CIPP-US plan - Certified Information Privacy Professional/United States (CIPP/US) Updated: 2023
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CIPP-US Certified Information Privacy Professional/United States (CIPP/US)
Title: Certified Information Privacy Professional/United States (CIPP/US) - IAPP CIPP-US
Test Detail:
The Certified Information Privacy Professional/United States (CIPP/US) exam, offered by the International Association of Privacy Professionals (IAPP), is designed to validate the knowledge and expertise of professionals in the field of privacy and data protection within the United States. This certification is intended for individuals who work with U.S. privacy laws and regulations.
Course Outline:
The CIPP/US certification program provides participants with comprehensive knowledge and understanding of privacy laws and regulations specific to the United States. The following is a general outline of the key areas covered in the certification program:
1. Introduction to U.S. Privacy Laws and Regulations:
- Understanding the legal and regulatory landscape of privacy in the United States
- Familiarizing with key U.S. privacy laws, including the Privacy Act, HIPAA, and COPPA
- Exploring industry-specific regulations and standards, such as GLBA and FERPA
2. Privacy Governance and Program Management:
- Developing and implementing privacy policies and procedures
- Establishing privacy governance frameworks and accountability measures
- Managing privacy risks and compliance obligations
3. Privacy in Practice:
- Conducting privacy impact assessments (PIAs) and privacy audits
- Managing data breaches and incident response procedures
- Addressing cross-border data transfers and international privacy considerations
4. Privacy Principles and Frameworks:
- Understanding the key privacy principles, including notice, choice, and consent
- Exploring privacy frameworks and standards, such as the Fair Information Practices (FIPs)
- Applying privacy by design principles and practices
5. Privacy Operations:
- Managing privacy documentation and records
- Implementing privacy training and awareness programs
- Monitoring and enforcing privacy policies and practices
Exam Objectives:
The CIPP/US exam assesses candidates' knowledge and understanding of privacy laws and regulations within the United States. The exam objectives include, but are not limited to:
1. Understanding the legal and regulatory framework of privacy in the United States.
2. Applying privacy principles and practices to various scenarios.
3. Implementing privacy governance and accountability measures.
4. Managing privacy risks and compliance obligations.
5. Addressing privacy challenges in practice, such as data breaches and cross-border data transfers.
6. Ensuring privacy operations and documentation meet regulatory requirements.
Syllabus:
The CIPP/US certification program typically includes comprehensive training provided by the International Association of Privacy Professionals (IAPP) or authorized training partners. The syllabus provides a breakdown of the subjects covered throughout the course, including specific learning objectives and milestones. The syllabus may include the following components:
- Introduction to CIPP/US exam overview and certification process
- U.S. Privacy Laws and Regulations
- Privacy Governance and Program Management
- Privacy in Practice
- Privacy Principles and Frameworks
- Privacy Operations
- exam Preparation and Practice Tests
- Final CIPP/US Certification Exam
IAPP Professional/United plan
Other IAPP exams
IAPP-CIPT Certified Information Privacy TechnologistIAPP-CIPM Certified Information Privacy Manager
IAPP-CIPP-E Certified Information Privacy Professional/Europe (CIPP/E)
CIPP-US Certified Information Privacy Professional/United States (CIPP/US)
IAPP-CIPP-C Certified Information Privacy Professional/ Canada (CIPP/C)
CIPP-US Braindumps
CIPP-US Real Questions
CIPP-US Practice Test
CIPP-US dumps free
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Certified Information Privacy Professional/United
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Question: 75
Within what time period must a commercial message sender remove a recipient’s address once they have asked to stop
receiving future e-mail?
A . 7 days
B . 10 days
C . 15 days
D . 21 days
Answer: B
Explanation:
Reference: https://www.ftc.gov/tips-advice/business-center/guidance/can-spam-act-compliance-guide- business
Question: 76
SCENARIO
Please use the following to answer the next Question:
Larry has become increasingly dissatisfied with his telemarketing position at SunriseLynx, and particularly with his
supervisor, Evan. Just last week, he overheard Evan mocking the state’s Do Not Call list, as well as the people on it. “If
they were really serious about not being bothered,” Evan said, “They’d be on the national DNC list. That’s the only
one we’re required to follow. At SunriseLynx, we call until they ask us not to.”
