Impact of Globalization on Cultures Essay Example | Topics and Well Written Essays - 1000 words

Impact of Globalization on Cultures - Essay Example These countries import this labor from poor nations through globalization at no or very little cost (Effland et al, 2008). In addition, globalization has led to fierce competitive global markets that conduct business unethically. Moreover, through globalization, the terrorists have gained access to many countries including America and commissioned fatal attacks. Most significantly, globalization has led to the undermining of the indigenous culture by western adventures through acts of colonization and imperialism. As a result, colonized states are now prone to cultural invasion subject to the muted cultural disorientation. At the same time, the free production, distribution, and consumption of cultural goods and services has negatively led to commercialization of culture. Furthermore, globalization has led to the spread of fast foods across the world leading to adverse health impacts. Nevertheless, the positive impacts of globalization on culture supersede the negative impacts with a huge margin. In the medical field, the impact of globalization is synonymous. It affects the health care services and the health care professionals. There is convenient movement of patients from one country to another in search of better and cheaper health services. For example, some countries like India offer cheaper and professional surgical services than the US hence leading to medical tourism (International Society for Quality in Health Care, 2005). This program attracts many benefits to the patients who cannot afford expensive treatment in their home countries. We equally have the free movement of medical professional from one country to another for purposes of rendering treatment and in search of better pay. However, this... This essay approves that the positive impact of globalization is the spread of education where all genders can now seek for higher education from the best educational facilities in the world. In the recent times, we have seen many people from the poor and developing nations pursue their education in the developed countries like the US. Similarly, individuals can now access online education via the internet. Furthermore, globalization allows the spread of knowhow and innovations from the developed nation to the developing nations. Notably, the spread of medical innovations is significant in according better treatment to all nations. In addition, there has been considerable integration of culture, preservation of culture, quick access to various cultural heritages via the internet because of globalization. Globalization has equally led to the introduction of high quality goods in the market, new industries, and subsequent economic growth. The introduction of new industries further crea tes employment and investment opportunities in the developing nations. This report makes a conclusion that globalization promotes the investment and capital flows where countries like India that attract foreign investment thus giving developed countries like US good investment proposition. In matters of security, globalization boosts world security in that the international courts of justice and the understanding between the security agencies of reference countries allows the apprehending of terrorists from their hind outs thus curbing global terrorism.

The Obstacles and Hardships while Building the Transcontinental Term Paper

The Obstacles and Hardships while Building the Transcontinental Railroad - Term Paper Example This railway line was referred to as Overland Route (Burger 126). The China immigrant, Celestials, constructed the Central Pacific line. They were perceived weak to work in this line, but they proved that they could work perfectly in the railroad construction. They were employed to work in the construction of the Central Pacific line. Most of the Chinese were miners, or worked in kitchens and did laundries in service industries; others were imported in large numbers from China. The Chinese laborers went on strike because the three dollars a day wage was too little compared to the work that was being done on the railway (Uschan 241). The Irish laborers and the veterans of the Confederate armies and Unions built the Union pacific line. Brigham Young who was the President of the Church of Jesus Christ of Saints yearned that the railway to be completed so that it could promote immigration and promote the growth of population in Salt Lake City, Utah and Ogden. Brigham and the Union Pacific made a labor contact that saw the Mormons have the sole responsibility of building the Union Pacific rail in Utah. They were also allowed to blast and tunnel across the canyon in Weber River (Cooper). The construction work of the transcontinental railway was manually done using black powder, used as explosives, horses, wheelbarrows that were used to ferry materials for construction, shovels, axes and mules. The construction work involved operations like tunneling, building bridges, engineering, masonry, surveying, blacksmithing, track laying, telegraphing and cooking. After completing the work, some Chinese went back to China; others settled in Western nations and got occupations as laundrymen, miners and restaurateurs. The Chinese that opted to settle in the States got land and settled along the Pacific Coast and San Francisco Bay (Cooper). The transcontinental railroad was completed in

