Causes of the Charkha Dadri Mid-Air Collision

Causes of the Charkha Dadri Mid-Air Collision Introduction On 12th November in the year 1996 over the village of charkha Dadri, the fateful charkha Dadri mid air collision, involved two Saudi Arabian airlines Boeing 747-100B that was en route to Dhahran from New Delhi, and a Kazakhstan Airlines IIyushin II-76 that was en route to Kazakhstan from Shymkent (Cooper 2). The crash caused total fatalities of 349 people who were on board in the two planes with no survivors making it the world’s deadliest mid air collision and the deadliest aviation accident to occur in India. The accident was rated as the third- deadlist aircraft accident in the history of aviation behind Tenerife airport disaster and Japan Airlines (Cooper 4). Facts about the accident According to the investigations carried out the Boeing 747-100B from Saudi Arabian airlines, which was registered as HZ-ALH (SVA763) was flying from Indira Gandhi int’l Airport Delhi India to Dharan international airport Dhahran Saudi Arabia with 289 passengers and 23 crew member making it a total of 312 people on board (Burns 3). The second aircraft wasUN-76435 (KZA1907) a llyushin II-76 operated by the Kazakhstan airlines flying from Shymkent int’l airport to Indira Gandhi int’l Airport with 27 passengers and 10 crew members making it a total of 37 people on board. The SVA763 departed from New Delhi at 18:32 local time while the KZA1907 was at the similar time descending to make its landing at New Delhi (Burns 2). The two flights were under the approach controller VK Dutta. KZA1907 was cleared to go down to 15,000 when 74 miles from the airport while the SVA763 which was also travelling on the same airway but in the opposite direction was also cleared to ascend to 14,000 feet eight minutes later (Burns 4). At 18:40 local time KZA1907 gave a report to have reached its assigned altitude of 15,000 feet but was lower at 14,500 feet at was still descending (Burns 2). When the controller Dutta called the KZA1907 again he received no reply, he tried to warn of the other flight’s distance but the timing was too late. The two aircraft collided where the tail of KZA1907 cut through the SVA763’s left wing and the horizontal stabilizer. The crippled Boeing after being hit lost control and went into hasty descending twisting motions towards the ground with a huge fire trailing from its hit wing (Ashraf 3). Due to the stress in the air the Boeing broke up in air before the wreckage hit the ground with an estimated speed of 1,135km/h. Owing to the speed that the plane was descending with it was almost impossible for anyone to survive the crash. On the other hand the IIyushin remained structurally unbroken as it went in a firm but fast and hysterical dive until it crashed in the field (Cooper 4). After the arrival of the rescuers, they discovered four critically injured passengers from the IIyushin carried first aid and rushed them to the hospital. The four injured later died due to the fatal injuries they succumbed. Connectively, other two passengers from the Saudi flight also were found to have survived the fatal crash as they were still strapped to their seats on the wreckage aircraft. However, due to internal injuries the two passengers also died soon after the rescue (Burns 3). Thereby making it that there were no any survivor from the mid air collision as all the passengers and crew members in the two aircrafts died. According to the only eye witness to the accident, Captain Timothy J who is a pilot attached to the United States Air Force, he described the event as fatal where he saw a huge cloud that was lit up through an orange flame. The crash happened about 60 miles west of Delhi , the Saudi aircraft crashed near Dhani village which is in