The Concept of Healthy Lunch Provision Essay Example | Topics and Well Written Essays - 2750 words

The Concept of Healthy Lunch Provision - Essay Example Roundabout sixty-five years ago, a lunch program for the school children American federal was introduced to make them healthy. During the great depression of the 1930s, the concept of the school lunch program was introduced by the provision of a small number of funds through government on the ad hoc basis. But these funds were not enough for each student of every school, and poor students were in need of food due to the stark of world war two. In 1946, a political party Congress take an initial step to pass an Act â€Å"as a measure of national security† by naming it National School Act. It was a guaranteed law for the food provided to the millions of needy school children. The provision of school lunch program by the government of America not only benefited the children but also expanded the range of business communities of agriculture and cafeteria fields on the basis of the subsidized food program. In the start, the program was not as successful due to lack of proper manage ment, but in these days the lunch is totally free of cost for those children whose families have low incomes or belong to poor class (HINMAN). A British TV chef Jamie Oliver stated about the school lunch menus during ABC News interview that, â€Å"Children are getting diabetes, heart disease, and all sorts of diseases that only used to show up in adults, because of the food they are eating. We can influence this in a massive way by improving at least one daily meal, school lunch.† When there was no restriction of lunch commodities by the Government officials, then the school administrations did not care for calorie control strategies and the students were free to whatever they like.

Representation of families in animated sitcoms Essay Example for Free

Representation of families in animated sitcoms Essay Introduction: For my research investigative, I will be comparing the representation between two popular American sitcoms Family Guy and the Simpsons. Both are animated situation comedies, using a conventional nuclear family to portray the typical American family and their lifestyle. Using media textbooks extracted from theorists such as Roland Barthes and Vladamir Propp, I will investigate how they both use the same narrative structure to create their sitcom. I will also use the internet to develop the ideas of the sitcoms and use this to define the narrative patterns between the two sitcoms. The Simpsons: The Simpsons was first created by Matt Groening and was broadcasted on the 19th December 1987. This became the first animated comedy sitcom, catering to the whole family. The characters confirm the idea of a nuclear family living a typical American lifestyle; however the family coherently faces a dilemma which is always solved at the end of the episode. The episodes are normally self-contained narratives involving equilibrium, disequilibrium and a resolution. For example, the protagonist Homer Simpson will begin the day getting ready for work and faces a dilemma at work, in most cases the whole family will attempt to solve together, rather than Homer attempting to figure out on his own. The idea of the families involvement to solve the problem reflects the opening sequence where the family sits down together to watch television. The idea of togetherness with the family effects how the audience will perceive stereotypical families on T. V. The setting also reflects how the audience sees the ideological family. Springfield is a fictional state based in America consisting of a close knit community and many other characters appear on the episodes. The family appear to look like a conventional family; however they have their individual personalities. Homer: A Safety inspector at a power plant, he expresses a careless personality and dominates a crude, ill-mannered, and lazy characteristic, always providing for his family and heavily devotes his life to them. Marge: a typical American housewife and mother, her strong moral values and patient manner are put down by her troubled children and her gawk husband. Bart: A troubled 10 year old often bullying Lisa his sister and lack of respect for the authorities and the community, Bart is one of the most prominent characters. Lisa: an 8 year old strong-headed activist who due to her intelligence sees herself as a misfit with the Simpsons family. Her personality does reflect Marge, however her liberal belief differ from Marges democratic beliefs. To sum up their family, the baby Maggie only communicates through her pacifier and the pets Santas little helper and Snowball IV reinstates their family friendly ideology and safe atmosphere. Most of the episodes are based in Springfield, the home of the family, and the opening sequence shows the camera zooming into the state of Springfield, depicting a birds eye view of the local school, the donut shop (which is significant on Homers characteristics), the town hall and the supermarket all are significant towards their regularity and familiar location. The bold yellow headline and blue sky signify the opening sequence of the sitcom. The soft yellow, blue and white colours reinforce the idea that the sitcom is family friendly also considering the baby-type font used. This can be known as a memorable hallmark. Their gag names and catchphrases have developed neologism; creating their own catchphrases which often audiences can acknowledge them from have made them common. Even though they are animated characters which can develop, the producers have chosen not to and have stayed the same, although the new technology which has developed over the past decade can transform them. They have recently updated the opening sequence, revealing more characters that appear more often in the episodes. This idea keeps the audience interested in character development and the change of characters over time. One idea that hasnt changed since the beginning of the Simpsons is the theme song which is recognised as the Simpsons theme tune all over the world. The orchestral soundtrack is lively and upbeat, which proves the entertainment aspect of the sitcom. The Simpsons had been provided to humour families during prime time, capturing audiences with its exciting linear narrative and realism in each episode. However The Simpsons had been criticized frequently for their lack of quality in the episodes and Bart Simpsons rebellious nature having an effect on boys and acting as a role model towards the younger male audience. Family Guy Family guy consists of the Griffins, a dysfunctional family set in a fictional town of Quahog, Rhode Island America. This is also a situational comedy; however the content contains satirical adult humour, amusing American culture. Its mostly recognised for its cutthroat gags on disability, sexual behaviour and cutaway scenes. The Griffin family is constantly compared to the Simpsons, consisting of similar family values and characteristics. Peter Griffin: male protagonist; an overweight safety inspector at a toy factory, recognised in America as a stereotypical blue collar worker. He is often known for his inappropriate nature, reminding the audience of an immature child. Lois Griffin: Mother and wife of the Griffin family, a typical housewife, grew up in a wealthy family, and married Peter Griffin. She teaches piano for an extra income. However she spends most of her time caring for her family. Chris Griffin: The teenage son of Peter and Lois, he appears to have taken Peters genes and deals with typical adolescent inconveniences; girls, acne and school. Meg Griffin: A self-conscious teenage girl who struggles to be accepted in not only school but also at home. She is regularly at the hind end of Peters jokes. Stewie Griffin: A one year old toddler who frequently is misguided about his sexuality. His evil nature is often taken out on his mother, who he repeatedly masters a plan to kill. His sophisticated speech and maturity juxtaposes typical toddlers description. Brian Griffin is the speaking pet dog, following an anamorphic behaviour. He has a refined speech and often corrects Peters immature behaviour. Despite the fact that Brian is a dog, he enjoys human activities and dates women regularly. Brian appears regularly in episodes, and on occasion appears in special episodes with Stewie, travelling in an epic adventure as Dog and toddler. During the episodes the storyline is always cut off on a tangent, and a new storyline is created. This may be seen as difficult for audiences to follow the plot; however it is always based on two centered narratives. The storyline also follows equilibrium, disequilibrium and a resolution, however on one episode where Stewie kills Lois the plot continued onto another episode, finally resolving the problem. Most of the episodes are set within Quahog, and some specials reside in Stewie and Brian going to a different country such as England and Germany. The opening sequence depicts the conventional family setting; Lois and Peter are placed on the piano, happily playing in unison. The other family members appear after, joining together symbolises the family values enforced in the typical idea of a conventional family. Family guy appears to share the same family values as the Simpsons, however the content and the audience is clearly different. The simpsons share family values and humour the typical American culture, however their humour is directed towards adults and children, using satirical wittiness and frequently punning on American products such as Mad TV or the actual TV production company that shows the Simpsons, Fox. Whereas family guy is shown during the late night schedule and the content uses extreme vulgar adult content, profanity, violence and nudity. In a sense, family guys title does mislead the audience into thinking that the program will be based on the same values the Simpsons produces. This is where they differ in style and content. Following my research, I have decided to challenge the conventional representation of families in sitcoms. I will create a DVD poster of a brand new situational comedy based on a family which appear to be a dysfunctional family which struggle to follow the conventional structure of a beginning scene, a dilemma then a resolution. They share the conventional ideology that families are appeared to be shown. I will use Adobe Photoshop to create my poster and Macromedia Flash to create the characters. Stereotypically, the male protagonist is portrayed as reliant on the other family members to bail him out. However in my production, I will portray the male protagonist as independent and smart and place the male characteristics on another character, for e. g. the son.