Bizarrely, Evan requires telemarketers to keep records of recipients who ask them to call “another time.” This, to
Larry, is a clear indication that they don’t want to be called at all. Evan doesn’t see it that way.
Larry believes that Evan’s arrogance also affects the way he treats employees. The U.S. Constitution protects
American workers, and Larry believes that the rights of those at SunriseLynx are violated regularly. At first Evan
seemed friendly, even connecting with employees on social media. However, following Evan’s political posts, it
became clear to Larry that employees with similar affiliations were the only ones offered promotions.
Further, Larry occasionally has packages containing personal-use items mailed to work. Several times, these have
come to him already opened, even though this name was clearly marked. Larry thinks the opening of personal mail is
common at SunriseLynx, and that Fourth Amendment rights are being trampled under Evan’s leadership.
Larry has also been dismayed to overhear discussions about his coworker, Sadie. Telemarketing calls are regularly
recorded for quality assurance, and although Sadie is always professional during business, her personal conversations
sometimes contain sexual comments. This too is something Larry has heard Evan laughing about. When he mentioned
this to a coworker, his concern was met with a shrug. It was the coworker’s belief that employees agreed to be
monitored when they signed on. Although personal devices are left alone, phone calls, emails and browsing histories
are all subject to surveillance. In fact, Larry knows of one case in which an employee was fired after an undercover
investigation by an outside firm turned up evidence of misconduct. Although the employee may have stolen from the
company, Evan could have simply contacted the authorities when he first suspected something amiss.
Larry wants to take action, but is uncertain how to proceed.
In regard to telemarketing practices, Evan the supervisor has a misconception regarding?
A . The conditions under which recipients can opt out
B . The wishes of recipients who request callbacks
C . The right to monitor calls for quality assurance
D . The relationship of state law to federal law
Answer: B
Question: 77
Which of the following federal agencies does NOT enforce the Disposal Rule under the Fair and Accurate Credit
Transactions Act (FACTA)?
A . The Office of the Comptroller of the Currency
B . The Consumer Financial Protection Bureau
C . The Department of Health and Human Services
D . The Federal Trade Commission
Answer: C
Explanation:
Reference: https://en.wikipedia.org/wiki/Fair_and_Accurate_Credit_Transactions_Act
Question: 78
Which entities must comply with the Telemarketing Sales Rule?
A . For-profit organizations and for-profit telefunders regarding charitable solicitations
B . Nonprofit organizations calling on their own behalf
C . For-profit organizations calling businesses when a binding contract exists between them
D . For-profit and not-for-profit organizations when selling additional services to establish customers
Answer: D
Explanation:
Reference: https://www.ftc.gov/tips-advice/business-center/guidance/complying-telemarketing-sales-rule
Question: 79
In 2014, Google was alleged to have violated the Family Educational Rights and Privacy Act (FERPA) through its
Apps for Education suite of tools.
For what specific practice did students sue the company?
A . Scanning emails sent to and received by students
B . Making student education records publicly available
C . Relying on verbal consent for a disclosure of education records
D . Disclosing education records without obtaining required consent
Answer: A
Explanation:
Reference: https://www.edweek.org/ew/articles/2014/03/13/26google.h33.html
Question: 80
Most states with data breach notification laws indicate that notice to affected individuals must be sent in the “most
expeditious time possible without unreasonable delay.”
By contrast, which of the following states currently imposes a definite limit for notification to affected individuals?
A . Maine
B . Florida
C . New York
D . California
Answer: B
Explanation:
Reference: https://www.itgovernanceusa.com/data-breach-notification-laws
Question: 81
In what way does the “Red Flags Rule” under the Fair and Accurate Credit Transactions Act (FACTA) relate to the
owner of a grocery store who uses a money wire service?
A . It mandates the use of updated technology for securing credit records
B . It requires the owner to implement an identity theft warning system
C . It is not usually enforced in the case of a small financial institution
D . It does not apply because the owner is not a creditor
Answer: A
Question: 82
What was the original purpose of the Federal Trade Commission Act?