Bhiwani district while the Kazakhstani aircraft wreckage hit near Borohar village in Rohtak district (Ashraf 3). Human Factors After the investigations were carried out the Saudi Arabian airline took its Boeing 747 cockpit equipment to London England rather than India while the Kazakh place was taken to Moscow. The ultimate failure was attributed to the Kazakhstan airlines flight 1907’s pilot neglecting to follow the ATC instructions. Alternatively, whether there were cloud turbulence or communication problems (Ashraf 2). According to the commission of inquiry that was set up to establish the main cause of the accident, it was concluded that the accident main cause was the fault of the Kazakhstani II-76 Commander who as per the FDR evidence had descended from his assigned altitude of 15,000 to 14, 500 feet and afterwards even lower. It was due to breach of operating procedure which every pilot is expected to follow without deviation as it gives guidelines on how to steer the aircraft. The report also indicated that deficient of English language experience on Kazakhstani aircraft pilot’s part si nce they were entirely, dependent on their radio machinist for connections with the ATC (Cooper 4). Another factor that contributed to the crash in the Kazakhstani aircraft was that the radio operator did not have his own flight instruments he had to look over the pilots’ shoulder for his to access the reading. According to the report from the Kazakhstani officials the aircraft had descended while the pilots were fighting turbulence inside a thick cumulus clouds. It was also established that Indian air controllers also were complaining that pilots from Kazak occasionally, puzzle their calculations since they are familiar to using the metric structure to standardize height and distance. Kazak pilots normally use different methods of calculation while the rest of the world use nautical miles and feet (Burns 4). It was also established that the Kazakhstani 1907 radio operator discovered that they were not flying at the assigned 15,000, feet and requested the pilot to ascend further. The captain issued instructions for full throttle and the aircraft ascended a little only to hit the oncoming Saudi planes. It is always said that the Kazakhstani pilots had failed to climb slightly, their aircraft would have slightly passed beneath the Saudi plane (Burns 11). Moreover, the Indira Gandhi international airfield did not have secondary surveillance radar as required by aviation laws. The radar is used in providing extra data for example the aircraft’s identity and height by reading the transponders signals. Additionally, the New Delhi civilian airspace had one air corridor for arrivals and departures, most airports separate departures and arrivals into separate corridors this was since the rest of air space was taken by Indian Air Force (Ashraf 6). Conclusion After the Charkhi Dadri mid-air  collision recommendations were made for the airspace and the airport so that they could avoid such future catastrophe among them were installation of secondary radar in the air port. Secondly, a mandatory collision avoidance equipment n all commercial aircrafts operating in Indian air space and reduction of airspace over New Delhi which was initially under the Indian air force. The Kazakhstani pilots were also to be retrained in using world wide readings of nautical miles and feet so as they can be as the rest of world wide pilots. Works cited Ashraf, Syed F. Charkhi Dadri collision report expected this weekend. Rediff (New Delhi). 2013. print. Burns, John F. (14 November 1996). Indian Officials Gather Evidence on Midair Collision. The New York Times. 1996. print. Cooper, Kenneth J. At Least 349 Are Killed in Collision. The Washington Post. 1996. print