Representations of Nature in King Lear Essay -- Representations of Nat

We are lucky, today, that the majority of the world’s nations are democracies. This has only been the case in very recent times. For the greater part of human history, society has subscribed to the belief that birth is the most important determinant of one’s future. In Elizabethan England, this was especially true. Those born into the nobility enjoyed a lifetime of privilege, while those born outside of their ranks mainly existed to serve them. A century later, the British encountered an even stricter form of this belief when they conquered India. The Hindu caste system, which dictated one’s future based on birth just as British society did, was deemed even by the English to be excessively restrictive. After gaining control of the Subcontinent, the conquerors attempted to supplant the caste system with the semblance of a meritocracy. The new subjects of the Empire, instead of embracing this imposition of a foreign culture’s values, responded with general u nrest and discontent, showing that no society, no matter how unfair or prejudiced, tolerates interference well. Shakespeare’s King Lear demonstrates the same concept: that any violation of society’s conception of the natural order brings chaos, and that the only way to restore harmony is to conform to the expectations of that society. It is important to distinguish the concept of nature present in King Lear from the imagery it invokes in modern culture of picturesque forests teeming with every sort of adorable squirrel and chipmunk imaginable. As Sarah Doncaster puts it in her essay â€Å"Representations of Nature in Shakespeare’s King Lear,† nature in Shakespeare’s hands, â€Å"is a social construct, which is utilized in order to legitimise the existing social order.† The notion that a... ...e mock trial for his unfaithful daughters. He only regains a modicum of sanity when he is rescued by Cordelia, who treats him as he deserves, giving him fresh garments and restorative medicine. When Lear wakes in her presence, he is not entirely lucid, not knowing his whereabouts and surroundings, but the doctor declares that â€Å"The great rage you see is killed in him† (IV. vii. 90-91). Once Lear is restored to his former majesty, his madness is quelled. The imbalance of nature is rectified, and consequently, the mind of nature’s king is healed. Works Cited Doncaster, Sarah. Representations of Nature in King Lear. Shakespeare Online. 20 Aug. 2000. 6 Jan. 2014. . Shakespeare, William. The Tragedy of King Lear. Ed. Louis B. Wright and Virginia L. Freund. New York: Washington Square, 1957. Print.

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).