A . To ensure privacy rights of
C . citizens
D . To protect consumers
E . To enforce antitrust laws
F . To negotiate consent decrees with companies violating personal privacy
Answer: B
Explanation:
Reference: https://www.ftc.gov/about-ftc
Question: 83
SCENARIO
Please use the following to answer the next Question:
A US-based startup company is selling a new gaming application. One day, the CEO of the company receives an
urgent letter from a prominent EU-based retail partner. Triggered by an unresolved complaint lodged by an EU
resident, the letter describes an ongoing investigation by a supervisory authority into the retailer’s data handling
practices.
The complainant accuses the retailer of improperly disclosing her personal data, without consent, to parties in the
United States. Further, the complainant accuses the EU-based retailer of failing to respond to her withdrawal of
consent and request for erasure of her personal data. Your organization, the US-based startup company, was never
informed of this request for erasure by the EU-based retail partner. The supervisory authority investigating the
complaint has threatened the suspension of data flows if the parties involved do not cooperate with the investigation.
The letter closes with an urgent request: “Please act immediately by identifying all personal data received from our
company.”
This is an important partnership. Company executives know that its biggest fans come from Western Europe; and this
retailer is primarily responsible for the startup’s rapid market penetration.
As the Company’s data privacy leader, you are sensitive to the criticality of the relationship with the retailer.
Upon review, the data privacy leader discovers that the Company’s documented data inventory is obsolete.
What is the data privacy leader’s next best source of information to aid the investigation?
A . Reports on recent purchase histories
B . Database schemas held by the retailer
C . Lists of all customers, sorted by country
D . Interviews with key marketing personnel
Answer: C
Question: 84
SCENARIO
Please use the following to answer the next Question:
You are the chief privacy officer at HealthCo, a major hospital in a large U.S. city in state A. HealthCo is a HIPAA-
covered entity that provides healthcare services to more than 100,000 patients. A third-party cloud computing service
provider, CloudHealth, stores and manages the electronic protected health information (ePHI) of these individuals on
behalf of HealthCo. CloudHealth stores the data in state B. As part of HealthCo’s business associate agreement (BAA)
with CloudHealth, HealthCo requires CloudHealth to implement security measures, including industry standard
encryption practices, to adequately protect the data. However, HealthCo did not perform due diligence on CloudHealth
before entering the contract, and has not conducted audits of CloudHealth’s security measures.
A CloudHealth employee has recently become the victim of a phishing attack. When the employee unintentionally
clicked on a link from a suspicious email, the PHI of more than 10,000 HealthCo patients was compromised. It has
since been published online. The HealthCo cybersecurity team quickly identifies the perpetrator as a known hacker
who has launched similar attacks on other hospitals C ones that exposed the PHI of public figures including celebrities
and politicians.
During the course of its investigation, HealthCo discovers that CloudHealth has not encrypted the PHI in accordance
with the terms of its contract. In addition, CloudHealth has not provided privacy or security training to its employees.
Law enforcement has requested that HealthCo provide its investigative report of the breach and a copy of the PHI of
the individuals affected.
A patient affected by the breach then sues HealthCo, claiming that the company did not adequately protect the
individual’s ePHI, and that he has suffered substantial harm as a result of the exposed data. The patient’s attorney has
submitted a discovery request for the ePHI exposed in the breach.
What is the most significant reason that the U.S. Department of Health and Human Services (HHS) might impose a
penalty on HealthCo?
A. Because HealthCo did not require CloudHealth to implement appropriate physical and administrative measures to
safeguard the ePHI
B. Because HealthCo did not conduct due diligence to verify or monitor CloudHealth’s security measures
C. Because HIPAA requires the imposition of a fine if a data breach of this magnitude has occurred
D. Because CloudHealth violated its contract with HealthCo by not encrypting the ePHI
Answer: B
Question: 85
Which of the following best describes an employer’s privacy-related responsibilities to an employee who has left the
workplace?
A . An employer has a responsibility to maintain a former employee’s access to computer systems and company data
needed to support claims against the company such as discrimination.
B . An employer has a responsibility to permanently delete or expunge all sensitive employment records to minimize
privacy risks to both the employer and former employee.
C . An employer may consider any privacy-related responsibilities terminated, as the relationship between employer
and employee is considered primarily contractual.
D . An employer has a responsibility to maintain the security and privacy of any sensitive employment records retained
for a legitimate business purpose.
