Comparing The Red Room and The Landlady Essay -- GCSE English Literat

Which is the better suspense story, "The Red Room" or "The Landlady"? The Red Room is a short story which is written by H.G Wells. It is a story about a young man who decides to go into a room which is believed to be haunted. The old people who live in the house which has the haunted room believe that is haunted but the man himself does not believe that it is haunted. As the story continues, we find that the man does go into the haunted room. He takes some candles and matches into the room with him to feel more safe and also because then he can see the room in the darkness. When he reaches inside the room, he lights up many candles which he palces around the room, and he also lights up the fireplace. Soon he starts to find that the candles that he has lit are beginning to blow out in all directions of the room and feels as if soeone is blowinig then out. He can not see anyone and he starts to relight the candles. He also begins to feel as if there are shadows behind him. Soon the candles start to blow out very quickly and then the fireplace also is blown out. He is left in the room with no light and he can not see anything. He bangs into the furniture in the darkness and collapses. The next day, the man wakes up to find that he is downstaires and out of the haunted room. He realises that the old people were right and that there are ghots in the room. He admits that he was vary scared and also realises that he was wrong and that the old people were right. The Landlady is a story written by Roald Dahl. It is about a seventeen year old boy called Billy Weaver who needs a place to stay in for one night in Bath. He looks around at many places to stay such as a pub but he chooses to stay at a simple ... ...w beginning builds up the tension of the story. The reader is more aware of what is happeninig and also able to predict what is going to happen next in the story. However, the story "The Landlady" begins with narrator of the story describing the weather and the main character. The narrator describes the setting of the story as being a very cold, dark winter night. "The air was deadly cold and the wind was like a flat blade of ice on his cheeks" The narrator also describes the main character, Billy Weaver as being a teenager all alone in Bath. Also, as Billy walks around the town, the narrator describes as being deserted. "There were no shops on this wide street". This also builds up the tension of the story. The Landlady, has a smaller, less completecated and confusing opening which keeps the reader following the story and does not confuse or bore it.

