Buying a House in Todays Economy Essay Example for Free

Buying a House in Todays Economy Essay The economy can make or break many decisions and on buying a house is a major one to make sure that the economy is in a good state that buying a house is not the right decision. When it comes to the marginal benefit the economy should be at an increase because purchasing the house is not anything that needs to be done but it is something that one wants to do and if the economy is bad then there is not any money available to make the extra purchase of buying a home at that time. Marginal ost in purchasing a house can affect economy by the simple fact of saving money here and there on some things in order to make sure that that they have money available to buy the house. The selling of the products they might have bought will decrease the economies profits. The removal of tax deduction on the mortgage interest affects the housing market because it will cause people to not be buying houses because some see the tax as a cushion for them to be able to get a house that they may not have had a chance to et based on their income. If they do not have a feeling of safety in purchasing a home they will not take the chance. The ways that government spends money on other things and the taxes make a decision a bit harder because a person Just wants to make sure that buying the house will not result in not having any money to do anything else. If the government ends up spending money on things not needed then there will not be enough money in banks and other finance resources that can help a person purchase a home.

Air France Flight 447 Crash 2009 Engineering Essay

Air France Flight 447 Crash 2009 Engineering Essay On May 31, 2009, Air Frances flight AF447 left Rio de Janeiro to take its 228 passengers to Paris. After sending the last message to Brazil ATC three hours after the flight took off, the aircraft suddenly disappeared while passing through the equatorial ITCZ. The aircraft computer system managed to transmit 24 fault messages indicating speed sensor problems to the Air Frances Paris Centre before it went missing. In the early morning hours of June 1, 2009, the aircraft dived into the Atlantic Ocean killing all passengers onboard. The investigation positively identified the main cause of the disaster as the pitot tube or the speed and temperature sensor malfunction located underneath the aircrafts cockpit. The cause of the pitot tube malfunctioning was determined to be due to the accumulation of ice crystals around it. Consequently, the aircrafts computerized navigational system was affected resulting in failure of different flight control systems. However, the physical evidences recov ered from the crash site suggest that the main pilot was not in the cockpit during the critical moments of the flight. Moreover, bodies of passengers and crew were found scattered in the crash indicating the possibility that they were not prepared for a crash landing. The analysis of the incident points to the possibility that the control of the aircraft during its final hour was left in the hands of a less experienced third officer. In general, the weather condition in the area where flight AF447 flew is the main causal factor that caused the pitot tube to malfunction. Another is Air France continuous use of a particular pitot tube that was implicated in a number of aircraft incidents in the past. Human error is also a contributing factor when the pilot made a very bad decision of flying through a known danger zone while others were diverting their route to avoid it. Another is the possibility that the captain was never in the cockpit during the critical hour as evidenced by the un prepared crew and passengers. Human error was involved in the safety design of the aircrafts computerized navigational system as evidenced by the sudden shut-down of the flight computers during the most critical moments of the incident. Finally, the worlds aviation industry and associated organizations are considered causal factors for their failure to set proper guidelines and standards for pitot tubes and travel across ITC zones. TABLE OF CONTENTS Introduction 4 The Crash of Air France Flight 447 5 2.1 Background 5 2.2 Weather Condition 7 2.3 The Air Traffic Controllers 10 2.4 The Passengers of Flight AF447 11 2.5 The Aircraft and its Navigational Computer Systems 12 2.6 The Flight Crew and Human Errors 18 2.7 The World Aviation and other Organizations 23 Discussion and Conclusion 25 References 29 Appendices 32 Introduction On May 31, 2009 at 19:03 Brazilian local time, Air Frances flight AF447 was on its way to Paris from Rio de Janeiro carrying 228 passengers and crew when it encountered some technical problem. The A330 Airbus flew over the Intertropical Convergence Zone (ITCZ) where it encountered numerous thunderstorms and on the morning of June 1, 2009, the plane crashed into the Atlantic Ocean killing all passengers and crew. The rescuers found small pieces of the aircraft indicating that it had landed like a flat hand into the waters with the nose slightly pointing upwards. The results of the investigation suggest that the cause of the incident was a malfunctioning pitot tube that was gradually covered by ice crystals during the flight. The pitot tube failed to send speed data to the aircrafts computerized navigation system resulting in a chain of problems and eventual loss of control. Four minutes before the aircraft finally hit the Atlantic Ocean, the computer system sent 24 messages informing the Air France Paris centre of the occurring failures. The last message sent by the pilot to Brazil and Senegal ATC was the one informing them that the aircraft reached high level 350 three hours after takeoff. The ATC never heard from the aircraft again and there was no way to monitor since the aircraft was out of the radar range. The investigation of the incident reveals some surprising details such as the absence of the pilot from the cockpit during the final hour of flight AF447 and dead bodies of passengers and cabin crew that seemed unprepared for an emergency landing. Moreover, the aircrafts position when it hit the water appears it had lost track of its altitude while the pilot was struggling to bring the nose up. The weather condition in the ITCZ area is undoubtedly the causal factor in flight AF447 crash since the extreme weather condition rendered the pitot tube useless. However, it could have been a successful flight if the pitot tube was designed to withstand such weather conditions or if the pilot took a diversion avoiding passing through a dangerous area. To summarize in a nutshell, three major causal factors are involved in flight AF447 disaster namely weather, pitot tube, and human error. The following sections discuss the details of the incident including background information before the disaster, the causal factors that may have contributed to the disaster, graphs and other details, discussion, and conclusion. The Crash of Air France Flight 447 Background The A330-200 Airbus, Air Frances flight AF447, was on its way to Paris from Rio de Jenario when in the early hours of that ill-fated day of June 1, 2009 something terrible and unexpected happened. Brazilian ATC got the last message from the AF447 and then all contact was lost. The plane was carrying 228 passengers and crew when it suddenly disappeared over the Atlantic Ocean. This set the background for one of the worst catastrophe in the aviation history, which killed 228 people. After hours of search and inquiry about the lost aircraft, the Air France officials did a detailed investigation of the messages transmitted from the plane before the accident. Except for some printout data indicating problems measuring air speed and difficulty in the in-flight computer control systems, the Brazilian and Senegalese air traffic controller reported that the plane never sent any distress signals. After about five days of the incident, the wreckage of the aircraft was found floating on the Atla ntic. About a month later, several