Crevecoeur in America Essay Example for Free

Crevecoeur in America Essay Hector St. John Crà ¨vecoeur is certainly not one of the greatest figures of American history, but he can at the very least be credited with having been witness to a great deal of some of the key events that lead to the inception of the United States of America in the 18th century.1 Crà ¨vecoeur saw the burgeoning nation under many different angles during different periods of American history2. This coupled with the fact that as a foreigner who lived in the colonies he was able to step back and appraise American life and culture and be also able to see it from the inside. This essay will focus on the American life of Hector St. John de Crà ¨vecoeur and attempt a sketch of how his life took place and how the colonies and the new American nation affected him. Firstly we will examine Crà ¨vecoeur’s life in the colonies, including his living conditions, regions he inhabited and his overall situation during his time there. Secondly, we will review his experiences in the colonies and North America. Thirdly we will attempt to see how, when and by whom was Crà ¨vecoeur influenced during his time in America and what effects this had on both the United States of American and Crà ¨vecoeur himself. Michel-Guillaume Jean de Crà ¨vecoeur – or St. John de Crà ¨vecoeur as we would later know him – would first set foot in North America in Canada in 1754. Fighting under the Montcalm during the French-Indian War, Crà ¨vecoeur left Canada for the English colonies where he worked as an itinerant merchant allowed him to envision many aspects and parts of North America. In 1759 he eventually settled down in Orange County in New York and became a citizen of the colony, changing his name to John Hector St. John.. Crà ¨vecoeur took up a life of farming and raised a family, while still keeping in touch with the outside world albeit staying out of its affairs almost entirely. After the upheaval of the Revolutionary War and a five-year long return to France, Crà ¨vecoeur eventually returned to New York in 1783 in the capacity of First Consul of his Christian Majesty to the State of New York. In this lofty position Crà ¨vecoeur toiled to establish trading between the American  colonies and the French crown. In addition he also informed France and through France, Europe of what the lives, people and the continent of North America was truly like. Although Crà ¨vecoeur’s sojourns in the colonies were no doubt a source of great pride and accomplishment, they were also a time of hardship, suspicion and uncertainty. St. John de Crà ¨vecoeur’s experiences in North America and the colonies within were varied. In turn his life there was filled with successes. After being a competent soldier for France he became a farmer and raised a family that he loved and was proud of. He eventually reached a position of at least symbolic power where he found himself in a position to both help his motherland as well as foster greater understanding, appreciation and maybe even prosperity for a land and a nation that had been his home for most of his life. However, if one were to equate Crà ¨vecoeur’s experiences on the continent to be purely idyllic one would be sorely mistaken. In addition to the hardships of rural life he also had to experience suspicion and imprisonment during his time there. Crà ¨vecoeur, although naturalized as an American, was still very much a Frenchman. Although very much liberal for his times Crà ¨vecoeur still retained a healthy respect for religion and monarchy, twin pillars of the French elite. He was also enamored with English society and government, considered far more liberal and egalitarian by the French philosophers still under the reign of an absolute monarchy. His first book was in fact dedicated to Abbot Raynal whose work â€Å"Histoire philosophique et politique des à ©tablissements des Europà ©ens dans les deux Indes† (1770) inspired him to think about America and his situation. Furthermore, Crà ¨vecoeur’s own experiences and his reading of instilled him with the idea that the American colonies, with their religious tolerance. Although ultimately addressed to the higher strata of society, designed as a sort of quaint picture of pastoral utopia, his works are ultimately a celebration and an accolade to the workingman a nd the lower classes of the time. Crà ¨vecoeur is even sometimes credited with being the inventor of what would become the American Dream. Colonial American shaped Crà ¨vecoeur. The hardships of the rural life began to change his view of the rural idyll that we first see in his writings. The dangers of that life and the unrelenting and often unjust vagaries of the elements, neighbors and country life bore down on him. Although still somewhat in awe of some of the leaders that permitted the Revolution some of his writings tell a tale of disillusion with great leaders and the hero worship that resulted with some of the heroes of the American Revolution, namely Washington. The Revolution further marred Crà ¨vecoeur’s utopian take on the colonies and also the English themselves. To say that Crà ¨vecoeur is an interesting character of American history is an understatement. Having been witness to three distinct phases of colonial America. These are the pre-revolutionary period, the