Denver International Airport: Lessons Learned

The airport planner, who is required to anticipate conditions 10 to 15 years in the future, must often resort to guesswork (322). Researching the evolution of Denver International Airport was more than simply a project of interest. These three authors recognize the continuing growth in aviation demand and the need for expanding facilities to accommodate this demand. Indeed, this book was designed to assist major cities worldwide as they are forced to cope with this need for additional supply in airport facilities. In sum, the need to build new airports and expand existing ones will continue to press communities to address many of the same difficult questions that Denver faced (ix). In this sense, this book is a resource for all airport managers and professors confronting the increasing aviation demands of the next millennium

Distance Learning in Collegiate Aviation: A Survey of the Historical, Theoretical, and Contemporary Aspects

Distance learning, which, for the purpose of this study, is defined as academic courses that can be completed via the computer and internet and entirely absent from the traditional classroom, has seen tremendous growth in the past decade. In fact, according to management guru Peter Drucker, The future [of higher education] is outside the traditional campus, outside the traditional classroom. Distance learning is coming on fast (Gubernick & Ebeling, 1997, para. 4). Indeed, according to the U.S. General Accounting Office (GAO), about 1 in 13 post-secondary students enrolls in at least one distance learning course each semester (U.S. GAO, 2002). These distance learners, who tend to be older and more likely to be employed full-time while attending school part-time, are changing the landscape of higher education (U.S. GAO, 2002). In an effort to better understand this phenomenon, a case study was conducted on this topic. Sources of evidence include the available literature on distance learning, as well as the websites of those institutions with collegiate aviation programs. This study, which was conducted during Fall 2005, provided an understanding of the historical, theoretical, and contemporary issues surrounding distance learning. A significant contribution of this case study is a current listing of those institutions offering either online aviation courses or complete online aviation academic degrees. In addition, the study revealed that 21 percent of collegiate aviation programs are currently offering courses via distance learning, which represents an increase of 30 percent in the past 5 years. It is predicted that the number of collegiate aviation programs offering courses via distance learning will continue to grow in the future, as both technology and student needs evolve

The Affective Variant Hypothesis: How Is Bulimia Nervosa Related to Depression?

Bulimia nervosa patients frequently score from mild to severe on measures of depressive symptoms. This association between bulimia nervosa and depression led some researchers to hypothesize that bulimia nervosa is a variant of the affective disorder of depression. The main purpose of this study was to provide further evaluation of the affective variant hypothesis of bulimia nervosa. It was postulated that bulimia nervosa patients with and without depression would differ from each other and from depressives without eating disorders on specific measures of cognitive, behavioral, and somatic symptoms associated with depression. Secondly, it was hypothesized that the nondepressed and depressed bulimic patients would differ from depressives but not from each other on measures of anxiety and obsessiveness which would lend support to the anxiety model of bulimia nervosa. The results did not support either the affective variant hypothesis or the anxiety model of bulimia nervosa. The depressed bulimia nervosa patients evidenced higher levels of somatic symptoms, cognitive dysfunction, state anxiety, and obsessiveness than nondepressed bulimics. These two groups were similar in severity only in trait anxiety and anhedonia. The bulimic and nonbulimic depressed patients did not statistically differ on any measure when the bulimic was also clinically depressed. The dually diagnosed patients were more disturbed than either the nondepressed bulimics or the nonbulimic depressed patients. The nonbulimic depressed patients\u27 scores were more severe than the normals\u27 on four of the six significant measures (somatic symptoms, cognitive dysfunction, state anxiety, trait anxiety), the depressed bulimics\u27 more severe on all six, and the nondepressed bulimics\u27 more severe on only three measures (cognitive dysfunction, anhedonia, trait anxiety). While no measure was associated with bulimia nervosa, several measures were highly associated with depression