Answer: B
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The following resources are intended to provide professional development opportunities for the total Army. As we remain committed to an all-volunteer Army that is the most decisive land force in the world, strengthening our Army Profession based on implicit and universal trust has never been more important. The contents of this page will include rich venues for professional development that include Senior Leader speeches, Contemporary Military Forums (CMF), panels and meetings that address a wide range of professional subjects such as leader development, enhancing Soldier capabilities, modernization, force structure and Army Families.
The Graduate College will enhance graduate experiences by providing opportunities for professional development.
Objective 1:Â The UD Graduate College, in collaboration with partners from within and outside the institution, will build data- and outcome-driven, integrated and holistic graduate professional development resources that help graduate students and postdocs thrive during their time on campus and beyond. Upon completing their training at UD, our students and postdocs will have acquired the following competencies:Â
- leadership and management
- effective communication
- teaching and mentoring
- personal growth and wellbeing
- career navigation
Objective 2:Â The Graduate College will inspire, educate and empower graduate students and postdocs in their career journeys.
Immediate (AY21-22)
- Objective 1 - Develop a leadership certificate program with specific tracks for graduate students to prepare them for diverse, global working communities by collaborating with the Women’s Leadership Initiative, Blue Hen Leadership Program, Professional and Continuing Studies, cultural clubs, identity-based student organizations, and other campus units as needed.
- Objective 1 - Offer grant-writing workshops to help increase graduate students’ pursuit of and competitiveness for internal and external funding opportunities.
- Objective 1 - Develop training and resources to help academic departments launch graduate student peer-to-peer mentoring programs where senior graduate student mentors provide support and guidance to first-year graduate students.Â
- Objective 1 - Continue to provide graduate students and postdocs Accelerate to Industry™ (A2i) Job Search Strategies workshops as career exploration programming and an option to engage with prospective industry partners.Â
- Objective 1 - Cultivate partnerships with academic departments, UD offices and employers to create experiential learning experiences for graduate students.
- Objective 1 - Enhance connections between doctoral students and doctoral alumni by launching and managing a pilot Grad LEAP alumni mentoring program.
- Objective 1 - Establish postdoctoral leadership fellow positions to help build a postdoc community. The fellows will create opportunities for postdocs to connect with one another through National Postdoc Appreciation Week events, postdoc Slack channel, and community-building events throughout the year.Â
- Objective 1 - Develop and manage a tiered teaching certificate program for graduate students and postdocs that includes subjects such as inclusive teaching practices, understanding and identifying implicit bias, Title IX, campus climate, and the history of racism and DEI practices at UD.
- Objective 2 - Support career development of graduate students and postdocs by providing 1-on-1 career assistance to help them navigate the job search process and prepare effective application materials.Â
- Objective 2 - Promote employment opportunities from employer partners to focus on academic departments within UD and A2i academic partner institutions.Â
Mid-Term (AY21-22 to AY23-24)
- Objective 1 - Organize and host events and programs, such as the Three-Minute Thesis, to create opportunities for students and postdocs to translate their graduate-level skills and communicate their scholarly activities to a broad range of audiences.Â
- Objective 1 - Collaborate with UD’s College of Arts and Sciences’ Writing Center and Research Office to offer training on book and article writing to enhance students’ publishing skills.Â
- Objective 1 - Develop a visual, digital and social media communication certificate program in collaboration with Professional and Continuing Studies to help graduate students and postdocs present and promote their research and professional experiences in multimedia and multiplatform applications.
- Objective 1 - Provide support and community to graduate students from traditionally underserved and marginalized populations through collaborative partnerships with campus units and match students with peers, faculty and staff.
- Objective 1 - Curate online resources for graduate students and postdocs to help them navigate advisor-advisee relationships.Â
- Objective 1 - Co-develop a comprehensive personal development and wellbeing program with campus partners to provide a full year of events on subjects that enhance graduate student experiences.Â
- Objective 1 - Coordinate with Professional and Continuing Studies, colleges and academic affairs units to develop credit and noncredit (transcript notation) graduate-level certificate programs to help graduate students and postdocs acquire high-demand skills.
- Objective 2 - Continue to conduct focus groups and surveys with diverse groups of graduate students to receive feedback/perception about current services and make recommendations about future offerings. Focus on BIPOC and URM students to create career and professional development programs and resources tailored to these students.