actual American Revolution itself and its aftermath. These various periods and stages in his life affect him deeply and modified his writings and his views. In conclusion, Hector St. John de Crà ¨vecoeur embodies many things that characterized colonial America as both a land brimming with opportunity and a place and time steeped in brutality and harshness. BIBLIOGRAPHY: Patchell, Thomas â€Å"J. Hector St. John de Crà ¨vecoeur† in Early American Nature Writers ed. by Daniel Patterson (London: Greenwood Press 2008), 103 Plotkin, A. Saint-John de Crevecoeur Rediscovered: Critic or Paneygyrist? French Historical Studies, Vol. 3, No. 3 (Spring, 1964) 403-404 Plumstead, A. W. â€Å"Crevecoeur: A â€Å"Man of Sorrows† and the American Revolution† The Massachusetts Review, Vol. 17, No. 2 (Summer, 1976) 287-288 St. John de Crevecoeur, John Letters from an American Farmer, 1783, ed. Albert Stone (New York, NY: Penguin American Library, 1981), 226-227 St. John de Crevecoeur, John Qu’est-ce qu’un Amà ©ricain? (ed. Howard Rice) (Princeton: Princeton University Press, 1943

Report on Snow White and the Seven Dwarves

Report on Snow White and the Seven Dwarves ABSTRACT This drama is basically about a beautiful girl called Snow White. The Queen is trying to kill her so she takes refuge in the forest in the house of seven dwarfs to hide from the wicked Queen. The Queen wanted to kill her because she is jealous for not being the fairest in the land, and Snow Whites beauty surpasses her own. The seven dwarfs start to love Snow White, who always cleans their house and cooks their meals. But one day while the dwarfs are at their diamond mine, the Queen arrives at the cottage disguised as an old humble woman and persuades Snow White to bite into a poisoned apple. The dwarfs, warned by the forest animals, rush home to chase the witch away, but they are too late to save Snow White from the poisoned apple. They place her in a glass coffin in the woods and mourn for her. The Prince, who has fallen in love with Snow White, happens by and awakens her from the wicked Queens deathlike spell with loves first kiss. ACKNOWLEDGEMENT First of all, we would like to thank God for supporting us physically and mentally to finish up our drama presentation that has been given by Ms. Liyana Shazleen Mohd Nizar. These tasks have been done by our group members that put lots of effort and time in it even though some conflicts had happen during the discussion for this assignment. Luckily, all conflicts had been settled and we can even work better after the conflicts. In addition, we would like to thank Ms. Liyana for guiding us in our assignment. She always gave us support and guide us how to perform well in a drama to ensure that we come out with a high quality presentation. The topic that has been chosen by our group is to present a drama title Snow White and the Seven Dwarfs. Furthermore, we would like to thank our beloved friends as well because they help us to build the props for the drama presentation. We also hope that all of our effort can help us to score a better result in our group assignment. Finally, we would l ike to thank and wish all our classmates and family for always being there for us and give us support in order for us to finish up this group assignment. TABLE OF CONTENT Chapter 1: Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Pg. 1 Scene Cast Synopsis Chapter 2: Methods†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Pg. 4 Chapter 3: Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Pg. 4 Chapter 4: Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ CHAPTER 1: INTRODUCTION SYNOPSIS Once upon a time, there live a beautiful girl name Snow White; she takes refuge in the forest in the house of seven dwarfs to hide from her stepmother, the Queen. The Queen is jealous of Snow White because she is â€Å"the fairest in the land† and she wanted to take the title. The dwarfs grow to love their unexpected visitor. But one day while the dwarfs are at their diamond mine, the Queen arrives at the cottage disguised as an old humble woman and persuades Snow White to bite into a poisoned apple. The dwarfs, warned by the forest animals, rush home to chase the witch away, but they are too late to save Snow White from the poisoned apple. They place her in a glass coffin in the woods and mourn for her. The Prince, who has fallen in love with Snow White, happens by and awakens her from the wicked Queens deathlike spell with loves first kiss. SCENE 1.2. A SCENE 1 The first scene of this drama presentation is when the Queen summons the magic mirror to find out who is the fairest lady in the world. The magic mirror told her that Snow White is the fairest lady of all. Once the Queen found out that she is not the fairest lady in the world, she when furious and she summons the Huntsman and orders him to bring Snow White to the forest and kill her there. The Queen wants Snow White dead, she asked the Huntsman to bring back Snow White’s heart. 1.2. B SCENE 2 The second scene of the drama is when the Huntsman brought Snow White to the forest to pick wildflowers. When the Huntsman reached the forest with Snow White, he took pity of her free. He killed a deer and took its heart to The Queen and lied to her that he had killed Snow White. Snow White wandered in the forest all night alone. Meanwhile, Snow white found a adorable house in the middle of the woods and she decide to stay there and hide herself from the Queen. 