pieces of the aircraft and some bodies were recovered but the flight data recorder or the black box was never recovered due to the extreme depth of the ocean (Kilner 2010, p.121). Sudden disappearance of flight AF447 causing a terrible air disaster and its discovery couple of days later, completely wrecked in pieces in the Atlantic Ocean, raises a lot of questions as to what went wrong. Various theories are given as well as various opinions. To unravel the mystery of AF447 air crash, a number of elements need to be evaluated. Since the black box was never found, people have no way of telling the actual cause of the crash. It may be because of the problem reported in the last message or some other problems after that. However, since there was no distress signal sent to the ATC except for some flight data printout of problems in air speed and computer control systems resulting in technical failures, the aircrafts flight control system would top the list. Second most prominent element that was evaluated in the investigation was the human error; the crew and particularly the pilots who were supposed to contact the ATC in case of any emergency. There were also some speculations about an explosion before the aircraft hit the water due to the presence of a long oil slick near the crash site (CNN World 2009, p.1). However, the constituting elements in this type of an accident is not limited to the people directly involved in the flight or terrorism, but extends to the prevailing weather, the control agencies, and other people who are responsible for commercial aviation (Kilner 2010, p.121). Weather Condition Meteorological analysis on the weather condition on AF447 crash doom day revealed its role in the cascade of events that occurred. There is substantial evidence that the thunderstorm and lightening resulted in raging turbulence, which affected the plane. The first thunderstorm encountered by AF447 was near Sao Luis in Brazil, followed by a dense cluster of thunderstorm and lightening in the Fernando de Noronha area, which comes in the ITCZ, the low pressure belt area at the equator. Such thunderstorms can create updrafts, which can reach up to 100 mph pooled up with downdrafts caused by cool air and vertical dry air mixing, which can lead to severe turbulence to aircraft. Other flights that were scheduled to fly the same night on the same route took a diversion of about 90 miles to avoid the storm zone, which encompassed about 50,000 feet of altitude. Then what prompted the experienced pilot and crew members of AF447, even after knowing the trouble, to enter the trouble zone? Would any pilot opt to fly in such a bad storm? This needed a serious thought and on investigating this matter it was observed that due to the small thunderstorm that the aircraft faced in the Sao Louis area before entering the huge thunderstorm front, the flights weather radar system may have got confused and thus the pilot and the crew were not aware of the big storm that was coming towards them. This reasoning is possible as aircraft radar system works on radio echoing principle. The tilt of the radar antenna beam helps the aircraft to detect the weather forecast. If by any means the tilt of the radar is set to a different angle then it is possible that the weather that might affect the aircraft ahead be missed (Ian Gilbert, 2005). This revelation about the weather condition and the radar operation raises another question as to when the weather condition was dangerous why AF447 did not try to avoid the storm and go around it. The satellite images obtained during the investigation showed that flying through the storm was inevitable for the Air France flight, as the storm covered approximately 400 miles and was in the route of the destination, making it impossible for the aircraft to go over or around the storm; unless they flew back. In such a situation, the only source to rely on for the pilot and the cabin crew would have been the onboard weather radar to navigate through, but the radar can only detect rain and not the turbulent wind shear. It is quite possible that these tempestuous weather conditions may have led to structural or electrical failure that was reported by the automated computer communications between the AF447 and Air France Paris headquarters. It is generally accepted that the weather in the route where flight AF447 was flying is very bad as evidenced by a number of accidents occurring particularly in that part of the equator. The weather forecast on that day was bad and it was up to the pilot to avoid the heavy thunderstorms they would encounter en-route to their destination. According to the analysis conducted on the incident, two engine planes like the A330 Airbus can withstand such conditions and flexible enough to go around any heavy thunderstorm. However, the weather condition on this situation may be too severe and created some unexpected problems for the aircraft (Kilner 2010, p.122). According to the analysis of the Baringer et al. (2010, p.182), there are evidences to suggest that the weather was an influencing factor in the crash of flight AF447. The report points to the large warm pool directly underneath the Inter-Tropical Convergence Zone or ITCZ which was very active during that year. The Air Frances commercial flight that started its trip on the night of May 31 flew over the ITCZ passing an area of strong cumulus towers overnight. Equatorial weather data for the whole year of 2009 suggest that rainfall over the equator and tropical Pacific is 150% above normal (See satellite images in Figure A-1, p.32 and Figure A-2, p 33 in Appendix A). Aside from the ITCZ, there were also speculations about the occurrence of a microburst, a weather phenomenon that was implicated to a number of aircraft crashes like the Continental flight 3407 in New York and Delta Flight 191 in 1985 which killed 135 people (see Figure A-3, p.33 in Appendix A). According to McCormick et al. (2003, p.165), weather can play a role in accidents particularly in air transports. For instance, some of the most common affect of weather is reduced visibility, turbulence and gusting conditions, wind shear, ice and rain water on runways, and microburst conditions. In the annual review of aircraft accidents in 1995 conducted by the U.S. National Safety Board, weather contributes to 39 percent of fatal accidents while the majority at 87 percent is pilot error. The chart provided by U.S. National Safety Board shows the most usual initiating events of aircraft accidents and the most likely contributing factors. (See figure B-1 and B-2, p.34 in Appendix B) The Air Traffic Controllers In context to AF447 crash, ATC data becomes the prominent evidence in understanding the most probable reason behind the crash. The ATC details showed that the last contact made by the crew was with Brazilian ATC at 01:33 UTC, as the aircraft approached the Brazil Atlantic radar surveillance edge. After this routine message, the only information received was the 24 automated error messages received detailing flight problems and warnings, which was about 40 minutes after the last contact made at the Brazilian ATC. The last automated error message transmitted was at 2:14 UTC which mentioned about the cabin depressurization after which nothing was heard about the Air France 447. On deeper analysis of the ATC communication data that transpired during the flight, it shows that between 21:40 hr and 23:18 hr, there was successful communication between the crew and ATC. At 1 h 35 min 46 sec, the controller reported the aircraft to maintain an altitude of FL350 and to give TASIL estimate. Between 1 h 35 min 53 sec and 1 h 36 min 14 sec, the ATLANTICO checked with the crew on the estimate time of their reaching the TASIL point, which went unanswered. (BEA 2009, p.33). All these details point towards a strong possibility that the crew of flight AF447 was trying to contact the ATC before the incident but due to distance and bad weather conditions, the crew failed to get through. The ATC on the other hand had no radar coverage