- Objective 2 - Develop and standardize the use of doctoral and master’s student Individual Development Plans across all graduate programs to help students define and achieve their academic and professional goals.
- Objective 2 - Create and market a portfolio of on- and off-campus learning opportunities for high-demand skills to boost transferable skills, enrich our graduates' lives and increase their employability.
Long-Term (AY21-22 to AY25-26)
- Objective 1 - In collaboration with the Career Center, Lerner Career Services and ISSS, further determine the needs of international students within each college concerning transitioning to U.S. culture, wellness, and professional development and career success. Co-develop responsive programs and funding opportunities within and across colleges.
- Objective 1 - Create a framework and training for the Career Ambassadors Program to (1) help raise awareness of professional and career development opportunities offered by the Graduate College and (2) develop tailored programming that meets the needs of the specific student population. Â
- Objective 2 - Fundraise to expand graduate student professional success awards supporting training, professional development, conference participation and internship or research grants.
- Objective 2 - Develop the syllabus and create content for the Graduate Student Career Management Course in Canvas to provide career development resources and interactive career skill-building activities and track student engagement level over the course of their graduate training.  Â
- Objective 2 - Showcase graduate students and postdocs who have previously won external grants and fellowships on the Graduate College website to create a learning community of peers that can provide guidance and feedback on grant applications.
For Overall Professional Development
- Percentage of stakeholders who utilize professional development resources or are engaged with the professional development team via program requests or participating in one of the initiatives.Â
- Percentage of stakeholders who are satisfied with professional development resources (by degree programs, disciplines and demographics).
- Students (by degree programs, disciplines and demographics)
- Graduate student organizations
- Chairs and program directors
- Graduate program coordinators
For Leadership and Management Competency
- Leadership certificate is in place by December 2022.
- Number of graduate students participating in leadership certificate broken down by demographic, degree program, college and discipline.
For Teaching and Mentoring Competency
- Higher education teaching certificate is in place by September 2022.
- Number of graduate students participating in the higher education teaching certificate program broken down by demographic, degree program, college and discipline.
- Percentage of graduate students who strongly agree UD prepared them to be an effective teacher in a postsecondary education setting.
For Career Navigation Competency
- Percentage of graduate students who strongly agree UD prepared them to successfully lead and manage people and projects.
- Percentage of graduate students who are confident they will graduate with the skills and knowledge to be successful a) in the job market and b) in the workplace (measure in first year and at graduation).
- Percentage of graduate students who strongly agree they are confident in their abilities to succeed in a global workplace and with colleagues from diverse backgrounds and ideas.Â
- Percentage of graduate students who believe their graduate programs will lead to a good job within their discipline (measure in first year and at graduation).
- Percentage of graduate students who strongly agree they are confident about their career direction.Â
- Percentage of graduates indicating a high level of career and personal success five and 10 years after graduation as measured by their wellbeing, employment metrics and satisfaction.
- Percentage of graduate students receiving career advice, mentorship, job shadowing experiences, and internship and job search assistance from UD graduate program alumni before graduation.Â
- Percentage of recent graduate student alumni who circle back to provide career advice, mentorship, job shadowing experiences, and internship and job search assistance to current students due to the value of support they received while in their programs.
- Percentage of graduate students who strongly agree UD provides an expansive and relevant network of employers and alumni to engage for internship opportunities, jobs and career guidance.
- Percentage of graduate students completing internships, field experiences, job shadowing, clinical experiences and faculty-supervised research.
- Number of colleges and academic departments with structured alumni networks in place to support graduate students and departmental initiatives.
- Percentage of academic departments and programs utilizing Individual Development Plans as part of their advising programs and percentage of doctoral and master’s students actively using their plans.
For Communication Competency
- Increased success in students securing competitive internal and external funding and awards as measured by:Â
- Percent of doctoral students with year-round funding in their first five years.
- Number of competitive awards given for travel, language courses, project supplies and other enrichment resources.Â
- Number of students applying for and winning internal and external grants and fellowships.
- Achieve equity in students pursuing and securing internal and external funding opportunities based on race, ethnicity and other demographics. Measured by tracking the number of funding opportunities graduate students applied to and awarded and analyze the data based on various demographics.
