Contract Law. Case study. Analysis Study Example | Topics and Well Written Essays - 500 words

Contract Law. . Analysis - Case Study Example When the offeree made a counter-offer, the original offeror must communicate his acceptance to the counter offer in order for an enforceable contract to exist. "An invitation to bid on a public contract is not an offer to contract but a solicitation for an offerThe contractor's bid is the offer to contractTo form a contract, the parties must mutually assent to the agreementIn looking for mutual assent, we do not consider the parties' subjective intent, instead, we ascertain intent from the objective manifestations, the parties statement and conduct." In the said case, a contractor that bid on a public construction project sought damages from the public agency after the contract was awarded to another bidder. The Court held that an enforceable oral contract was not formed when the agency voted to award the contract to the contractor or when it informed the contractor he had been awarded the contract. Applying the rules of law, the award of bid is not considered an enforceable contract because it was not reduced into writing which is a requirement under the Statute of Frauds.

Social responsibility

Social responsibility 2.Social responsibilities of an organisation Social responsibility is an ethical or ideological theory that an entity whether it is a government, corporation, organization or individual has a responsibility to society. This responsibility can be negative, in that it is a responsibility to refrain from acting (resistance stance) or it can be positive, meaning there is a responsibility to act (proactive stance). While primarily associated with business and governmental practices, activist groups and local communities can also be associated with social responsibility, not only business or governmental entities. (Wikipedia, 2008) Business is expected to create wealth and employment, while society is expected to provide a favourable environment for the business to flourish. The value and ethical standards that a company adopts are the long-term assets of the organization. There are a number of tasks that a business has to fulfil to the society. These include the financial task, political task, environment task, adaptive task, economic task, and social tasks. Financial tasks include laying down policies and guidelines for the proper functioning of the financial systems. The environmental tasks include the responsibility of an organization towards the environment. With the perceptions of the consumers changing towards products that are harmful to the environment, companies have to show their concern for the environment by producing environmentally friendly products. The maintenance tasks include the involvement of organizations with non-profit organizations in providing service to the society. Social task include providing equal opportunity for all the members of the society by organizations and taking into consideration the basic human rights of an employee. The way an organization responds to its responsibility to the society has been discussed with special reference to the enlightenment matrix. Further the social challenges of an organization have been discussed with community involvement choice flow. It is a process that guides an organization in fulfilling its role to the society. (ICMR Case studies, 2007) The 10 Best Corporate Citizens for the year 2007 in Sri Lanka were (in alphabetical order)  § Aitken Spence  § AMW  § Cargills  § CTC  § Holcim  § JKH  § Nestle Lanka  § Sampath Bank  § HSBC  § Unilever The awards honour the corporate community for their efforts in promoting Corporate Social Responsibility (CSR) and evaluate its applicants on five categories before selecting the â€Å"Best Corporate Citizen. Leading up to the grand award, best practices in Community Relations, Employee relations, Customer relations, Economic Performance, and Environment will be rewarded with awards to the top three Corporate Citizens. Awards will also be given to the winners of each stakeholder category and to the Top Ten Best Corporate Citizens. (Sunday Times, 2008) 2.1 Code of conduct A statement and description of required behaviours, responsibilities, and actions expected of employees of an organization or of members of a professional body. A code of conduct usually focuses on ethical and socially responsible issues and applies to individuals, providing guidance on how to act in cases of doubt or confusion. In simple its a set of rules to guide behaviour and decisions. (B-Net Business Dictionary, 2008) 2.2 Stakeholders and Business responsibilities towards them A company has responsibilities to a wide range of interested parties, people who have a stake in what the company does. A companys stakeholders so defined include not only its customers, owners, workforce, suppliers and their families, but also those living near its sites, as well as special interest groups, and of course society as a whole, including society in its role as steward of the environment. (Times Newspapers Ltd and MBA Publishing Ltd, 2008) In terms of understanding the objectives of a business or other organisation, there are two traditional views. 