of that area and no weather data to warn the crew before it took off (Kilner 2010, p.122). The transcript of the investigation clearly stated that the pilot of flight AF447 reported flight level 350 which means the plane had reached its proper altitude after 3 hours. This is the last communication sent by AF447 with the ATC. In case there was a single message asking ATC for help then there might be some reason to implicate ATC on the incident, but there was none (Traufetter 2010, p.6). At this point, even the investigation conducted after the crash did not mention anything linking the Brazilian and Senegalian ATC to the incident except that they have a limited capability. The Passengers of Flight AF447 Aside from the angle of terrorism, the passengers seem an irrelevant factor contributing to the incident particularly when there was no indication of explosion in the recovered aircraft parts. However, one cannot eliminate the possibility that someone disabled the pilots and ditched the plane into the ocean. The possibility of terrorism is narrow and it cannot be eliminated completely but since there were actual distress messages from the aircraft before the crash, the possibility is irrelevant to consider. For instance, there were indeed data to prove that the aircrafts navigational system was failing minutes before the crash. Moreover, the rescue team sent to the crash site found considerable evidence that show that the crash occurred so suddenly that the bodies of passengers were not prepared for an emergency landing. The stewardess was also not sitting in the emergency seat and the life jackets were not used. From an ordinary passenger who may have been travelling through a commercial airline number of times, it is easy to visualize how crew members assigned in the cabin would prepare passengers in an emergency situation. If the imminent crash is known beforehand, passengers will be prepared for emergency landing and will be found almost in the same position and location during the rescue. Apparently, the report says that they were scattered everywhere indicating that cabin crew and passengers were not informed and wearing no seatbelts (Faith 2010, p.6). This surprising fact is linked to the man in control of the aircraft minutes before the crash. If the captain is the one maneuvering the plane, was he as an experienced and responsible person would not order or inform his cabin crew to prepare for an emergency? The passengers and even the cabin crew were mere victims and not in any way connected or contributed to the crash. The Aircraft and its Navigational Computer Systems The Airbus A330 is a modern aircraft and most commercial aircrafts are generally well-maintained. However, this aircraft model had been previously reported in one or two cases involving air speed measurement problems like the incident involving A340 flight from Tokyo to Paris, several months before the AF447 incident. Going by the investigation details, a day before the accident, the captain of AF447 had complained about some problem with the VHF1 selection key on RMP1, which was looked into. The routine Type A checks that were done on this aircraft type also did not identify any anomalies. These facts clearly indicate the otherwise good condition of the aircraft before the tragic flight. Measuring and maintaining the required air speed of the aircraft especially at high altitudes is very relevant. When air speed is not measured correctly, the pilot has a hard time controlling the plane particularly while flying in a very bad weather condition. In air transport, the most dreaded challenge faced by the pilots when things go out of control at high altitudes is the coffin corner, the area where the margin of error becomes very narrow. AF447 may also have faced the same fate with no chance of escape. On close speculation of the events that happened on 1st June, 2009 at 3 AM BST time, two main events surface. The A330 airbus reported that it has encountered bad weather and severe turbulence and ten minutes later the autopilot got disengaged as per the Aircraft Communications Addressing and Reporting System (ACARS). The succession of these two events indicate that flying the 233 ton heavy aircraft and managing the internal condition was becoming tough for the crew at the advent of storm battering the aircraft from all sides. Reviewing the error messages that were received at the Air France Paris headquarters, it was evident that the three Air Data Inertial Reference Unit (ADIRU) computers were showing different information. This information is the compilation of the data received from the pitot tubes that is then transferred to aircraft computers. Speed is a crucial factor in aerodynamics. At high altitudes, speed alteration can be treacherous. As the air becomes thinner at higher altitudes, the more speed is required to push the plane forward and to maintain its lift. If the speed is less, the plane will start stalling. At the same time, if speed becomes too much then because of passage of more air above the wings the center tends to move backwards pushing the nose of the plane down resulting in nosedive. As reported from the ACARS, it got 24 error messages from the autopilot before losing the connection. It becomes very clear from this fact that the crew members of AF447 were unaware of the actual speed and various equipments were showing inconsistent speeds. A big issue that comes up here is whether it was a complete system failure that occurred? The fact that during the vigorous attempts to save the aircraft and the passengers the plane was sending data to the maintenance facility gives a clear evidence that there was some electricity in the plane, which is impossible in case of 100% system failure. So that aspect can be completely eliminated. Investigating the automated error messages, it included 19 warnings and 5 failure messages. The equipment failure messages included the failure of cabin pressure control, autopilot, and flight controls. The warning messages were about the disengaged autopilot and disagreement between the air data systems, also warning about the cabin vertical speed. These messages and data strongly point towards speed discrepancies that happened in the aircraft due to equipment failure. From this standpoint, pitot tube is also being implicated as the most likely cause of the disaster as Pitot tube is a component of the aircraft maintenance computer or the Aircraft Communications Addressing and Reporting System (ACARS). The system transmit messages via satellite to ground stations which were the same messages received by the ATC before the AF447 incident. Going by reports, based on Air France Airbus earlier incidents, it was identified that the existing Pitot tubes had a high probability of malfunctioning in cold and icy conditions. The problems that were highlighted at that time due to Pitot tube malfunctioning were fluctuating and wrong speed indications, automatic switch off of the autopilot, and even a false warning under extreme conditions. On 1st June, 2009 before AF447 vanished into the Atlantic, the first automatic error message that ATC reported was that the aircraft was fluctuating badly, which followed by automatics switch off of fly-by-wire system. On comparing both the reports and facts of the incident, the vulnerability of the pitot tubes that were attached to the aircrafts cockpit comes out more distinctly, which in turn decided the fate of the aircraft and its passengers on the doom day. A330-200 Airbus had three pitot probes fitted to its aircraft, so it seems like all the three pitot tubes got iced up simultaneously. Most probably, all three of them were unable to tolerate the extreme conditions faced by AF447. According to BEA investigation report, it was identified that the present pitot tubes are certified only to handle temperatures of -40C. From the meteorological details and satellite images obtained on crash day in and around the ITCZ area, it is very obvious that the aircraft was in the bulk of the cloud fields for a