David Suzuki Essay

David Suzuki is an award-winning environmentalist, scientist and broadcaster. He also dabbles in radio and television series that go into detail about the complexities of the natural sciences in an easy and fascinating way. Finish Intro Paragraph – any tips, mother? David Suzuki is first and foremost, a geneticist. He graduated from Amherst College in 1958 with an honors degree in biology. He moved onto graduate school at the University of Chicago with a PhD in Zoology. Suzuki’s first academic position was an assistant professor in Genetics at the University of Alberta. After his assistant practices at Alberta, he moved on to where he now resides, at the University of British Columbia. David Suzuki has been honored with many awards. In 1972, he was awarded the E.W.R. Steacie Memorial Fellowship for being an outstanding research scientist under the age of thirty-five and he held that award for three years straight. He won many academic awards and holds twenty-five honorary degrees in Canada, the United States, and Australia. Suzuki has written fifty-two books, including nineteen children books. He wrote a textbook, in 1976, named An Introduction to Genetic Analysis that is the most widely used genetics textbook in the United States. This book has been translated into many other languages, including Italian, Spanish, Greek, Indonesian, Arabic, French, and German. Suzuki has not only tinkered around in writing, but broadcasting as well. In 1974, he developed and hosted a science program called Quirks and Quarks that was displayed on CBC radio for four years. Since then, he has presented two documentary CBC radio series relating to the environment, named It’s a Matter of Survival and From Naked Ape to Superspecies. His national television debut began with CBC in 1971 when he wrote and hosted his two season series, Suzuki on Science. He created and hosted a number of television specials, and in 1979, he became of host of The Nature of Things with David Suzuki, which rewarded him with numerous awards. He participated in a series, A Planet for the Taking, which won an award from the United Nations. In 2002, he received an award for his broadcasting excellence. David Suzuki is also a world leader in sustainable ecology. He is the recipient of many world-known prizes and medals, and has been granted with the Right Livelihood Award, which is known as the Alternative Nobel Prize. Not only has he received awards and presented series, but also he has co-founded his own Foundation. Suzuki felt as  though he was just â€Å"a messenger telling people about the crisis that is happening† and that he didn’t have any solutions (Suzuki 219). As he was working on making people more aware, he was receiving feedback of people feeling motivated from his words. With this feedback, Suzuki realized that he â€Å"had a responsibility to suggest potential answers† (Suzuki 220). With the help of Tara Cullis, an award-winning writer and former professor at Harvard University, the David Suzuki Foundation was instituted on September 14th, 1990. The goals of the Foundation are to protect the climate, create livable communities, establish environmental rights and justice, transform the economy, connect with nature, and build the community. The David Suzuki Foundation has worked with doctors to fight for clean air, published energy solutions, brought voices from NHL hockey players and Olympic Skiers to advocate for going carbon neutral, helped governments ban pesticides, protected species at risk, researched contaminants in farmed salmon, and worked with chefs to switch to sustainable seafood. The Foundation has even addressed economics, assessing the value of greenbelts (an area which is kept and reserved to ensure that there is open space), farmland, and other ecological services, and published a guide on how businesses can shrink their environmental impact. Nat ure sustains the economy. At least that is what Herman Daly, a senior economist at World Bank and teacher at University of Maryland’s School of Public Affairs, states in David Suzuki’s (and Holly Dressel’s) book, From Naked Ape to Superspecies. Daly states that, â€Å"’you sacrifice some of the natural system when you convert it into man-made things’† (Dressel and Suzuki ?). There needs to be a balance between the costs and benefits. In the past, there hasn’t been a focus on that balance. A cause of this unbalance and sacrificing lays with corporations. In Professor Brad Howard’s Journalism 190 class, the movie, The Corporation, was assigned for the students to watch. The Corporation is a Canadian documentary film that examines the modern-day corporation. The corporation is legally bound to put its bottom line ahead of everything, even the public good. In From Naked Ape to Superspecies, corporations are explained from a variety of sources. Jane Ann Morris, a corporate anthologist who works with a group called Program on Corporations, Law, and Democracy, stated that corporations have squeezed themselves into democracy, replacing the human persons. Even though the corporations are not people, they have been given  the same rights. The corporations are â€Å"reducing the rights of humans† (Suzuki and Dressel ?) and putting itself ahead of the people. According to the textbook in Brad’s class, The Problem of the Media by McChesney, â€Å"corporate societies† or â€Å"corporations† are corporate bodies that are legally authorized to act as a single individual. Brad assigned an academic journal for us to read, called Corporations, Democracy, and the Public Good by Stephen Barley. Barley states a thesis about the republic, â€Å"people are now separated from their representatives by an asteroid belt of organizations and among the most powerful of these are corporations and their trade associations† (Barley 203). In an interview with Lynette Thorstensen in Habitat Australia, David Suzuki stated that this situation with the corporations is not beyond the people’s grasp just yet. What is needed to occur are regulations and controls on the global level. An example that Suzuki provides is if a multinational company was found to be profiting through the dumping of wastes, the company should be fined to such a degree that continuing to behave like a pirate would cost more than the actual profit. Suzuki thinks that we need to keep the corporations exposed. David Suzuki is related to journalism and corporations, or at least his opinions are. Sustainable ecology is related to journalism and corporations. David Suzuki is a world leader in sustainable ecology. In order for the environment to be protected, the government needs to be involved. In order for the government to prosper, the environment needs to be cared for. As an environmental enthusiast, I had no clue that corporations played such a crucial role in the environment issues. Not only was I unaware about how the corporations were linked with environment issues, but I did not know that David Suzuki had ever addressed it. I think that’s something that Brad has tried to include in the class – corporations and their hiding. The reason I didn’t know corporations were involved in this issue, was because corporations influence the media and by their influence, they wish to be invisible in their link with th ese issues. Framing is what they call it. Framing is where a news media puts the shareholders first. If a corporation invests in a news media, the media shapes the information being shared and how we see topics/issues. So, I didn’t get to see the corporation’s influences, since they didn’t want the public to see them. Framing is a popular topic in Brad’s class. The media  frames issues all over the place. So once I discovered that issue among David Suzuki’s research, my mind was opened and aware. I think it all brings a new light to David Suzuki. Not only does David Suzuki care about the environment and protecting it, he cares about the impact of the government and corporations. David Suzuki †¦ any tips for the conclusion, mother?