Praise

Professional practice-rewards and sanctions essay The use of praise within the primary classroom will use this essay to analyses the effective and destructive often harmful use of praise as a reward system within the primary classroom. Firstly it is important to explain what a reward system actually is In terms of a primary classroom, According to the universal Dictionary, (19981†² a reward is â€Å"something given or received in recompense for worthy behavior†.A reward system therefore, is a system adopted by either a class teacher, adult or as a whole school ethos for the delivery of rewards or positive academic or social behavior during the school day. From experience, the reward scheme does not have to finish at the end of the school day and can extend into what children achieve during their own time, whether this is through commendations or simply through public use of praise, perhaps in an assembly, as a form of verbal reward.All reward systems are based around the principal of two forms of praise; these are either extrinsic motivators; these tend to be based around variations of the token economy, or intrinsic motivators. Praise as a system in its own eight falls into the intrinsic motivators category as there is no extrinsic or token reward' physically given to the children. â€Å"Intrinsic motivation occurs when we act without any obvious external rewards. We simply enjoy an activity or see It as an opportunity to explore, learn and actualities our potentials. † Con et al (2010).Praise is a crucial part of all reward systems whether intrinsic or extrinsic, but praise can be a reward system on its own. When praise is used as a reward system within a primary school classroom, according to Sutherland, et al (2002) â€Å"praise is positively related to Intrinsic motivation among students† which Is linked directly to the SHE strands of the National Primary Curriculum and the idea of fostering a culture of intrinsic motivation to ac hieve both academically and within normal social parameters is a cornerstone of primary education.Sutherland argument can be applied to the theory of praise as an Intrinsic reward system, suggesting praise may be a practical method by which to nurture a self-perpetuating cycle of growth, reinforcement and self-worth amongst primary school aged children. Sutherland argument is given rather vigor by Trustees, (2008) who suggested â€Å"a ratio of 4:1 positive to negative feedback has an optimal effect on students learning and behavior†, however according to Episcopate, J, et al (201 1), â€Å"little research has examined the effects of training teachers to provide specific ratio of praise to behavior correction within the classroom setting. Trellis's reasoning does seem to make logical sense and other research does reach similar generic conclusions. Usual (2008) recommended a ratio of six or eight positive to one negative within adult-student interactions, which is an embellis hment of Trellis's theory. Before the government draw up new plans to train all adults within the classroom to work towards these ratios, it should be considered that more research Into the effectiveness and also practicality of these ratios needs to take place.Within the primary classroom setting the practical application of ratios for positive to negative comments is potentially unfeasible and targets which would in effect render the praise worthless as a becomes more of a token gesture rather than an intrinsic reward for a Job well done. Sutherland argument for praise being used to develop intrinsic motivation within children of the remarry age bracket, relies upon positive reinforcement which has to be implemented by the class teacher using a best practice model, with a high ratio of praise-to-behavior correction technique.Clinics-Ross et al, (2008) states that â€Å"classrooms in which teachers use higher rates of reprimand and other reactive strategies tend to have higher rat es of student miss-behavior. † This demonstrates how praise is far more effective a tool that reprimand within behavior management of a primary classroom. Furthermore, as the earlier ratios imply, reprimands can be far more damaging to a child's self-esteem and academic confidence then even over SE of praise.If reprimands are used too often this could possibly lead to children becoming disengaged with learning and also foster lack of self-belief within children. Teachers need to be consistent with their approach to praise. According to Cooley, S (2001) there are basic rules to behavior management which includes consistency as well as others†¦ â€Å"Be definite ‘l know what I want. ‘ Be aware ‘l know what will happen if I don't get what I want. ‘ Be calm and consistent ‘l am always fair and consistent with you. ‘ Give them structure ‘I know where we're going. ‘ Be positive you're doing great!These rules, when applied to the classroom environment along with goal setting to increase the chance for praise and performance, will give teachers the opportunity to use praise effectively to manage behavioral expectations and academic achievement within their classroom. In order to use praise effectively however, there are other considerations that the teacher must apply to each individual class, and undeniably each individual child. Conceivably the most important consideration is that children need to Want' to receive praise. Without this ‘need', praise is an ineffective reward.Potentially there are various reasons why children might not want to receive praise from a class teacher or indeed any other adult in the classroom. According to Docking, J (2002) â€Å"the age of the child, whether the recipient is a boy or a girl, whether the praise is for work or conduct, and with the teacher is in charge of a whole class or Just a small group or an individual† are all variables that could hypothetically lead to praise not working as a reward for an individual child's behavior, or actually being totally or partially ineffective as a behavioral management technique.According to Brakeman, E et al (2013)†¦ Many adults use praise as 'emotional nourishment' for children, in an attempt to help children feel better about themselves. Adults might therefore be especially likely to praise those children who seem to need it the most – children with low self-esteem. † This strategy could have unexpected side-effects for any child with low self-esteem, whether that be directly or indirectly related to his or her academic achievement.Brakeman goes on to discuss in his study how children with low self-esteem are, when exposed to a specific type of praise, potentially predisposed to feeling ashamed following allure. Evidently any child feeling any feelings of inferiority, shame or vulnerability as a direct result of praise being used, would be highly counter-productive within the mind adults need to exercise caution when selecting the correct type of praise for the individual child.A teacher will have the choice to differentiate between two distinct types of praise that could impact each child in very differing ways, both positively and negatively. Of the two types of praise the first is person praise, (praise for personal qualities or directed towards children's abilities) and the second type of praise is recess praise, (praise directed towards a child's effort). Brakeman states that â€Å"person praise contributes to a self-perpetuating downward spiral of self- derogation. This demonstrates that, in children with low self-esteem, the link between praise and conditional regard could be a self-replicating issue in that the more praise the receive the more they will avoid it. This is linked with Gamins & Deck, (1999) â€Å"Person praise may trigger these children's feelings of conditional regard and consequently makes them feel unworthy following failure. à ¢â‚¬  With this in mind, praise when used as a general reward system could potentially lead to a detrimental undermining of some children self-esteem, thus undermining the very nature of a reward system.This point is not to say that teachers should not praise children. In actual fact the research of Hindering & Leper (2002) suggests that process praise is actually beneficial for children's academic motivation. This point is also made by Mueller & Deck (1998) â€Å"praise for effort may help children persist in the face of academic failure. † The general agreement between the different research papers is that any adults issuing praise needs to carefully consider the individual before making any public or indeed private praise.This theory seems to be related directly to the idea of process praise as discussed by Brakeman et al. There is a large proportion of academic research and Journal articles that points towards using process praise in a responsible manner to great effect within the primary classroom. Process praise is described within the literature as to being highly beneficial not only in promoting good academic results, but also in promoting academic resilience amongst children. Academic resilience is of vital importance so that children learn from their mistakes as opposed to being deterred by them.This appears to be in contrast to the general consensus centered around person praise, as it is widely regarded as damaging for children, especially those with low self-esteem to be the recipients of too much person praise, as it can lead to a self-perpetuating downward spiral in both their attitude towards learning and their academic progress. This general statement can only be described as true within children who already are predisposed to low self-esteem. The research of Burlingame implies that children with high self-esteem will benefit from both kinds of praise.From experience forever children with high self-esteem are often praised perhaps too frequently, this can lead to an almost extrinsic motivation effect whereby the children see the praise being given as an extrinsic reward thus fostering a completely unintentional ethos within the classroom or indeed the whole school, whereby children expect to be praised and could potentially end up conditioned to only continue working or behaving to a consistently high standard when praise is being handed out periodically by the class teacher.This adverse effect needs to be avoided; teachers should note â€Å"praise, like penicillin, must not be administered haphazardly. Ignition (1965) Another consideration the teachers when attempting to decide how to give indeed an even more desirable effect could be achieved through non-verbal praise. Non-verbal praise could take on the form of a simple smile, a thumbs-up from across the classroom or even a note quietly written on a student piece of work. Non-verbal forms of praise can be highly useful when dealing with children of low self-e steem countering the issues created from person praise.Non-verbal cues also play a crucial role in communication; according to Spark (2013) furthermore they are especially important when interpreting ambiguous verbal messages. As such non-verbal forms of praise and communication are an important tool when differentiating praise as a reward system for individual members of a whole class. Having reviewed the current academic theories surrounding praise as a reward system, looking at both the positives and negatives associated with praise as a system I can draw several conclusions.The first of which is that praise as an intrinsic reward system is key in fostering a culture of motivation to achieve both academically and socially within primary school children. This is drawn from Sutherland research stating that praise is positively related to intrinsic motivation among students†. The counterarguments raised predominantly by Brakeman are also highly compelling, as they appear to co ndemn the use of some aspects of praise.The issues that can arise when praise is used inappropriately within the primary classroom, as well as the unexpected side-effects for children with low self-esteem mean that praise can sometimes have a seemingly paradoxical effect. This is summarized by Spark, et al (2013) who states†¦ â€Å"Blame after failure sometimes leads to the impression that the recipient has a high ability. In contrast praise after success can lead to an inference of lower ability. † Kappa's research links in with the theories of Brakeman because person praise is the style of praise that would be linked to the inference of lower ability.Process praise however, which can be generically given across the different ability groups, has no such inferences. Pomeranian, M et al (2013) also raise an interesting point that seems to condemn praise when used inappropriately†¦ â€Å"The more personal praise mothers used, the more children subsequently held an en tity theory of intelligence and avoided challenge over and above their earlier functioning n these dimensions† far from praise encouraging children in their attempts to challenge and better themselves, person praise appears to detrimentally affect children's academic drive.If Pomeranian, M is to be believed then all teaching and support staff should adopt a system whereby praise is used sparingly and also in a manner that avoids person praise. Furthermore, process praise should be used throughout the class without highlighting different ability groups. In this manner the paradoxical effect discussed by Spark could be avoided. In practice the literature seems to suggest that simply using praise on its own as a reward system is not efficient to develop children's own intrinsic reward systems and develop and ethos of intrinsic motivation both academically and socially.