1.2. C SCENE 3 The third scene of the drama started with the seven dwarfs in the diamond mine working and when the bell rang, they march while singing back to their house. For a moment, they found out that there is someone in the house. The dwarfs were shocked because their house is sparkling clean. Dopey, one of the dwarfs when into the bedroom and saw Snow White sleeping. He was shocked and he ran down to the stairs and everyone was scared. Later, everyone went into the bedroom and Snow White woke up and starts introducing all the dwarfs. After that she tells the dwarfs her stepmother, the Queen is trying to kill her and Snow White begs the dwarfs to let her stay. 1.2. D SCENE 4 The Queen summons the magic mirror and she asked the magic mirror again who is the fairest lady in the world is. The magic mirror told The Queen that Snow White is still alive. The Queen is furious. Therefore, she turns herself into a witch knew how to make magic potions. She then made a poisonous potion and dipped a shiny red apple into it. Then she disguised herself as an old peasant woman and went to the woods with the apple to kill Snow White. 1.2. E SCENE 5 All of the dwarfs advice Snow White to stay in the house and do not talk to strangers before they leave the house to the diamond mine. After the dwarfs leave, The Queen arrives at the cottage disguised as an old peddler woman and persuades Snow White to bite into a poisoned apple. Snow White bites the poison apple and she died, the dwarfs got a strange feeling and rush home but they are too late to save Snow White from the poisoned apple. They place her in a glass coffin in the woods and mourn for her. The Prince, who has fallen in love with Snow White, happens by and awakens her from the wicked Queens deathlike spell with loves first kiss. CAST 1.3. A MAIN CHARACTER The first main character is Snow White. She is a young princess and the daughter of a great king whose wife died when the daughter was very young. Her stepmother has forced her to work as amaidin the castle. The second main character is The Queen. She is the stepmother of Snow White. After she discovers that Snow White is fairest lady, she immediately summons the huntsman to kill her in the woods. After she discovers that Snow White did not die, she disguises herself as an oldhagand uses a poisoned apple to remove Snow White from her path without killing her. Furthermore, The Prince is one of the main characters of the drama. The prince first sees Snow White singing at herwishing well. He immediately falls in love with her and her voice. He later reappears to revive her. 1.3. B SUPPORTING CHARACTERS The first supporting character is Doc. He is the leader of the seven dwarfs; he often mixes up his words. Furthermore,Grumpy is one of the supporting characters. He hates Snow Whites presence in the dwarfs home; He has the biggest nose of the dwarfs, and is frequently seen with one eye shut. Happy is the joyous dwarf and is usually portrayed laughing. Sleepy is always tired and appears laconic in most situations. Moreover, Bashful is the shyest of the dwarfs, and is often embarrassed by the presence of any attention directed at him. Sneezy is earned by his extraordinarily powerful sneezes, which are seen blowing even the heaviest of objects across a room. Dopey is the only dwarf who does not have abeard. He is clumsy and mute, with Happy explaining that he has simply never tried to speak. The Magic Mirror regularly asks by The Queen who is the fairest in the land. Lastly,The Huntsman cannot bear to kill Snow White, even when the Queen orders him to take the princesss heart. CHAPTER 2: METHODS The first thing we did is we do research online and also reading the storybooks to develop a script for our drama. We watch the movie together by using YouTube in a classroom to understand more details about the characters so we can divide the roles easily. Then we have brainstorming session with the whole group to create the script for the drama and we also sat down together to discuss about the roles, scenes, and the materials we need for the drama presentation. Furthermore, we all stay overnight in college a day before the drama presentation to prepare our props, costumes and sound effects. Lastly, we seek for help from Miss Liyana for some ideas and technical help for our drama presentation. CHAPTER 3: RECOMMMENDATION During the process of preparing for the drama presentation, there are a lot of conflicts has happened between our group members. We couldn’t make up our mind about whom getting which roles because some members don’t have the ability to present the characters well. After a week of discussion, we finally made our mind about the roles and everyone is very suitable to their roles. Our group has very creative ideas to twist the plot of the drama from an ordinary Snow White story to a comedic story. We think that we can do better if we have more time to prepare and making the drama presentation more interesting. CHAPTER 4: CONCLUSION As a conclusion, we actually can perform better if we have more time to practice each roles and planning about the drama scenes. The experience of this drama presentation is very amazing, we get to experience how an artist prepares for a drama and we enjoy the whole process even though it is very tiring. We had tried our very best and we think we deserve high marks.