1. The Shareholder Concept In the theory of accounting and finance, it is assumed that the objective of the business is to maximise the value of a company. Put simply, this means that the managers of a business should create as much wealth as possible for the shareholders. Given this objective, any financing or investment decision that is expected to improve the value of the shareholders stake in the business is acceptable. In short, the objective for managers running a business should be profit maximisation, both in the short and long-term. 2. The Stakeholder Concept In recent years, a wider variety of goals have been suggested for a business. These include the traditional objective of profit maximisation (in other words the shareholder concept has not been abandoned). However, they also include goals relating to earnings per share, total sales, numbers employed, measures of employee welfare, manager satisfaction, environmental protection and many others. A major reason for increasing adoption of a Stakeholder Concept in setting business objectives is the recognition that businesses are affected by the environment in which they operate. Businesses come into regular contact with customers, suppliers, government agencies, families of employees, special interest groups. (Tutor2u, 2007) Therefore stake holders can be categorized as internal and external. Internal stakeholders Shareholders Employees Management External stakeholders Consumers Suppliers Creditors Competitors Community Shareholders are important to the business, because they have a primary stake in the business. Organizations responsibilities towards the stakeholders are: to provide professional management, fair returns on their investment, disclose relevant information, protect shareholders assets etc. The organizations responsibility towards employees are improving working conditions, maintaining open and honest communications, welcoming suggestions/complaints, providing equal opportunity etc. Management plays a key role in balancing the multiple claims of stakeholders. Therefore the responsibility of management involves maintaining healthy relationships among the stakeholders. The organizations responsibilities towards consumers include offering quality goods, providing prompt services, treating customers fairly etc. Good relations with suppliers will determine the profitability of the company. The company must treat its suppliers with respect. Suppliers /creditors must be paid promptly. Companies must also follow ethical competitive practices. Finally, the responsibilities of the organization are, respecting human rights, improving workplace safety and economic well being etc. (ICMR Case studies, 2007) 2.3 Investors rights As a shareholder in a company, you can enjoy certain rights:  § To receive the share certificates, on allotment or transfer as the case may be, in due time.  § To receive copies of the abridged Annual Report, the Balance Sheet and the PL A/c and the Auditors Report.  § To participate and vote in the general meeting, either in person or in proxy.  § To receive dividends in due time once approved in General Meetings.  § To receive corporate benefits such as rights, bonus, etc. once approved.  § To apply to the Company Law Board (CLB) to call or direct the Annual General Meeting.  § To inspect the minute books of the General Meetings and to receive copies thereof.  § To proceed against the company by way of civil or criminal proceedings.  § To apply for the companys winding-up.  § To receive the residual proceeds. Group rights: Besides these rights you enjoy as an individual shareholder, you also enjoy the following rights as a group:  § To requisition an extra-ordinary general meeting.  § To demand a poll on any resolution.  § To apply to CLB to investigate the companys affairs.  § To apply to CLB for relief in cases of oppression and/or mismanagement. Debenture holder: As a debenture-holder, you have the right to:  § Receive interest/redemption in due time.  § Receive a copy of the trust deed on request.  § Apply for the companys winding up if it fails to pay its debt.  § Approach the Debenture trustee with your grievance. The above mentioned rights may not necessarily be absolute. For instance, the right to transfer securities is subject to the companys right to refuse transfer according to the statutory provisions. Your responsibilities: While you may be happy to learn of your rights as a stakeholder in the company that should not lead you to satisfaction; because you have also certain responsibilities: To remain informed. To be vigilant. To participate and vote in general meetings. To exercise your rights on your own or as a group. (The Hindu Business Line, 2001) 2.4 Ethical and Moral dilemmas face by businesses One of the defining features of an ethical conflict is that it involves being pulled between two or more objectives, values, or ideals which often draw strong emotional reactions. The competing objectives or values may both be ethical in nature, as in the conflict between loyalty to a friend and duty to report that friends unlawful behaviour. Alternately, one of the competing values may be ethical (e.g., the desire to help a person in need or in danger) while the other is pragmatic (e.g., financial prudence or self-protection). In either situation, a moral or ethical conflict more than other conflicts often has a strong emotional component. One of the challenges decision makers face in such situations