significant amount of time due to the heavy thunderstorms and the super-cooled water in the clouds may have blocked and disabled all the three pitot tubes. Pitot tubes malfunction had caused several incidents in 2008 and generated similar messages or print out data that preceded the flight AF447 crash in June 1, 2009. According to Hichri (2009, p.5), unlike other commercial airlines which upgraded their pitot tubes, Air France did nothing about the problem. Examining the initial physical evidence found on the scene and the information sent by flight AF447 before it crashed, investigators said that the aircraft went through a heavy turbulence without a fully functioning flight control system. The flattened and crushed nose cone of the aircraft tells the story of its high speed impaction with the water. Consequently, the pilot may have struggled to revive their flight management computers while the aircraft was breaking up due to excessive speed (Aviation Human Factors 2009, p.2). Failure of in-flight computer systems is not a novel issue. In fact, it was the mostly considered causal factor in previous aviation incidents. For instance, the causal factor in the shutdown of the busy Hartsfield-Jackson Atlanta International Airport in April 19, 2006 was caused by software malfunction. The communication failure between FAA Air Traffic Control Center and the aircraft in September 14, 2004 at the Los Angeles International Airport was due to the sudden and unexpected computer shut-down. The crash of Korean Air Flight 801 was also partly caused by malfunctioning Minimum Safe Altitude Warning system or MSAW and the failure of FAA to adequately manage the system. Another is the crash of American Airlines Flight 965, where errors in navigational computer programming are the leading cause of the incident. Similarly, the onboard automating reporting system in Air Frances Flight AF447 sent a total of 24 error messages while the computerized navigational systems failed throu ghout the aircraft (Wong et al., 2009, p.1-8).. After several months of investigation, the scenario depicting the final hour of Flight AF447 was constructed. (See figure C-1, p 35 in Appendix C). This scenario suggests that the horrific disaster was caused by a very small technical failure a false reading from the temperature sensor covered by ice crystals (Traufetter 2010, p.1). Since there was no more airspeed to gather and display, the autopilot and the automatic throttle system also malfunctioned and the computer automatically entered the emergency control mode. At this point, the pilot could no longer control the aircraft as it sped towards the ocean at 2, 500 feet per minute. As a natural reaction, it can be expected that the pilot tried every second to regain control of the aircraft by restarting the flight computer, but evidence suggests that he failed. The disaster in this scenario took place in a matter of four minutes after the pilot lost control of the navigational system due to failure of the temperature probe. Another causal factor suggested by Anleitner (2010, p.123) is the material used in the wiring of this type of aircraft. Kapton an insulating material used in the wiring of most modern aircraft has been shown to decay over time. The same material was one of the suspected causal factors in Swiss Air Flight 111 incident in 1998, TWA 800 disaster, and being considered as a potential contributing factor in the crash of Air France Flight 447 in the Atlantic. When completely decayed, this type of material contributes to short circuit or strong electrical arcing which can ignite fuel vapor. Computers have been blamed for several disasters including the death of 22 American servicemen due to faults in the Blackhawk helicopters computer-based fly-by-wire system. Similarly, an Iraqi Scud missile penetrated the U.S. military barracks due to the failure of the computerized Patriot missile defense system. The failure of the Hubble space telescope was also associated with programming error that shut down the onboard computer unexpectedly. Much worse is the downing of the Korean Air Lines flight 007, sinking of the HMS Sheffield in the Falklands, and the Nepalese A320 disaster caused by faulty software running a computerized fly-by-wire system (Forester Morrison 1994, p.3). The Flight Crew and Human Errors The flight crew of flight AF447 was very experienced but according to Kilner (2010, p.122), too much experience can make some people overconfident. There is, therefore, a possibility that the pilot of flight AF447 overestimated his capability and underestimated the danger ahead. The fact that the pilot decided to fly despite bad weather forecast is an indication of extreme confidence, which novice pilots would never do in such a situation. A less experienced person would probably delay the flight, re-route, or make an emergency stopover in an airport somewhere before the ocean. There is indeed a possibility of a pilot error or errors contributed by one of the crew. For instance, the first officer and the navigator are all working inside the cockpit and their functions if not performed correctly can lead to unimaginable disaster. The first officer is in charge of communication between the plane and the ATC and any mistake can put the plane in a critical situation. The first officer is also in charge of assisting the captain and can put the aircraft in or out of the automated mode, which if done out of procedure or if the captain is not aware can result in sudden or severe dive. Similarly, any wrong input of the navigator in the flight computer can result in wrong flight directions which are very dangerous (McCormick et al. 2003, p.120). In Air Frances flight AF447, the computer system had warned the pilot and the crew of faults very early in the flight. In fact, 24 error messages reached the Air France centre in Paris before the crash. The pilot could have heeded the warnings and turned back, but he never did and in fact took the chances maneuvering over numerous thunderstorms in the ITCZ area. Human error not only exists in inputs or confusions over a navigational chart and communication but does exist in ignorance of warnings also. According to Faith (1997, p.164), pilots are trained individuals that would likely follow set procedures precisely. However, these trainings and familiarity with procedures can sometimes create problems particularly when independent thinking is required. For instance, a certain pilot for Ariana Afghan Airlines Flight 701 flying from Frankfurt to London suffered the most fatal pilot problems a pilot could have indecisiveness. Having years of experience and training, the pilot was considered perfectly competent, but with a tendency to go by with routine procedures regardless of circumstances. Heathrow Airport was clear and most pilots decided to land on it rather than in the foggy area of Gatwick; however, the Ariana Afghan flight 701 pilot decided to land on Gatwick and while nearing the airport, thinking of something else, the pilot was surprised by a thick fog and tried to pull the aircraft nose up but it was too late. Consequently, a second pause killed 43 passengers and all the o ccupants of the house swept by the aircraft. Apparently, the pilot had a second thought on landing the aircraft at the Gatwick airport He was actually hesitating and this may be the reason why he was not concentrating and paused a moment during the approach. The possibility of human error in flight AF447 is great. Although, the weather is the major contributing factor that caused the instability of the aircraft, the warnings from the weather forecast and those released by the computer system could have saved all 228 passengers and crew, if the pilot listened to them and made emergency landing to the nearest available airport. Clearly, the pilot decided to depart from Brazil despite the bad weather on his route and while experiencing tremendous pressure from the ITCZ area, he never decided to return. Confusion inside the cockpit happens, and in an aircraft accident in Dulles International Airport in 1975, confusion over the approach chart and the air traffic controller instructions brought a descending aircraft to a ridge (Johnson Palanque (2004, p.20). According to Forester Morrison (1994, p.2), regardless if the problem is directly associated with computers, the cause of failure is eventually human error. This is because they were designed by humans and the software running them are also produced by humans. Another problem is human input which in many occasions is the cause of computer glitches. For instance, when an American Airlines jet crashed in Colombia, the investigators found out that the pilot missed one letter of the computer command. This very small error sent the plane crashing into the mountain and killed 163 innocent people. The pilot, the investigator reported, entered the coordinated for Cali, their actual destination was coordinates, but made a mistake in one letter of the code which sent the aircraft to the opposite direction towards Bogota (Pfleeger Atlee 2009, p.43). Incidents like these are good example how humans, regardless of advanced computer systems can take erroneous actions res