Mount Rushmore Essay -- Presidents History Papers

Mount Rushmore In the Black Hills of South Dakota, there is a monument that is dedicated to four of the most influential figures in American history. George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt are names that still to this day trigger thoughts of greatness and awe-inspiring men. All four of these men were presidents of the United States. They each had a signature style or brought a particular ideal the American forefront. George Washington was known as the "father of our country." Thomas Jefferson co-authored the Declaration of Independence. Abraham Lincoln delivered the Gettysburg Address and the Emancipation Proclamation. Theodore Roosevelt fought for the little man, was known for his brashness, and formed the Rough Riders, a cavalry unit during the Spanish-American War. These men were not only presidents, but more importantly they helped to shape this country and a mountain. This mountain was known as Mount Rushmore and it was located in South Dakota. Just as the se men made America what it is today, so is the story as to how a mountain was carved to tell a story about a nation and its independence. This then is more than just a story about the making of a mountain or the history of the Black Hills, but instead the making of a shrine of democracy. The Mount Rushmore National Memorial is one of the most outstanding phenomena of American History. It is typically American: a massive sculptural project corresponding to the other manifestations of bigness in twentieth-century style. Sculptor Gutzon Borglum believed that art in America was not thoroughly American. It was not sufficiently large or meaningful enough to represent or typify the dreams, ambitions, and accomplishments of this yo... ...icon (13). Works Cited: 1. Fite, Gilbert C. Mount Rushmore, 1952. University of Oklahoma Press, Norman, Oklahoma. pg. 9. 2. Fite, pg. 11 3. Borglum, Lincoln. Mount Rushmore: The Story behind the Scenery, 1999. Econo-Clad Books, Topeka, Kansas. pg. 6 4. Carter, Robin Borglum. Gutzon Borglum: His Life and His, 1998. Eakin Press, Austin, Texas. pg. 51. 5. Carter, pgs. 54-57. 6. Fite, pgs. 64-65. 7. Borglum, pg. 21. 8. Fite, pgs. 79-80. 9. Milton, John. South Dakota: A Bicentennial History, 1977. W. W. Norton and Company, Inc, New York, New York, pgs. 139-140. 10. Milton, pgs. 23-24. 11. Milton, pg. 143. 12. Fite, pg. 236. 13. Meredith Corporation. "The Making of Mount Rushmore", American Park Network: Mount Rushmore History: The Making of Mount Rushmore; http://www.americanparknetwork.com/parkinfo/ru/history/carve.html (10 October 2000).

The Climax of I Want You Women Up North to Know :: Want You Women Up North to Know

Lines 85-97 of Tillie Olsen's first published poem "I Want You Women Up North to Know" contain the climactic turning point of this poem, and the language and form reflect this change. Instead of being humble and disjointed victims who remain mostly anonymous, the workers are transformed into an angry and unified group of distinct individuals. This shift in mood is accomplished by three devices: imagery, grouping, and capitalization of proper names. The imagery in this passage helps turn the tone of the poem from victimization to anger. In addition to fire images, the overall language is completely stripped down to bare ugliness. In previous lines, the sordidness has been intermixed with cheerful euphemisms: the agonizing work is an "exquisite dance" (24); the trembling hands are "white gulls" (22); the cough is "gay" (25). But in these later lines, all aesthetically pleasing terms vanish, leaving "sweet and †¦blood" (85), "naked†¦ [and]†¦bony children" (89), and a "skeleton body" (95). Another way this passage turns the mood of the poem is by using grouping and form to link the workers together, both in inference and appearance. Previously, each worker’s situation has been treated as an isolated story, literally separated from the others by a blank line. However, lines 85-97 are crowded together without spaces, suggesting unity by the very appearance of the lines. All of the grievances are briefly repeated, and then a sequence of "ands" binds the one-sentence recaps together. Yet in spite of this sense of solidarity, each person’s story is given its own sentence with a period boundary, subtly emphasizing their individual importance: solidarity is acceptable, but anonymity is not. A final significant device in this passage is the use of capitalization. The proper names of the workers have been sporadically capitalized earlier in the poem, but here they are all consistent and correct. Again, this is an emphasis on individual importance, an insistence that each of these people deserves a unique proper name. The earlier all-lowercase names like "catalina rodiguez" (16) actually blend into the lines of poetry, suggesting crouching and obscurity, but here the uppercase letters in their names stand out clearly from other words. Interestingly, although the personal names are capitalized, "christ" (96) is left in lowercase, similar to the previous treatment of "god" (57, 60, 62). This contrast with the capitalization of the worker’ names implies that God and Christ have failed the workers and are now overshadowed by a budding self-confidence in the workers.