- Percentage of graduate students who strongly agree that they are confident in their ability to understand and articulate their skills, experiences, research and academic or professional goals in writing, online and verbally.Â
- Percentage increase in graduate students with published articles within three years of graduation.Â
For Personal Growth and Wellbeing Competency
- Number of programs, events or workshops on the subjects of wellness, mental health and personal growth.
- Percentage of graduate students who strongly agree that UD is committed to their wellness, mental health and personal growth.Â
- Number of graduate students participating in Grad LEAP broken down by demographic, degree program, college and disciplines.
- Number of graduate alumni participating in Grad LEAP broken down by demographic, degree program, college and disciplines.
- Number of academic departments participating in or utilizing peer-to-peer mentoring resources.
United Airlines will start boarding passengers in economy class with window seats first starting next week, a move designed to reduce the time planes spend sitting on the ground.
The airline said in an internal memo that it will implement the plan on Oct. 26. The plan – called WILMA, for window, middle and aisle — was tested at several locations and deemed to shave up to two minutes off boarding time.
Variations of the WILMA approach have existed for many years.
“It spreads people out along the aisle of the airplane so that more people can put their luggage away at the same time. That’s the main thing that speeds up the boarding process,” said Jason Steffen, an associate professor of physics at the University of Nevada, Las Vegas, who designed his own boarding model a decade ago.
The change will begin with passengers in the fourth boarding group. Customers in first class and business class will see no change in their routine, and there’s also no change for those with priority-boarding privileges, including travelers with disabilities, unaccompanied minors, active-duty military, and families with children who are 2 or under.
Chicago-based United said that when multiple customers are on the same economy reservation, such as families, they will be allowed to board together.
The new policy will be used on domestic flights and some international flights.
Airlines have long searched for the perfect boarding process. Even Orville and Wilbur Wright flipped a coin to see who got the lone seat on their flying machine.
United is making changes now because, it says, average boarding time has increased by two minutes since 2019.
Tinkering with the boarding process has increased since airlines began charging fees for checked bags more than a decade ago. Those fees encourage passengers to bring carry-on bags, which generally are still free except at low-cost carriers such as Spirit and Frontier.
“Any time you have to wrestle with luggage up over your head, it’s going to slow things down,” Steffen said.
The push to board faster is also complicated by the airlines’ desire to sell early boarding or give it to elite members of their frequent-flier programs. Only after those people are seated — generally near the front of the plane — can everyone else board, passing the priority customers on the way to their seats in the back of the cabin.
“Priority boarding is a moneymaker. Up to a certain point, that money is worth more than worrying about boarding three minutes earlier every time,” said Seth Miller, who writes about the travel experience at Paxex.aero.
Two minutes doesn’t make much difference on a transatlantic flight, but on heavily trafficked shorter routes — think about the Northeast, or between the Hawaiian islands — delays tend to cascade, pushing late-day flights farther and farther behind schedule.
If a few passengers dawdle while stowing their bag and finding their seat, it can make the difference between a flight being on time or late in the government’s official statistics.
The last passengers to board face the risk that there won’t be room for their carry-on bag in the overhead bins. That leads passengers in late boarding groups to crowd the gate area so they can jump in line ahead of others. Gate agents and seasoned travelers call the line jumpers “gate lice.”
Conversation
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By MICHELLE CHAPMAN and DAVID KOENIG (AP Business Writers)
United Airlines will start boarding passengers in economy class with window seats first starting next week, a move designed to reduce the time planes spend sitting on the ground.
The airline said in an internal memo that it will implement the plan on Oct. 26. The plan – called WILMA, for window, middle and aisle — was tested at several locations and deemed to shave up to two minutes off boarding time.
Variations of the WILMA approach have existed for many years.
“It spreads people out along the aisle of the airplane so that more people can put their luggage away at the same time. That’s the main thing that speeds up the boarding process,” said Jason Steffen, an associate professor of physics at the University of Nevada, Las Vegas, who designed his own boarding model a decade ago.
The change will begin with passengers in the fourth boarding group. Customers in first class and business class will see no change in their routine, and there’s also no change for those with priority-boarding privileges, including travelers with disabilities, unaccompanied minors, active-duty military, and families with children who are 2 or under.
