of motor skill on object permanence.Cognition,1(2-3), 165-172. doi:10.1016/0010-0277(72)90017-0 Farver, J. M., Branstetter, W. H. (1994). Preschooler prosocial response to their peers distress.Developmental Psychology, 30,334-341. Galea, L., Kimura, D. (1993). Sex differences in route-learning.Personality And Individual Differences,14(1), 53-65. doi:10.1016/0191-8869(93)90174-2 Garner, P. (2003). Child and family correlates of toddlers emotional and behavioral responses to a mishap.Infant Mental Health Journal,24(6), 580-596. doi:10.1002/imhj.10076 Matsumoto, D., Willingham, B. (2006). The thrill of victory and the agony of defeat: Spontaneous expressions of medal winners of the 2004 Athens Olympic games.Journal Of Personality And Social Psychology,91(3), 568-581. doi:10.1037/0022-3514.91.3.568 Slater, A., Bremner, J. (2003).Introduction to developmental psychology. Malden, MA: Blackwell Pub. Wikipedia,. (2015).Henry Molaison. Retrieved 8 February 2015, from http://en.wikipedia.org/wiki/Henry_Molaison 1

Bachs Art of the Fugue :: Art of the Fugue Essays

The silence hangs heavily in the air, creating a single moment where one can feel the weight of the absence of sound. But a lone D cuts through the stillness, a flicker of light amidst black oblivion. It is followed by eleven other notes, a simple melody, but one that will be the very core of one of the greatest musical masterpieces to ever be conceived. This twelve-note melody becomes entwined and enveloped in an intricate accretion of variations, counterpoints, and modified themes, all based on the original twelve-note motif. The entire collection of variations comprises what is considered to be Bach’s most ambitious undertaking, the Art of the Fugue, meant to serve as an intensive study of the fugue as an entity. Already a complex and multifaceted piece, Art of the Fugue gains a whole new level of depth and significance when placed inside its historical context, amidst the story of its creation and the demise of its creator. During the two hundred and fift y years of its existence, Art of the Fugue has acquired quite the reputation, as it has become enshrouded in a web of mystery and mystique. However, when we strip away these layers, the piece retains its magnitude, as the sheer mastery of the piece is enough to merit substantial renown and reverence. In the early 1740’s, Bach began work on what many consider to be his most monumental project ever, Art of the Fugue. Bach intended this piece to be an extensive study of â€Å"the art of fugal counterpoint,† exploring the possibilities and various outcomes that can be produced by manipulating a single theme (â€Å"The Art of the Fugue†). Bach was not commissioned to compose this piece, nor was the idea inspired or suggested to him by anyone else; in creating Art of the Fugue, Bach was â€Å"alone in his genius† (Herz, 4-5). The result of Bach’s endeavors was a collection of eighteen fugues, all in the same key, and all based on the same principle theme. This principle theme was modified and transformed into an astonishing number of over twenty different major variations and one hundred minor variations (â€Å"The Art of the Fugue†).