Environmental Aspects gs do not do the environment any good. During the building of the second runway, there was a significant number of protests, to stop the destruction of wildlife’s habitats. These protests led to tunnels being dug and tree top fortifications being built, to stop the building work carried on. Lots of countryside had to be destroyed to make room for the new runway, and people had to be moved out of their houses, Manchester airport had to pay for them to be moved and re-housed near the area, because they were knocking down peoples houses to make way for the new runway.
Some protesters even became well known because of the press that they were given because of the protests they were staging to stop the construction going on. One of which was called Swampy, he dug a hole in the area and lived in it for several days to stop the building work going on. Eventually he was arrested, but his name was splashed across the press, and he appeared on TV shows because of what he did.
Manchester finished building the runway, but lowered the values of the houses near by because no-one wants to move into a house next to a runway because of the noise pollution it cause therefore the houses will sell for less and puts the person out of a lot of cash. Therefore Manchester Airport has to take a lot of things environmentally into consideration before they undertake a large project like a new runway. There has been many projects undertaken by Manchester airport most of these being new terminals, better terminals new runways, better facilities. They all cause bad press, and more damage to the environment but that is the price you pay for business.
For the purpose of this discussion I have grouped CMC with Teaching Approach. This is because during observation prior to beginning teaching I noted that several pupils within the class were prone to being disruptive.3 Therefore, I planned lessons with CMC at the forefront of my mind as I anticipated the importance of CMC and the impact it would have on my ability to effectively teach the class:
“Before learning can take place, however, it is essential that some kind of behaviour should occur.” (Biggs, 1967, page 12). From my University tutorials (John Plessis), I knew that my first dealings with the pupils were crucial if I was to successfully teach the class. Therefore, during the first lesson, I took the opportunity to ensure the pupils understood what is acceptable. “It is important too, that rules are enforced firmly so that the pupils feel that there is a secure framework in which they know what kind of behaviour is allowed………..” (Backhouse et al, 1992, page 61).
At the commencement of the first lesson that I taught to the class, I waited at the doorway and pupils arrived and entered the class talking to each other. For safety reasons, pupils are allowed to enter the classroom on arrival.4 As pupils arrived, several of them called out, “Sir, are you teaching us today?” I raised my hand to acknowledge the questions but did not respond verbally:
“In the first meetings with pupils the status of the teacher is likely to be in question and it might be important to present oneself as one who initiates interactions rather than respond to the cues of the pupils.” (Robertson, 1981, page 32). As the pupils were entering, I was ostentatiously looking at my watch. I still did not speak – just stood at the front of the class, acknowledging questions by raising my hand but not speaking. Gradually, the chatter in the class subsided and the class sat in silence looking at me. I said, “Do you realize that it took this class 6 minutes before it is quiet enough to call the register. I expect you to enter in silence and take your books out and begin the questions on the board. If I lose part of my next lesson waiting for the class to settle down, we will continue during break time.”
I felt this instruction complied with Tanners recommendation: “Directions given to pupils should be concise and to the point” (Tanner, 1978, page 87). During the remainder of the lesson, I referred to pupils by name5, hopefully demonstrating “withitness” (Kounin) and that pupils would not be protected behind the anonymity of the class: “The ability to name children in class will also suggest an alert awareness.” (Robertson, 1981, page 118). I began each lesson by waiting for silence and then calling the class register while pupils worked on warm-up questions. I would then have a brief revision of the previous lesson before moving onto the concepts to be covered during the lesson. Expositions were generally structured around prepared resources: “If concrete materials or good visual aids are used, learners will generally find learning a concept less difficult than if an abstract approach is used.” (Backhouse et al, 1992, page 93)