International Court of Justice Essays

International Court of Justice Essays International Court of Justice Essay International Court of Justice Essay Unit 5 Int’l Business Issues and Ethics Marilyn Benjamin 1P5 American InterContinental University April 21, 2011 International Court of Justice The International Court of Justice (ICJ) is the main judicial organ of the United Nations. It replaced by the Permanent Court of International Justice after World War II, when it was made part of the UN Charter drafted in San Francisco in 1945, International Court of Justice . According to international law there are two form of law, in which they both have a legal dispute when it is brought by individual countries; the two may give an advisory opinion on any legal question that is referred to it by authorized international agencies. The two are pretty much alike because they both have judicial authority over their respective established communities and they both speak English (World of Criminal Justice, Gale (2002). They make rules that are concerning the law and both interpret the laws, they are responsible for the laws and must settle any dispute between any states that is a part of their jurisdiction. The International Court of Justice (ICJ) is between states and they stands firmly on their grounds. The international laws are more tradition and a non binding. They carry no precedential and their value are non-binding without conform of the States National laws. The members of the United Nations are eligible to bring cases before the International Court of Justice (ICJ). The jurisdiction court may voluntary with the (ICJ) which presents several countries. An Advisory opinion is basically an opinion by the court or a judge; member can submit their legal opinions to the ICJ in writing. I think the World Court is like any other court; everyone must abide by the rules of the court regardless of what the situation is. In today society people do what they want, we are guilty or we are not guilty, it’s up to the lawyers and the court to prove otherwise. Why some time they make a mistake ? Reference: . (2002). In World of Criminal Justice, Gale. Retrieved from credoreference. com/entry/worldcrims/international_court_of_justice