Background Of Language Learning Strategies English Language Essay

Background Of Language Learning Strategies English Language Essay This chapter covers the background of language learning strategies (LLS), the literature review including the definitions of key terms, classifications of LLS, the characteristics of LLS, the factors influencing the choice of LLS, evidences from previous research studies, the teachers role in LLS training, and theoretical concepts. 2.1 Background of Language Learning Strategies Research on language learning strategies has been conducted since the 1960s. Williams and Burden (1997, p. 149) stated that developments in cognitive psychology influenced much of research done on language learning strategies. In most of the research on language learning strategies, the principal concern has been on identifying what good language learners report they do to learn a second or foreign language, or, in some cases, are observed doing while learning a second or foreign language (Rubin Wenden 1987, p. 19). In 1966, Carton published The Method of Inference in Foreign Language Study, which was the initial effort to describe second language learners strategies. Then in 1971, Rubin began to conduct research regarding the strategies of successful learners and affirmed that, once acknowledged, such strategies could be made available to less successful learners. Rubin (1975) categorized strategies in terms of processes contributing directly or indirectly to language learning. Won g-Fillmore (1976), Tarone (1977), Naiman et al. (1978), Bialystok (1979), Cohen and Aphek (1981), Wenden (1982), Chamot and OMalley (1987), Politzer and McGroarty (1985), Conti and Kolsody (1997), and many others have also researched strategies employed by language learners during foreign language learning. 2.2 Literature Review 2.2.1 Defining concepts There have been many researchers trying to give a definition of the term language learning strategies. In the ancient Greek language, Strategy = strategia means generalship or the knack of fighting (Yi et al., 2007). In a more precise intelligence, strategy entails the most favourable supervision of troops, ships or aircraft in a designed operation while tactic is diverse, but is associated with sub-strategies which are the apparatus to accomplish the achievement of strategies. In non-military settings, the concept of strategy has been applied to the non-adversarial situations, where it has come to imply an arrangement, movement or an act is used for attaining a detailed purpose (Oxford, 1990). Oxford (1990) stated that strategies are particularly important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence (p. 1). Because they are very noteworthy, learning strategies have been broadly employe d in the learning field. Many researchers have tried to give definitions to language learning strategy using different terms and different concepts of their own which will be discussed in the following paragraphs. Many researchers have conceptualised variously the term language learning strategies. Strategy originates from ancient Greek language strategia, which implies fighting capability (Yi et al., 2007). Regarding military field, strategy is fundamental to troop surveillance, while tactic is a tool to achieve the strategic goal. Apart from militarism, strategy has been defined as preparedness to accomplish a target (Oxford, 1990). To develop communicative competence, strategies are indispensable to language learning (Oxford, 1990, p.1). For this reason, most researchers have viewed language learning strategy diversely as follows. Schemeck (1988) defined strategy as the performance of a set of actions (tactics) for accomplishing some goal and learning strategy as a chain of actions for accomplishing learning (p. 5). Weinstein and Mayer (1986) explained that learning strategies are behaviours and thoughts that a learner engages in during learning and that are projected to persuade the learners encoding process (p. 315). More specifically, Rigney (1978) gave a definition of a learning strategy as cognitive strategy which is used to indicate operations and procedures that the student may use to acquire, retain, and retrieve different kinds of knowledge and performance (p. 165). Rubin (1975) defined strategies as the techniques or devices, which a learner may use to acquire knowledge (p. 43). Later, Rubin (1981) did a study to discover cognitive strategies in second language learning and got to know the distinction between direct and indirect language learning strategies. In 1987, Rubin proposed language learning strategies as strategies which lead to the improvement of the language structure which the learner builds and which shapes learning from then on (p. 23). She also recommended that language learning strategies consist of any set of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval and use of information (p. 19). Bialystock (1978) defined learning strategies as optional means for exploiting available information to improve competence in a second language (p. 71). He then identified four kinds of language learning strategies: (a) formal practising; (b) functional practising; (c) monitoring; and (d) inferencing. According to OMalley et al. (1985), language learning strategies have been broadly defined as any set of operations or steps used by a learner that will facilitate the acquisition, storage, retrieval or use of information (p. 23). In this study, they classified twenty-six strategies into three subgroups: metacognitive, cognitive, and social-affective. In the same way, Chamot (1987) said learning strategies are techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information (p. 71). She proposed that some language learning strategies are observable, but some may not be. In a cognitive perspect ive, OMalley and Chamot thought of language learning strategies as the special thoughts or behaviours that individuals used to help them comprehend, learn, or retain new information (p. 1). Nisbet (1986) gave another explanation of language learning strategies as always determined and goal-oriented, but perhaps not always accepted at a conscious or deliberate level. They can be long-lasting or so speedy in implementation that it is unfeasible for the learner to bring back, recall or even be responsive that one has utilized a strategy (p. 25). Oxford and Crookall (1989) defined language learning strategies as steps taken by the learner to aid the acquisition, storage, and retrieval of information (p. 404). They noted that strategies may be used consciously but they can also become habitual and automatic with practice. Similarly, Oxford (1990) claimed that learning strategies are steps taken by students to enhance their own learning (p. 1), and she said they were specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations (p. 8). Scrella Oxford (1992) found that learnin g strategies