Airfield lighting

Decennial sensors detect movements of aircraft and there vehicles on the ground. The signals from individual lights and sensors are communicated via FALL and are comprehensively visualized for the operators in the tower through an ALAS. FALL enables the controllers to optimize the use of the entire airfield lighting system: through flexible control of each segment of the runway, taxiway and apron circuits, every component and individual lamp is exactly controllable.As such, FALL provides excellent tools to perform control of aircraft ground movements: taxiway routing, Stoppard control, runway incursion detection are now available for the operators in the tower. Safety of air traffic movements and number of slots per day are significantly increased with this modern and reliable control system. Using the power supply series circuit for reliable and high-speed communication between substation and individual lamps, FALL detects and supervises the actual status of each lamp and provides c omplete detailed information to the operational control station.FALL continuously monitors all lamps controlled via the system and identifies a lamp failure immediately, indicating the exact position of the failed lamp. As a result, the need for regular visual inspections is reduced and overall maintenance performance can be improved. In order to prevent collisions on the reside movement area, CIAO prescribes the implementation of an (Advanced) Surface Movement Guidance and Control System) – (A)SMOCKS is a modern control and monitoring system for the guidance of aircraft on the ground.The solutions offered by Siemens Intelligent Traffic Systems Airfield meet all legal and operational requirements in this field of application. Thanks to sophisticated navigational aids for air traffic control, aircraft can take off and land under almost all weather conditions. However, when traffic on the ground is lowed down, high-volume airborne operations are put in Jeopardy: Visibility cond itions of less than mm generally delay aircraft ground movements and reduce the total capacity of the airport.SUMS identifies each aircraft, provides continuous surveillance and monitoring of taxiing traffic; determines conflict-free taxiway routes automatically and uses visual signals to guide aircraft and vehicles reliably. And in case of route deviations, it warns pilots or drivers immediately. The comprehensive SMOCKS control and monitoring functionality provides controllers with tools to enhance airport safety, efficiency and availability – under all visibility conditions.Tower ALAS Airfield Lighting Control and Monitoring Systems Airfield Lighting Control Systems (ALAS) allow air traffic controllers (TACT) to monitor and operate a range of lighting functions from the control tower, at the same time providing them with valuable feedback on the performance status of system lighting equipment. Surface Movement Guidance and Control System CIAO has specified the provision of (advanced) surface movement guidance and control systems (A-)SMOCKS to avoid collisions on the ground. Siemens/DAB is doing its part to help airports to fulfill these requirements.In the late asses the problems of transition from the new precision radio instrument approach aids to the final, visual approach at night or in reduced visibility much exercised civil aviation. Various high-intensity approach lighting systems were developed to ease the transition from instrument to visual flight. In 1949 three competing systems – a British one (the Calvert system), a French one (a form of displaced Calvert system) and an American one (the Slope Line system) were presented to CIAO. Because each system had its supporters among the CIAO members, CIAO ended up recommending that any of the three systems could be adopted.Independently, and before the CIAO decision, DACCA engineers had also been studying the problem of approach lighting and had concluded that the British ‘Calvert' s ystem was superior. A trial installation was installed on Session's Runway 08 toward the end of 1951. This trial proved successful and the system was commissioned for operational use in 1953. The following information about the Calvert cross bar lighting system is based on an article High Intensity Approach Lighting by S W Hart (DACCA Sectional Airways Engineer) which appeared in the Civil Aviation Joanna, the Dacca house publication, Volvo 1, No 3, March 1951.In 1946 Mr. E S Calvert of the Royal Aircraft Establishment, Breakthrough, was requested by a UK Ministry of Civil Aviation Airfield Lighting Committee to investigate the problem of approach lighting and establish the general principles involved. Calvert tackled the problem by attempting to ascertain the visual and mental processes by which a pilot lands an aircraft. He then developed a theoretical model by which different lighting systems could be compared, and tested his theoretical results using simulation.Culvert's line of reasoning led him to the conclusion that to provide smooth transition room instrument to visual flying without optical illusions, and to provide sensitive and natural indications which could