is the need to integrate their emotional reactions to different choice options with their cognitive evaluations of the possible or expected outcomes of these options. Following this definition of an ethical decision, ethical or moral decisions do not simply constitute a specific conten t domain of decisions that parallels and complements other content domains such as financial decision making or recreational decision making(Weber, Blais, Betz, 2002). Instead, ethical decisions can occur in any substantive content domain; putting it differently, many decisions across content domains include ethical aspects or considerations. The factors that contribute to whether a specific decision is being construed as an ethical issue or a health or financial issue are themselves an important topic of experiential investigation that have implications for the ethical training and education. Morality can be defined as a system of judging acts in light of an ideal or a code of conduct. Moral judgments involve judgments about what somebody (either the decision maker or another person) should do in a certain situation. Haidt (2001) defines moral judgments as judgments about the actions or character of other people, using as a standard of comparison the moral prescriptions and ideals of ones culture or subculture, which are frequently formalized in written or unwritten codes of conduct. Most scholars agree that moral or ethical decisions need to be intentional and in response to a sense of obligation that is shaped by an ideal. (Blasi, 1987) Mainly there are four types of psychological processes when behaving morally. interpret the situation in terms of the actions possible, and the effects of these actions on the self and others; judge which course of action is morally right; give priority to what is morally right over other considerations; demonstrate the strength and skills to follow through on the intention to behave morally. (L.K Trevino, 1992) Here is a good example explaining above facts. A woman called Shani works for a company that treats people simply as a means for making profits. Customers are appreciated and engaged solely for the purpose of adding to the bottom line. She has found it difficult to find other employment, and has a family to provide for one of her highest values. One day Shani is pressured by her boss to increase her performance (get more customers using any means possible) or she will be terminated. The conflicting values for her are: Providing for her family; Providing an honest days work for an honest days pay; Valuing people over profits. At this point she is clearly faced with a moral dilemma. The dilemma was not quickly or easily resolved, but here is what Shani did;  § She made a decision to never violate her second and third values. In her mind people always come before profits. She also wants to be known as a good employee with a strong work ethic who works hard and gets the job done. She made a conscious decision to do her best in fulfilling her bosses instructions (i.e. get more customers) without violating her value of people over profits. Her production improved as she worked harder and she knew she was contributing to the organization in ethical ways.  § She also stepped up her job search. That day she came to the realization that the companys values and hers did not mesh. She knew that she would have to change venues in order for her to be able to feel comfortable in her work while providing for her family. Today she does a similar job for a different company, and loves it. In her job search she made sure she asked important questions about how the companys values would fit with her own. In her new company she is able to be productive, value the customer over company profits, and provide for her family. 2.5 Organisations encourage ethical behaviour As an airline company directors and employees in Jet Airways should attempt to promote ethical behaviour and to encourage employees to report evidence of illegal or unethical behaviour to appropriate Company personnel. It is the policy of the Company to not allow retaliation against any employee who makes a good faith report about a possible violation of this Code. Suspected violations of this Code may be reported to the Chairman of the Board or the Chairman of the Audit Committee. All reported violations will be appropriately investigated. When in doubt of the best course of action in a particular situation, employees are encouraged to talk promptly to their supervisor, managers or the Head of Human Resources. Employees are expected to fully cooperate in internal investigations of misconduct. (Jet Airways Sri Lanka, 2006) Patients, consumers, doctors and governments want to use medicines from companies that they trust. Therefore, ethics policies require all GSK employees to meet the highest standards of ethical and legal compliance in their work. Company has led efforts to create the first marketing code for the Sri Lanka Chamber of the Pharmaceutical Industry based on the IFPMA Code. These are some of the policies they conduct to encourage ethical behaviour; GSKs 12,000 managers completed self-certification confirming that they comply with our Code of Conduct. All new sales and marketing staff in the US completed ethics training and over 9,000 existing staff received two hours of annual refresher training. Employees