About the Federal Aviation Administration (FAA)

About the Federal Aviation Administration (FAA) Created under the Federal Aviation Act of 1958, the Federal Aviation Administration (FAA) functions as a regulatory agency under the U.S. Department of Transportation with a primary mission of ensuring the safety of civil aviation. Civil aviation includes all non-military, private and commercial aviation activities, including aerospace activities. The FAA also works closely with the U.S. military to ensure the safe operation of military aircraft in public airspace across the nation. Primary Responsibilities of the FAA Include: Regulating civil aviation to promote safety within the U.S. and abroad. The FAA exchanges information with foreign aviation authorities; certifies foreign aviation repair shops, air crews, and mechanics; provides technical aid and training; negotiates bilateral airworthiness agreements with other countries; and takes part in international conferences.Encouraging and developing civil aeronautics, including new aviation technology.Developing and operating a system of air traffic control and navigation for both civil and military aircraft.Researching and developing the National Airspace System and civil aeronautics.Developing and carrying out programs to control aircraft noise and other environmental effects of civil aviation,Regulating U.S. commercial space transportation. The FAA licenses commercial space launch facilities and private launches of space payloads on expendable launch vehicles. Investigation of aviation incidents, accidents and disasters is conducted by the National Transportation Safety Board, an independent government agency. Organization of the FAAAn administrator manages FAA, assisted by a Deputy Administrator. Five Associate Administrators report to the Administrator and direct the line-of-business organizations that carry out the agencys principle functions. The Chief Counsel and nine Assistant Administrators also report to the Administrator. The Assistant Administrators oversee other key programs such as Human Resources, Budget, and System Safety. We also have nine geographical regions and two major centers, the Mike Monroney Aeronautical Center and the William J. Hughes Technical Center. FAA History What would become the FAA was born in 1926 with passage of the Air Commerce Act. The law established the framework of the modern FAA by directing the Cabinet-level Department of Commerce with promoting commercial aviation, issuing and enforcing air traffic rules, licensing pilots, certifying aircraft, establishing airways, and operating and maintaining systems to help pilots navigate the skies. The Commerce Department’s new Aeronautics Branch took off, overseeing U.S. aviation for the next eight years. In 1934, the former Aeronautics Branch was renamed the Bureau of Air Commerce. In one of its first acts the Bureau worked with a group of airlines to set up the nation’s first air traffic control centers in Newark, New Jersey, Cleveland, Ohio, and Chicago, Illinois. In 1936, the Bureau assumed control of the three centers, thus establishing the concept of federal control over air traffic control operations at major airports. Focus Shifts to Safety In 1938, after a series of high-profile fatal accidents, the federal emphasis shifted to aviation safety with passage of the Civil Aeronautics Act. The law created the politically-independent Civil Aeronautics Authority (CAA), with a three-member Air Safety Board. As a forerunner of today’s National Transportation Safety Board, the Air Safety Board began investigating accidents and recommending how they could be prevented. As a pre-World War II defense measure, the CAA assumed control over air traffic control systems at all airports, including towers at small airports. In the post-war years, the federal government assumed responsibility for air traffic control systems at most airports. On June 30, 1956, a Trans World Airlines Super Constellation and a United Air Lines DC-7 collided over the Grand Canyon killing all 128 people on the two planes. The crash happened on a sunny day with no other air traffic in the area. The disaster, along with the growing use of jet airliners capable of speeds nearing 500 miles per hour, drove a demand for a more unified federal effort to ensure the safety of the flying public. Birth of the FAA On August 23, 1958, President Dwight D. Eisenhower signed the Federal Aviation Act, which transferred the old Civil Aeronautics Authoritys functions to a new independent, regulatory Federal Aviation Agency responsible for ensuring the safety of all aspects of non-military aviation. On December 31, 1958, the Federal Aviation Agency began operations with retired Air Force General Elwood Pete Quesada serving as its first administrator. In 1966, President Lyndon B. Johnson, believing a single coordinated system for federal regulation of all modes of land, sea and air transportation was needed, directed Congress to create the cabinet-level Department of Transportation (DOT). On April 1, 1967, the DOT began full operation and immediately changed the name of the old Federal Aviation Agency to the Federal Aviation Administration (FAA). On the same day, the accident investigation function of the old Air Safety Board was transferred to the new National Transportation Safety Board (NTSB).