were specific actions, behaviours, steps, or techniques-such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task-used by students to enhance their own learning (p. 63). MacIntyre (1994) argued that the term strategy implied active planning in pursuit of some goal, which was not something that would automatically occur. He emphasised the learners deliberate action of language learning strategies. He provided a different perspective of defining language learning strategies as the actions chosen by language students that are intended to facilitate language acquisition and communication (p. 190). The definition focuses more on learners intention and choice in using language learning strategies. In 1999, Nunan gave the definition of learning strategies as mental and communicative procedures learners use in order to learn and use language (p. 171). Four researchers, Chamot, Barnhadt, El-Dinary Rubbins (1999), defined learning strategies as the thoughts and actions engaged in, consciously or not, to learn new information (p. 1). Lastly, Hall (2001) referred learning strategies to goal-directed actions that were used by learners to mediate their own learni ng (p. 92). Researchers have recognized and illustrated language learning strategies which language learners use when they process new information and perform responsibilities (Hismanoglu, 2000). In the subsequent section, how different researchers have classified language learning strategies will be shortly summarized. Language learners should know exactly the strategies to be used in order to improve their achievement. Cohen, Weaver, Li (1996) argued that: Strategies for language learning and language use have been receiving ever-growing attention in the areas of foreign language teaching and learning (Oxford 1990, Cohen 1990, OMalley Chamot 1990, Wenden 1991, Brown 1991, Rubin Thompson 1994, Mendelsohn 1994, Mc Donough 1995). It is fair to say that language educators in many different contexts have been seeking ways to help students become more successful in their efforts to learn and communicate in foreign languages. The application of foreign language learning and use strategies is viewed as one vehicle for promoting greater success. A strategy is considered to be effective if it provides positive support to the students in their attempts to learn or use the foreign language. (p. 3) The Qualifications and Curriculum Development Agency (2009) defines successful learners as: people who own essential literate learning skills, numeracy and information and technology of communication. people who have good sense of creativity, are resourceful in identifying and problem solving. people who process information, reason, question and carry out evaluation by themselves. people who communicate in many means. people who understand how they learn and learn from their mistakes. people who are able to learn individually and work in groups. people who have world knowledge. people who enjoy learning and are motivated to achieve the best they can now and in the future. 2.2.2 Taxonomy of Language Learning Strategies Since the 1960s, the research of language learning strategies has been conducted by many language researchers (Wenden Rubin, 1987; OMalley et al., 1985; Oxford, 1990; Stern, 1992; Ellis, 1994). Most of these attempts to categorize language learning strategies are a sign of more or less the same classifications of language learning strategies without any fundamental changes. As below, OMalleys (1985), Rubins (1987), Sterns (1992), and Oxfords (1990) taxonomies of language learning strategies will be described: 2.2.2.1 OMalleys (1985) Classification of Language Learning Strategies OMalley et al. (1985, pp. 582-584) divide language learning strategies into three main subcategories: Metacognitive Strategies Cognitive Strategies Socioaffective Strategies A. Metacognitive Strategies It can be stated that metacognitive is a term to express executive function, strategies which require planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension, and evaluating learning after an activity is complete. Among the main metacognitive strategies, it is possible to include advance organizers, directed attention, selective attention, self-management, functional planning, self-monitoring, delayed production, self-evaluation. B. Cognitive Strategies Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself. Repetition, resourcing, translation, grouping, note-taking, deduction, recombination, imaginary, auditory representation, key word, contextualization, elaboration, transfer, influencing are among the most important cognitive strategies. C. Socioaffective Strategies As to the socioaffective strategies, it can be stated that they are related with social-mediating activity and transacting with others. Cooperation and questioning for clarification are the main socioaffective strategies (Brown, 1987, pp. 93-94). 2.2.2.2 Rubins (1987) Classification of Language Learning Strategies Rubin, who pioneered much of the work in the field of strategies, makes the distinction between strategies contributing directly to learning and those contributing indirectly to learning. According to Rubin (1987), there are three types of strategies used by learners that contribute directly or indirectly to language learning. These are: Learning Strategies Communication Strategies Social Strategies A. Learning Strategies They are of two main types, being the strategies contributing directly to the development of the language system constructed by the learner: Cognitive Learning Strategies Metacognitive Learning Strategies A.1 Cognitive Learning Strategies They refer to the steps or operations used in learning or problem-solving that requires direct analysis, transformation, or synthesis of learning materials. Rubin identified six main cognitive learning strategies contributing directly to language learning: Clarification/Verification Guessing/Inductive Inferencing Deductive Reasoning Practice Memorization Monitoring A.2 Metacognitive Learning Strategies These strategies are used to oversee, regulate or self-direct language learning. They involve various processes as planning, prioritizing, setting goals, and self-management. B. Communication Strategies They are less directly related to language learning since their focus is on the process of participating in a conversation and getting meaning or clarifying what the speaker intended. Communication strategies are used by speakers when faced with some difficulty due to the fact that their communication ends outrun their communication means or when confronted with misunderstanding by a co-speaker. C. Social Strategies Social strategies are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge. Although these strategies provide exposure to the target language, they contribute indirectly to learning since they do not lead directly to the obtaining, storing, retrieving, and using of language (Rubin Wenden, 1987, pp. 23-27). 