Chicago-based United said that when multiple customers are on the same economy reservation, such as families, they will be allowed to board together.
The new policy will be used on domestic flights and some international flights.
Airlines have long searched for the perfect boarding process. Even Orville and Wilbur Wright flipped a coin to see who got the lone seat on their flying machine.
United is making changes now because, it says, average boarding time has increased by two minutes since 2019.
Tinkering with the boarding process has increased since airlines began charging fees for checked bags more than a decade ago. Those fees encourage passengers to bring carry-on bags, which generally are still free except at low-cost carriers such as Spirit and Frontier.
“Any time you have to wrestle with luggage up over your head, it’s going to slow things down,” Steffen said.
The push to board faster is also complicated by the airlines’ desire to sell early boarding or give it to elite members of their frequent-flier programs. Only after those people are seated — generally near the front of the plane — can everyone else board, passing the priority customers on the way to their seats in the back of the cabin.
“Priority boarding is a moneymaker. Up to a certain point, that money is worth more than worrying about boarding three minutes earlier every time,” said Seth Miller, who writes about the travel experience at Paxex.aero.
Two minutes doesn’t make much difference on a transatlantic flight, but on heavily trafficked shorter routes — think about the Northeast, or between the Hawaiian islands — delays tend to cascade, pushing late-day flights farther and farther behind schedule.
If a few passengers dawdle while stowing their bag and finding their seat, it can make the difference between a flight being on time or late in the government’s official statistics.
The last passengers to board face the risk that there won’t be room for their carry-on bag in the overhead bins. That leads passengers in late boarding groups to crowd the gate area so they can jump in line ahead of others. Gate agents and seasoned travelers call the line jumpers “gate lice.”
Both airlines have applied to launch nonstop flights to Tokyo's Haneda Airport from Houston and New York City, respectively.
It’s about to get easier to fly to Japan thanks to a pair of new flights to Tokyo from two different U.S. airlines.
Both United Airlines and American Airlines have applied to the U.S. Department of Transportation (DOT) to launch nonstop flights to Tokyo's Haneda Airport from Houston and New York City, respectively.
For United, the new flight would make the airline the only U.S. carrier to fly direct to Haneda from Houston. Currently, a nonstop flight from the Texas city is operated by Japanese carrier All Nippon Airways (ANA), and United operates direct flights to Tokyo from other cities like Newark, Los Angeles, and Chicago.
"Between its steadily growing population and its booming energy and innovation sectors, the Houston area has transformed into a critical hub for both business and leisure travel," Patrick Quayle, the senior vice president of global network planning and alliances at United Airlines, said in a statement. "If awarded by the DOT, this new service will enhance travel options to Tokyo Haneda for consumers across the Southern United States, and strengthen the economic partnership between Japan and more than 240 affiliated businesses in the greater Houston area."
In New York, American Airlines plans to begin operating flights from the city’s John F. Kennedy International Airport to Haneda. Once approved, the airline would also become the only U.S. carrier to fly nonstop between the two major airports. American would plan to fly the route year-round once per day.
The same route is currently operated by both ANA and Japan Airlines.
“Joining American's existing flights from Dallas-Fort Worth and Los Angeles, JFK to Tokyo service adds an East Coast gateway for flights to Haneda, while offering the largest metropolitan area in the U.S. more options for travel to one of the most important business hubs in the world,” Molly Wilkinson, American's vice president of regulatory and international government affairs, said in a statement.
Both flights would operate on a daily basis.
The new routes come as Japan is in the heart of a shoulder season, which lasts from mid-September through December. While travelers won’t see peak cherry blossoms this time of year, they will experience fewer crowds, easier-to-book hotels, and cheaper flights.
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Read the original article on Travel & Leisure.
(CNN) – United Airlines is introducing a new boarding process to help eliminate the logjam that happens when people step into the aisle to allow passengers with window seats to sit down.
In economy class, people with window seats will board first, followed by those in the middle.
Passengers with aisle seats will board last.
The airline says the system is similar to the one it had until 2017 but with more nuances.
The new process allows pre-boarding, award tier and higher-seat class customers to go first.
Basic economy passengers will board last.
Copyright 2023 CNN Newsource. All rights reserved.
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