easily be interpreted by the average pilot, the approach lighting pattern should consist of a centre line of light with horizontal bars basic elements – a line of lights leading to the runway threshold, and horizontal lights to define the attitude of the aircraft. Calvert placed much stress on roll guidance compared with the Americans who, up to that time, had completely neglected it.He was the first to realism that it was easy to confuse lateral displacement with angle of ann.. The Calvert system does not indicate a defined glide path, but the widths of the horizon bars are such that, if a pilot maintains a glide that will take him to the correct touch down point, each bar will appear to be the same width as the previous one as it disappears under the nose of the aircraft. Distance is i ndicated by using single lights in the centre line to indicate 1000 Ft or less from the threshold, double lights for 1000-2000 Ft and triple lights for 2000-3000 Ft.It is interesting to note that the basic form of the Calvert cross bar lighting system still forms the basis for high- intensity approach lighting systems today. Diagrams above: With horizon bars the pilot can see if he is on an even keel (left) or banked right wing down to turn on to the centre line (right). Below: A modified form of the basic High Intensity Approach Lighting system is used on some capital city precision approach (ILLS) runways, in this case on Melbourne/Utilitarian's Runway 27.The main difference is the larger array of lights Just prior to the threshold. Runway Edge Lights are used to outline the edges of runways during periods of darkness or restricted visibility conditions. These light systems are classified according to the intensity they are capable of producing: High Intensity Runway Lights (HIRE) Medium Intensity Runway Lights (MARL) Low Intensity Runway Lights (LIRA) The HIRE and MARL systems have variable intensity controls, whereas the Liars normally have one intensity setting.Runway Edge Lights are white, except on instrument runways where yellow replaces white on the last 2,000 feet or half the runway length, whichever is less, to form a caution zone for landings. The lights marking the ends of the runway emit red light toward the runway to indicate the end of runway to a departing aircraft and emit green outward from the runway end to indicate the threshold to landing aircraft. Lighting (ARC) or Pilot Activated Lighting (PAL), is a technical system by which aircraft pilots can control the lighting of an airport or airfield's, approach lights, runway edge lights, and taxiways via radio.PC systems are most common at non- towered or little-used airfields where it is not economical to light the runways all night every night nor to maintain staff to turn the runway lightin g on and off as needed. PC enables pilots to control the lighting only when they require it, thereby saving electricity and reducing light pollution. If the airfield supports PC, the pilot test the radio to the ARC frequency for the airport, which is often, but not always, the same as the UNISOM/ACTA frequency (e. . Smiths Falls-Montague Airport hosts separate Unisom and ARC frequencies). The systems are then typically operated by performing a series of clicks with the radio microphone talk button. PC systems most often have three settings: Low intensity: Three clicks within seven seconds Medium intensity: Five clicks within seven seconds High intensity: Seven clicks within seven seconds When the lighting system is activated, a 15-minute countdown starts, after which the sights turn off.While the lights are still active, whenever a lighting command is issued, whether it changes the lighting intensity or not, the 15-minute countdown is reset. At some airfields, special lights may bli nk for ten seconds to warn pilots before the lights shut off. When using PC, it is very highly recommended that aircraft on final approach to the airfield issue a fresh lighting command even if the lights are already on (especially if the lights were activated by another aircraft). This is so that the lighting does not go off by surprise at a critical moment (such as when crossing he runway threshold).The Visual Approach Slope Indicator (VASS) is a system of lights on the side of an airport runway that provides visual descent guidance information during the approach to a runway. These lights may be visible from up to eight kilometers (five miles) during the day and up to 32 kilometers (20 miles) or more at night. Contents [hide] 1 Types 1. 1 Standard VASS 1. 2 API (Precision Approach Path Indicator) 1. 3 PASS' (Pulsating Visual Approach Slope Indicator) 1. 