2.2.2.3 Sterns (1992) Classification of Language Learning Strategies According to Stern (1992, pp. 262-266), there are five main language learning strategies as follows: Management and Planning Strategies Cognitive Strategies Communicative-Experiential Strategies Interpersonal Strategies Affective Strategies A. Management and Planning Strategies These strategies are related to the learners intention to direct his own learning. A learner can take charge of the development of his own programme when he is helped by a teacher whose role is that of an adviser and resource person. This is to say that the learner must decide what commitment to make to language learning set himself reasonable goals decide on an appropriate methodology, select appropriate resources, and monitor progress, evaluate his achievement in the light of previously determined goals and expectations (Stern, 1992, p. 263). B. Cognitive Strategies They are steps or operations used in learning or problem solving that require direct analysis, transformation, or synthesis of learning materials. In the following, some of the cognitive strategies are exhibited: Clarification/Verification Guessing/Inductive Inferencing Deductive Reasoning Practice Memorization Monitoring C. Communicative-Experiential Strategies Communication strategies, such as circumlocution, gesturing, paraphrase, or asking for repetition and explanation are techniques used by learners so as to keep a conversation going. The purpose of using these techniques is to avoid interrupting the flow of communication (Stern, 1992, p. 265). D. Interpersonal Strategies They should monitor their own development and evaluate their own performance. Learners should contact with native speakers and cooperate with them. Learners must become acquainted with the target culture (Stern, 1992, pp. 265-266). E. Affective Strategies It is evident that good language learners employ distinct affective strategies. Language learning can be frustrating in some cases. In some cases, the feeling of strangeness can be evoked by the foreign language. In some cases, L2 learners may have negative feelings about native speakers of L2. Good language learners are more or less conscious of these emotional problems. Good language learners try to create associations of positive affect towards the foreign language and its speakers as well as towards the learning activities involved. Learning training can help students to face up the emotional difficulties and to overcome them by drawing attention to the potential frustrations or pointing them out as they arise (Stern, 1992, p. 266). 2.2.2.4 Oxfords (1990) Classification of Language Learning Strategies Oxford (1990, p. 9) sees the aim of language learning strategies as being oriented towards the development of communicative competence. Oxford divides language learning strategies into two main classes, direct and indirect, which are further subdivided into six groups (cognitive, memory, and compensation under the direct; metacognitive, affective, and social under the indirect class) (see Figure 1). Each of six groups shown above has some more concrete strategies, as shown in Table 1 and Table 2. Some language learning strategies which relate with learning directly are called direct strategies. All direct strategies require mental processing of the target language, but the three groups of direct strategies (cognitive, memory and compensation) do this processing differently and for different process (Oxford, 1990). Cognitive strategies, such as practising or analysing, enable learners to understand and produce new language by many different means. Memory strategies, such as grouping or using imaginary, have highly specific functions. They help students store and retrieve new information. Compensation strategies, like guessing or using synonyms, allow learners to use the language despite their often large gaps in knowledge. Other language learning strategies are called indirect strategies because they support and manage language learning without, in many instances, directly involving the target language (Oxford, 1990). Indirect strategies are divided into metacognitive, affective and social. Metacognitive strategies allow learners to control their own cognition; that is, learners can coordinate their own learning processes by using study habits such as centering, arranging, planning and evaluating. Affective strategies help regulate emotions, motivations and attitudes. Social strategies help students to learn through interaction with others. Indirect strategies are useful in virtually all language learning situations and are applicable to all four language skills: listening, reading, speaking and writing. 2.2.3 Characteristics of Language Learning Strategies Clouston (1997) maintains that the terminology is given differently by researchers, some use the terms learner strategies (Wendin Rubin, 1987), others learning strategies (OMalley Chamot, 1990; Chamot OMalley, 1994), and others still use language learning strategies (Oxford, 1990a, 1996), but there are a number of fundamental characteristics in the commonly acknowledged analysis of LLS. First, learners generate LLS which are steps taken by learners of the language. Second, LLS improve language learning and facilitate enlarge language competency, as feedback in the learners skills in listening, speaking, reading or writing the L2 or FL. Third, LLS might be able to be seen (behaviours, steps, techniques, etc.) or unseen (thoughts, mental processes). Four, LLS engage information and memory (vocabulary knowledge, grammar rules, etc.). Reading the LLS literature, additional aspects of LLS are less consistently acknowledged. Oxford (1990a) and others such as Wenden and Rubin (1987) distinguish an aspiration for control and independence of learning on the part of the learner all the way through LLS. Cohen (1990) persists that only mindful strategies are LLS, and that there must be a selection about the part of the learner. Strategy transferring from one language or language skill to another is an associated purpose of LLS, as Pearson (1988) and Skehan (1989) have argued. In her teacher-oriented text, Oxford sums up her opinion of LLS by citing twelve vital qualities. Additionally, she states that LLS: let learners become more self-directed enlarge the responsibilities of language teachers are problem-oriented include many points of view, not just the cognitive can be educated are changeable are manipulated by a wide range of factors (Oxford, 1990a, p. 9) 2.2.4 Factors Influencing Strategy Choice There are several factors which affect the second language learner with regard to types of strategies she or he chooses to use. Oxford (1994) concluded available research on how the

Hindu Gods in the Rig Veda :: essays research papers

The Hindu Tradition 1.) Agni Agni is mentioned as many different things such as: the household priest king god of sacrifice, most brilliant leader of all gods, wish granter, shines up in darkness, guardian of the order, lord of power and master of sacrificed food, always included in sacrifices to other gods, favorite priest, sharp sight of a poet, great speaker who inspires all with his shining speech, the first god to rejoice in human friendship, lord of tribes, the chief priest who finds riches and a combination of Indra (the strongest of all except Agni) and the wide striding Vishna who is worthy of reverence. Worshippers of Agni want to: hold a safe household, find riches and treasure, grow as a person in wealth and happiness, give animal (human?) sacrifice to him, be inspired by his speeches, protection of their tribes and always be granted what they wish for. Angiras Angiras was mentioned just once in this text as the mediator between heaven and Earth. This name is related to the English word: Angel. Varuna Varuna was said to have spread out the Earth, extended the air above the trees, put strength in horses, milk in cows, will power in the heart, fire in waters, the sun in heaven, Soma upon the mountains, caused rain by pouring his leather bag, moistened the Earth, to be the magic (maya) worker and measured the Earth to the Sun with a measuring rod. Worshippers of Varuna ask for reconciliation from him and forgiveness of sins or offenses. Mitra and Aryaman These two were listed but there were not any writings about them except that they did have powers. I wonder whether Aryaman is the Leader of the gods for the Aryan people or tribe. Manu The first man on Earth according to the Rig Veda, he is the Clan founder or Adam, Noah, Abraham or Moses. He is only listed on these texts. Indra Indra is mentioned in these texts as: the bull, the strongest of all that exist (except Agni), he is one of the most honored besides Agni, the warrior king of 33 gods of Manu, wielder of thunderbolt, a killer of dragons, killer of the first born dragon, overpowering the wily tricksters, the god who brought forth the sun, heaven and dawn, not having anymore enemies after Vritra, the greatest enemy of Indra, who challenged Indra, who is without shoulders. Indra killed Vritra with a thunderbolt, broke his nose and crushed him.