The Council on Aviation Accreditation

The Council on Aviation Accreditation (CAA) was established in 1988 in response to the need for formal, specialized accreditation of aviation academic programs, as expressed by institutional members of the University Aviation Association (UAA). The first aviation programs were accredited by the CAA in 1992, and today, the CAA lists 60 accredited programs at 21 institutions nationwide. Although the number of accredited programs has steadily grown, there are currently only 20 percent of UAA member institutions with CAA accredited programs. In an effort to further understand this issue, a case study of the CAA was performed, which resulted in a two-part case study report. Part one addressed the historical foundation of the organization and the current environment in which the CAA functions. Part two focuses on the following questions: (a) what are some of the costs to a program seeking CAA accreditation (b) what are some fo the benefits of being CAA accredited; (c) why do programs seek CAA accreditation; (d) why do programs choose no to seek CAA accreditation; (e) what role is the CAA playing in the international aviation academic community; and (f) what are some possible strategies the CAA may adopt to enhance the benefits of CAA accreditation and increase the number of CAA accredited programs. This second part allows for a more thorough understanding of the contemporary issued faced by the organization, as well as alternative strategies for the CAA to consider in an effort to increase the number of CAA accredited programs and more fully fulfill the role of the CAA in the collegiate aviation community

The Council on Aviation Accreditation: Part One - Historical Foundation

The Council on Aviation Accreditation (CAA) was established in 1988 in response to the need for formal, specialized accreditation of aviation academic programs, as expressed by institutional members of the University Aviation Association (UAA). The first aviation programs were accredited by the CAA in 1992, and today, the CAA lists 60 accredited programs at 21 institutions nationwide. Although the number of accredited programs has steadily grown, there are currently only 20 percent of UAA member institutions with CAA accredited programs. In an effort to further understand this issue, a case study of the CAA was performed, which resulted in a two-part case study report. Part one focuses on the following questions: (a) why was the CAA established and how has it evolved; (b) what is the purpose of the CAA; (c) how does a program become accredited by the CAA; and (d) what is the current environment in which the CAA operates. In answering these questions, various sources of data (such as CAA documents, magazine and journal articles, email inquiries, and an on-line survey) were utilized. Part one of this study resulted in a better understanding of the CAA, including its history, purpose, and the entire accreditation process. Part two will both examine the contemporary issues being faced by the CAA and provide recommendations to enhance the future growth of the organization

Safety Management Systems: The Perspective of Tennessee Airports

Safety Management Systems (SMS), which is the proactive, formalized approach to managing risk and enhancing safety, is not yet mandatory within the aviation industry in the United States. Two pilot SMS studies were conducted at a handful of airports nationwide by the Federal Aviation Administration (FAA), which examined the feasibility of implementing SMSat airports. Although SMS is not yet mandatory in this country, many in the industry think it will become mandatory in the near future. This research investigates via a brief, online questionnaire with two additional follow-ups, data analysis, and aggregate reporting of data, the degree to which Tennessee airports support SMS adoption. The majority of Tennessee airports responding to the survey are not too familiar with SMS; currently have a proactive safety plan in place other than SMS; support a mandatory SMS for Part 139 airports; may consider implementing an SMS if it remains voluntary; would expect some resistance from airport employees, tenants, and users if implementing an SMS; and would anticipate needing additional funding to properly develop and implement an SMS

Evaluating ozone depletion from very short-lived halocarbons

A new approach is needed for calculating the ozone depletion potential (ODP) of short-lived gases with mean lifetimes less than 100 days. Clearly, the ozone loss from such gases depends strongly on the location and season of emissions. It is proposed that delivery to the tropical tropopause is a surrogate for the amount of halogen entering the stratosphere. Thus 3-D global models, with accurate simulation of tropospheric chemistry and transport, can calculate the ODP specific to tropical sources (high) and high-latitude sources (low). The ODP of CH2BrCH2CH3  from this analysis ranges from 0.0002 to 0.06 depending on the location and season of emissions

Using graphical and pictorial representations to teach introductory astronomy students about the detection of extrasolar planets via gravitational microlensing

The detection and study of extrasolar planets is an exciting and thriving field in modern astrophysics, and an increasingly popular topic in introductory astronomy courses. One detection method relies on searching for stars whose light has been gravitationally microlensed by an extrasolar planet. In order to facilitate instructors' abilities to bring this interesting mix of general relativity and extrasolar planet detection into the introductory astronomy classroom, we have developed a new Lecture-Tutorial, "Detecting Exoplanets with Gravitational Microlensing." In this paper, we describe how this new Lecture-Tutorial's representations of astrophysical phenomena, which we selected and created based on theoretically motivated considerations of their pedagogical affordances, are used to help introductory astronomy students develop more expert-like reasoning abilities.Comment: 10 pages, 10 figures, accepted for publication in the American Journal of Physic