Personal Philosophy of Education Essay

Teaching is mostly a social activity; it begins with social interactions between teachers, students and their peers through conversation and demonstration. The information received in these social interactions is then processed cognitively in their working memory and hopefully stored in their long term memory. This learning process has two main stages the social stage and the cognitive stage which then can be broken down into many other stages. Given that that social interaction and cognition are in my opinion the most fundamental parts of learning I have gained much interest in Vygotsky’s sociocultural theory. The true direction of the development of thinking is not from the individual to the social but from the social to the individual’, (Vygotsky, 1986, p. 36). This idea argues that the social relationship between the teacher and learner is crucial in their cognitive development and that the information learned by the student is not simply passed down from the teacher but it is constructed internally through mutual social interactions. The importance of social interaction means that as a teacher I must use every opportunity I can to allow students to be involved socially while building their knowledge. This will involve planning lessons which involve carefully guided class discussions. This allows students to express their views while the teacher can guide their thinking and correct them if needed. I believe learners mostly process new information by comparing it to previously stored information. In many cases the teacher may need to show the student how it is related to the new information by comparing it to what the student previously learnt. It is the teacher’s job to bridge the gap between known and unknown and I believe this is best described using Vygotsky’s zone of proximal development. Vygotsky (1986) argues that it is the teacher’s job to assist the student to build on their previous knowledge rather than just provide them with new information, turning them into passive recipients. Allowing students to process information critically with some guidance leads to better understanding and allows students to regulate their own learning. In order for this to be effective the teacher must be aware of the different ability levels of the students as if the information is placed outside of their proximal development zone they will be only memorising information without truly understanding its meaning. In my classroom I would aim to have knowledge of all my students’ abilities so that I may pose questions within their zone of proximal development which will then deepen their understanding of the topic. There are many simple ways of doing this such as giving analogies that compare pieces of information in a way that they understand or by giving them hints about the correct method to solve the problem. Education is a lot more complex than having knowledge of relevant theories. This is due to the huge diversity among students who may have different ethnicity, socio economic status and moral values. These are all external factors which are mostly out of the teachers control and while it is important to consider these differences I believe motivation is the key to allowing students to get the most out of their education. Current views conceptualise motivation as a dynamic and complex phenomenon comprising many cognitive, affective and social processes that instigate, direct and sustain action (Pintrich & Schunk, 2002). Given that motivation is sustaining the student’s interest in their learning it is up to the teacher to keep them motivated. A cognitive approach to motivation is achievement motivation which allows students to build on their successes by motivating them to be successful in the future. This can only be achieved if the knowledge is within the student’s ability which once again reinforces to me the importance of being aware of my students’ abilities and using their zone of proximal development to its full advantage. Having the ability to motivate and understand students differences are traits which I believe are essential for a successful teacher but in order to possess these abilities the teacher must first be able to build a quality relationship with the students. When there are high levels of closeness and low levels of conflict and dependency, students are more likely to be motivated to succeed, to feel successful in educational pursuits and, consequently, to perform better than students without such supports (Koomen, Zee, Van der Veen 2013). The research shows that positive student teacher relationships not only improve academic achievement but allow students to work more independently. As a teacher I will strive to build these quality relationships in which I can allow students to work independently with some guidance. This will allow more freedom in their learning and will ultimately motivate them towards better academic achievement.

The Ethical Dilemma Of The Death Penalty - 1814 Words

Chapman Evans Dr. Jarrod Brown Law, Morality, and Philosophy 9.22.17 The Ethical Dilemma of the Death Penalty as Viewed From a Utilitarianist and a Deontologist Viewpoint There are many ethical issues that beset our society in this day and age. This paper will discuss the ethological dilemma of the death penalty from the perspective of the philosophical outlooks of Utilitarianism and Deontology, present arguments in light of both, and proceed to show why Deontology offers the best insights into the justification for the death penalty. The death penalty, also known as â€Å"capital punishment†, is, â€Å"the sentence of execution for murder and some other capital crimes (serious crimes, especially murder, which are punishable by death).† (Death†¦show more content†¦Using this definition, Mill’s version of Utilitarianism would only agree with the death penalty IF the death of the criminal maximized the happiness of that specific society. A Utilitarian is one who believes that an action is morally right or wrong based on the effect it has on a society’s happiness. If the end result causes a decrease in society’s overall happiness, then the action would be deemed morally wrong. The opposite is true as well; individual actions that proceed to increase the overall happiness of a society are pronounced as morally just and are highly desired. This viewpoint characterizes an individual as notable, if and only if their personal sacrifice for others results in the greatest possible happiness for the society at large. In Utilitarianism, happiness is the only thing desired and is what all humans aim for as an end result. When applying Utilitarianism to the ethical dilemma that is the death penalty, the answer is never that people should be killed for punishment of a crime, but rather that it should be done to stop further crime. 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