4 Trio-colored VASS 2 Mnemonics 3 Reference 4 See also 5 External links [edit] Types Standard Visual Approach Slope IndicatorBas ic visual approach slope indicators consist of two sets of lights. One set marks the start of the runway, while the other is set up some seven meters (twenty feet) along the runway. Each set of lights is designed so that the lights appear as either white or red, depending on the angle at which the lights are viewed. When the pilot is approaching the lights at the proper angle, meaning he is on the glide slope, the first set of lights appears white and the second set appears red.When both sets appear white, he is flying too high, and when both appear red he is flying too low. This is the cost common type of visual approach slope indicator system. [edit] API (Precision Approach Path Indicator) Main article: Precision Approach Path Indicator Precision Approach Path Indicator consist of four sets of lights in a line perpendicular to the runway, usually mounted to the left side of the runway. These have a similar purpose to basic visual approach slope indicators, but the additional light s serve to show the pilot how far off the glide slope the aircraft is.When the lights show White- White-Red-Red the aircraft is on the correct glide slope for landing, usually 3. 00. Three red lights (White-Red-Red-Red) indicate that the aircraft is slightly below glide slope (2. 80), while four red lights (Red-Red-Red-Red) indicate that the aircraft is significantly below glide slope (3. 50). Most large airports utilize this system. Although most airports use a API based on a 3. 00 glide slope, some airports may use a glide slope as great as 4. 50 in order to have proper obstruction clearance. Edit] PASS' (Pulsating Visual Approach Slope Indicator) This is a single light next to the runway. The signal format is solid white when established on the proper descent profile, and solid red when below the proper scent profile. An actively pulsing red or white light when well above or well below allows the pilot to determine his position in the signal format and what corrective action is n eeded to return to the proper descent profile. [edit] Trio-colored VASS This is a single light that appears amber above the glide slope, green on the glide slope and red below it.It is rarely used, partly because pilots who are unfamiliar with them have been known to misinterpret the lights, causing them to ‘correct' in the wrong direction. [edit] Mnemonics Older Visual Approach Slope Indicator Pilots often use mnemonics to help them remember basic information. In English, the following are common: Red over white, you're all right. White over white, you're out of sight. Alternative: White over white, you'll fly all night. Alternative: White over white, you're high as a kite. Alternative: White over white, you remain in flight. Red over red, you're dead.Alternative: Red over red, watch your head. Also Red red you're dead Red and white you're alright White and white you're as high as a kite Runway End Identifier Lights (REEL) are installed at many airports to provide rapid and p ositive identification of the approach end of a particular runway. The system consists of a pair of synchronized flashing lights located laterally on each side of the runway threshold. Reels may be either unidirectional or unidirectional facing the approach area. They are effective for: Identification of a runway surrounded by a preponderance of other lighting.Identification of a runway which lacks contrast with surrounding terrain. Identification of a runway during reduced visibility. An approach lighting system, or ALLS, is a lighting system installed on the approach end of an airport runway and consists of a series of lighters, strobe lights, or a ambition of the two that extends outward from the runway end. ALLS usually serves a runway that has an instrument approach procedure (PAP) associated with it and allows the pilot to visually identify the runway environment once he or she has arrived at a prescribed point on an approach.The runway lighting is controlled by the air traffi c control tower. At uncontrolled airports, Pilot Controlled Lighting may be installed which can be switched on by the pilot via radio. In both cases, the brightness of the lights can be adjusted for day and night operations. A key ingredient of all Approach Lighting Systems in the US is the Decision Bar. The Decision Bar is always located 1000†² from the threshold, and it serves as a visible horizon to ease the transition from instrument flight to visual flight.It also is situated such that at Decision Altitude, the Decision Bar is Just appearing to pass under the cowling of the plane. Approach Light Systems are designed such that they allow the pilot to quickly and positively identify visibility distances in Instrument meteorological conditions. For example, if the aircraft is at the Middle Marker, and the Middle Marker is located 3600†² from the threshold, the Decision Bar is 2600†² ahead. If the reoccurred calls for at least 1/2 statute mile flight visibility (roug hly 2600†²), spotting the Decision Bar at the marker would indicate enough flight visibility to continue the procedure.In addition, the shorter bars before and after the Decision Bar are spaced either 100†² or 200†² apart depending on the ALLS type. The number of short bars the pilot can see can be used to determine flight visibility. Approaches with lower minimums use the more precision 100†² spacing systems for more accurate identification of visibility. Several ALLS configurations are recognized by the International Civil Aviation Organization (CIAO); however, non-standard ALLS