Steroid Use in Sports :: Papers Steroids Drugs Essays

Steroid Use in Sports Steroid use has become very common in the world of athletics. Steroids are no longer just used by body builders. Steroids are now becoming widely used in all sports such as baseball, football, track and field, and ice hockey. Steroids have become easy for just about anyone to get their hands on them. This has become a serious problem that needs to be taken care of immediately. A steroid is a laboratory-made version of the human hormone testosterone, which is primarily found in males. Steroids are taken by athletes to enhance the growth of muscles. There are however, certain kinds of steroids that do enhance the growth of bones. The use of steroids creates many risks that are often looked over when compared to the benefits. Some of these risks include damaging important body organs such as the liver and kidneys; some of the other risks include shrinkage of testicles in men and they may create bad breakouts of acne. There are also other side effects which result in thicker skin and courser facial hair (Mihoces, 2000) (Conaway, 1998). The problem of steroid use exists everywhere including all ages from young middle school students to forty-year-old men. A Penn State professor states in the USA Today web site that approximately 175,000 teenage girls and 375,000 teenage boys have used steroids at one time or another (Michoces, 2000). This is a serious problem when teenage boys and girls are using steroids. Unless using one specific steroid, all of these teenagers are going to stunt their growth because the most common steroids used completely halt the growth of bones and increase the growth of muscles. Many people take steroids for many different reasons but most of the athletes that take steroids take them for one reason and that is to become better at what they do. Some of the reasons that athletes take steroids are because the competition is so high. In the sport of Major League Baseball for instance, only around seven hundred players participate in a single season. There are approximately 7,100 players that play professional baseball all together, including the minor leagues. The average career in the major leagues only lasts 2.7 years. This is a rather short career and considering the amount of money to be made, every player would like to play as long as he possibly can.

Rev. Arthur Dimmesdale and Purification Through Death in Hawthornes Scarlet Letter :: Scarlet Letter essays

The Scarlet Letter:   Dimmesdale – Purification Through Death Although Nathaniel Hawthorne’s The Scarlet Letter is primarily the story of an adulteress atoning for her sin and conquering the insignia which brings torment to her spirit, the quest of the partner in her sin, Arthur Dimmesdale, is no less important and even more painful.   His quest, simply phrased, is to glorify God through his priesthood and expiate his sin of adultery - to save his soul -   while protecting his reputation.   To do so, he tries to continue day by day to do the work of the Lord which he so loves, while relegating to the darkest, most secret recesses of his heart the crime which he so hates.   Only in private does he torture himself for both his original sin and his continued deceit.   He nearly fails in his quest to be a holy man, as the horrific deed that he committed nearly kills him through self-hate and illness of spirit. Eventually, however, he succeeds in conquering his fears of humiliation and stands triumphant, publicly repenting for his m isdeeds and dying clean of soul. It is not known until well into The Scarlet Letter that Arthur Dimmesdale is Hester Prynne’s lover, but by this point, his conscience has already begun inflicting a woeful penalty on his spirit: "His form grew emaciated; his voice...had a certain melancholy prophecy of decay in it; he was often observed...to put his hand over his heart with...paleness, indicative of pain" (106).   Although his reputation is flawless and his parishioners believe that through death, he is to be called to a higher plane of existence, Dimmesdale says with what is believed to be humility that his looming death is "because of his own unworthiness to perform his mission here on earth" (106).   In retrospect, this marks the beginning of a critical and fatal duality of Dimmesdale’s character: the public believes he is a saint, while Dimmesdale knows himself the vilest sinner.   His refusal to confess his misdeed only compounds his guilt, which is symbolized by his rapidly deteriorating phy sical condition.   However, it remains his strategy to hide his sin, letting it fester in the dark. It is at this point that Roger Chillingworth, physician and Hester Prynne’s husband, comes into Dimmesdale’s life.   Chillingworth’s duty is to administer medical treatment to the ailing clergyman.   In doing so, however, he comes to notice a strange quality to Dimmesdale’s character that leads him to suspicion.

Bill Gates & Steven Jobs

Bill Gates & Steven Jobs The technology term today is growing rapidly in hi competitor between different companies, and between different company leaders, and in this essay I will compare two famous people in this field. These two famous persons are Bill Gats Steven Jobs . However, Gates and Stevens share some surprising similarities. Some of you may think that because Gates and Jobs work at the same field; which is technology. These two persons are similar because of three main reasons, they have the same characteristic, the same education situation, and the same failed of the job.One major similarity of these two persons is the special characteristics that they have. For example, both Steven Jobs and Bill Gates are intelligent innovative thinkers who have always new things to show and give to the world, and also both of them are known as the best-known entrepreneur of the personal computer revolution in the modern age. Moreover, Bill Gates has this energetic spirit which spread to cover all the people who are surrounding him, and also Steven Job had this special thing which admires the others and encourages them. Therefore, because of these special qualities that they both have they become famous and popular.Another similarity between Gates and Steven is the situation that they both had in their education. They both had been dropped from the college and then they complete studying by their self. Actually, Bill Gates had been dropped from Harvard University because he had some problems in studying in the sophomore year. On the other hand, Steven Jobs had been dropped from Reed University because he had some problems in covering the tuition fees. Moreover, Steven Jobs and Bill Gates have big similarity because of the same field that the both work in which is technology.To illustrate, Steven Jobs worked at Apple, and he is the best known as co- founder, chairman, and chief executive officer of Apple Inc. In contrast, Bill Gates is the best known chairman of Microsoft company , and everybody know well that these two companies are the greatest in technology From the information given, we can say that these two persons are the largest contributors of the modern technology revolution. Also, we can infer that there a lot of similarities between them which represented in characteristic, education, and the field of job. Therefore, these people perpetuate their names for their big achievements that they did.