Using the Spanish Verb Tocar

Using the Spanish Verb Tocar The core meaning of the Spanish verb tocar is to touch. In fact, both words come from the Latin verb toccare. Common Meaning of Tocar Probably the most common meaning of both tocar and touch is to refer to physical contact between things or persons. Some examples of the word used this way in Spanish: Tocà ³ los dedos de su esposa, flojos y calientes. (He touched his wifes weak and warm fingers.)Cuando el avià ³n tocà ³ tierra los pasajeros aplaudieron. (When the plane touched ground, the passengers applauded.)No tocaron el està ©reo. (They didnt touch the stereo.) This meaning is sometimes figurative: Los ciudadanos son ms pobres y aà ºn no han tocado fondo. (The citizens are poorer, and they still havent hit bottom.)Espera con paciencia su momento para tocar el cielo. (She is waiting patiently for her time to touch to the sky.) As with the English touch, tocar can be used as a euphemism to refer to sexual contact: Él me decà ­a que lo nuestro era platà ³nico, y no me tocaba. (He would tell me that our relationship was platonic, and he didnt touch me.)Desde nià ±a me tocaba, y el repulsivo me ofrecà ­a dinero para que me acostara con à ©l. (Since I was a girl he touched me, and the creep would offer me money to sleep with him.) Using Tocar With Indirect Objects When tocar is used with an indirect object, it can refer to the turn or responsibility of the person who is the indirect object. The exact translation depends on the context:  ¿A quià ©n le toca? (Whose turn is it? Whose job is it?)El mià ©rcoles de esa semana me toca trabajar. (On Wednesday of that week its my responsibility to work.)Nos toca pagar. (Its our turn to pay. Its up to us to pay.) The same can be done when tocar means to affect a person emotionally. In this way, tocar can behave much like the verb gustar. El blues es la mà ºsica que ms me toca el corazà ³n. (Blues is the music that most touches my heart. In this sentence, the direct object is el corazà ³n, while me is functioning as an indirect object.)La actriz digo que la realizacià ³n de este film le tocà ³ emocionalmente. (The actress said that the making of this film touched her emotionally.)Le tocaba el alma la cancià ³n de Navidad. (The Christmas song touched his soul.) Other Meanings of Tocar The other meaning of tocar that is extremely common in Spanish is to play a musical instrument or similar item. For example: La guitarra es uno de los instrumentos ms fciles de aprender a tocar. (The guitar is one of the easiest instruments to learn to play.)Voy a darme un baà ±o y luego tocarà © el piano. (Im going to take a bath and later Ill play the piano.)A la muerte de Susana, se tocaron las campanas de todas las iglesias. (When Susana died, they rang the bells of all the churches.) When referring to someones speaking or writing, tocar can mean to touch on. El presidente no tocà ³ el tema de Irak. (The president didnt touch on the subject of Iraq.)Los Monty Python tocaron todos los gà ©neros del humor. (Monty Python touches on all types of humor.) Tocar can be used so that its subject represents something that is given to someone: Le tocà ³ la loterà ­a. (He won the lottery.)Le ha tocado un tiempo muy difà ­cil. (He had been given a very rough time.) Tocar also is used in some set phrases or idioms: Por lo que a mà ­ me toca (as far as Im concerned) ¡Toca madera! (Touch wood!)Tocar de cerca (to have a close relationship with someone, or to be very familiar with a subject)Tocarle a alguien bailar con la ms fea (to be expected to do something very difficult or disagreeable) Conjugation of Tocar Tocar is conjugated irregularly in spelling but not pronunciation. The c is changed to qu when followed by the e. For example, the first-person preterite form is toquà © (meaning I touched), and the present subjunctive forms follow the pattern of toque, toques, toquemos, etc. Key Takeaways The Spanish verb tocar comes from the same source as the English verb touch and often has that meaning. Among many other meanings, it is also used for to play a musical instrument.When it means to be emotionally touching or to refer to taking turns, tocar is used with an indirect-object pronoun.Tocar is conjugated regularly in terms of pronunciation, but the c of the stem changes to qu when it comes before an e in conjugated forms.

Assess the claim that video games have had a negative effect on Essay

Assess the claim that video games have had a negative effect on society - Essay Example Conversely, the negative effects of playing video games include the violent behaviour that they might teach the gamers as well as increasing the player’s perception of danger and risk in the real world. Furthermore, playing video games increases the player’s level of control, by influencing the adoption of violent behaviour. Watching video games is likely to affect the conception of teenagers, making them view the society as a gaming environment. The negative influences of Video games in society The first negative influence of video games is that they augment tendencies towards crime development and violent behaviour among young viewers. Different studies have been done in this area, and many of them have established a correlation between the two aspects. One of the studies done in the area showed that some negative patterns associated with video games were likely to trigger adverse behaviours such as shooting at school or within the community (Kutner and Olson 2008). A mong the widely accepted controversy about the effect of video games was that of Exidy’s game of 1976, under the title Death Race (Bensely and Van Eenwyk 2001). In the game, players would direct cars that would run over gremlins with the game becoming a major concern that consequently led to its withdrawal from stores after its sale was disallowed (Bensely and Van Eenwyk 2001). ... Video games are likely to affect the society negatively since they are a channel through which sexual themes are communicated to its viewers, and many times among the young generation. These themes, communicated through the video games, cultivate the development of sexual behaviours depicted through the games, which is much influential among teenagers. One major example of a video game that communicated sexual themes is the hot coffee mod and grand theft auto where the player stimulates sexual inclined actions among the girlfriends of the main character. Later in 2005, due to the extreme effects of the video game on its players particularly teenagers, the ESRB (Entertainment Software Rating Board) changed the game’s rating to the ‘adults’ only category.’ Furthermore, the game’s sale was restricted from sale at many stores. Many adults felt that the game promoted the adoption of sexual behaviour among its players, and the effect would be worse among t eenagers since they were less knowledgeable than adult players (Meli 2011). The negative effect of video games in communicating sexual themes was also demonstrated through the effect of Rapelay, which revolved around the theme of rape. Many viewers and public views agreed unanimously that the game could promote the development of raping behaviours among young and adult players. The sentiments triggered worldwide campaigns in opposition of the game, which led to its banishment (Meli 2011). Games are used as a platform for the negative portrayal of gender stereotypes and roles. Through many video games, the roles of males are portrayed as those of muscled, hard bodied people, while the females are

The Implementation of Flight Operational Quality Assurance (FOQA) and Research Paper - 1

The Implementation of Flight Operational Quality Assurance (FOQA) and Flight Data Monitoring (FDM) plans and the Challenge of Effective Integration - Research Paper Example It is for this reason that such bodies as the International Civil Aviation Authority (ICAO) continue to enforce international policies that seek to minimise the number of air travel incidences and accidents. In its 2014 safety report, the ICAO recorded decrease in the number of accidents per one million departure from 3.2 in 2012 to 2.8 in 2013 (ICAO, 2014). This was against 2011 and 2010 rates of 4.2 each. This statistics shows that a lot of progress is being achieved in aviation safety. This research paper therefore seeks to investigate ways in which the implementation of two major flight safety systems namely the flight operational quality assurance (FOQA) and flight data monitoring (FDM) can aid in improving the safety status in air travel. This is done along the need to understanding the challenges that come with the effective integration of these and other flight safety systems. The FOQA and FDM systems are often thought of as being the same type of system and representing the same outcome. Klein and Militello (2011) however explained that even though these two may be very similar and used interchangeably, they are not the same and do not represent the same outcome. FDM can be said to be the parent safety system introduced by the Flight Safety Foundation and approved by the ICAO for practice for processing recorded data from routine flights. The overall aim of such processing of recorded data is to ensure that there is effective operational risk assessment for all aircrafts that are over 27 tonnes (Diehl, 2013). Out of the FDM, the FOQA was born very specifically by the US Federal Aviation Authority (FAA) which exempted itself from the ICAO’s mandatory requirement on January 1, 2005 for National Aviation Authorities (NAA) through the FDM (UK Health and Safety Executive, 2011). As a flight safety system, the FOQA acts as a voluntary program or guideli ne for capturing, analysing and visualising all forms