are encouraged to seek help and to report any concerns or suspected cases of misconduct. They can do this through their line management, our network of compliance officers, or through our confidential Integrity Help lines. (GlaxoSmithKline, 2007) 2.6 Rights and responsibilities of employers and employees Employers and employees have responsibilities to each other where they should also expect their rights to be upheld. These rights and responsibilities relate to areas such as Health and Safety, the provision of Terms and Conditions of Employment, Equal Opportunities and the right to be paid a Minimum Wage. The Health and Safety at Work Acts set out responsibilities and rights for both employees and employers. Employees are expected to carry out their work in a way that has regard to the safety of others. Employers are expected to abide by a range of requirements governing such aspects as providing safe machinery and equipment, carrying out regular health and safety checks, ensuring the training of employees in health and safety issues, and carrying out a risk assessment to assess the dangers of particular work activities. There are also specific regulations about the way in which potentially harmful substances should be used and stored. There are a number of requirements about the mi nimum temperature at work, and other aspects of working conditions. Employees are expected to receive the terms and conditions of their work setting out when their work commences, what their main duties are, who they are accountable to, rates of pay, and other entitlements. Equal Opportunities legislation sets out that all employees should receive the same pay and conditions for carrying out the same or broadly similar work. There are also laws against sexual, racial and disability discrimination. The Minimum Wage Act sets out the Minimum Wage that workers can expect to receive which today is more than a  £5 an hour. The Minimum Wage is regularly reviewed and will increase over time. There is also European Union requirements governing the maximum number of hours that workers will be expected to work in a typical week which is currently set at 48 hours. Employers and employees are expected to meet minimum legal requirements for such areas as Health and Safety at Work, and minimum standards and conditions related to hours, and the treatment of people in the workplace. Along with rights for employees there are corresponding responsibilities such as the expectation to work in a safe way and to have regard for the safety of work colleagues. (Times Newspapers Ltd and MBA Publishing Ltd, 2008) 2.7 Ethical issues caused by information technology Ethics and the Information Revolution, De George (2003) describes his approach to the ethical questions he will discuss. He locates the issues within a common and universal framework of ethical norms. Murder, stealing and other such acts are generally inconsistent with societal norms across societies despite their cultural differences. Within a society, norms exist for many practices that bear certain similarities to new and emerging practices made possible by information technologies. This suggests a two-step method. First, when evaluating a new practices such as monitoring e-mail, one can use analogical reasoning from similar practices and norms; for example, opening and reading private correspondence. He applies his method of analysis to the general system of IT taken as the basis for the information society. Here he argues that core values of an information-centric society are truthfulness, accuracy, information sharing, and trust. While important in other types of society (agricultural, industrial), these values take on greater role in an information economy, in contrast to punctuality, for example, which is critical in an assembly-line industrial economy. Ruth Rikowski (2006) pointed out that computers are changing the face of the work scene. For some people, their jobs are becoming redundant or they have to play quite different roles, and others are suffering increasing levels of stress from work pressures. Others are, obviously, reaping the benefits of having more rewarding jobs, and there is certainly more emphasis on knowledge, information and I.T. skills than ever before. However, this all clearly poses various ethical issues. Should those that lose their jobs be compensated? How can the pressure be eased on those that are suffering stress? Is it acceptable for computer programmers to be made redundant ‘on the spot etc? There are many ethical issues that need to be addressed here. Clearly writing and spreading virus programs are unethical acts. They have very serious consequences, and cause systems to crash and organisations to cease operating for certain periods. One of the most concerning consequences of such actions is when viruses interrupt the smooth functioning of an organisation such as a hospital, which could in extreme cases even cause people to die. Logic bombs are also sometimes planted. There is obviously a lot of anti-virus software on the market now though that helps to deal with this ever-growing problem. Many different computer crimes are committed, which clearly poses ethical questions for society. Various illegal acts are performed on computers, such as fraud and embezzlement. This includes, for example, using imaging and desktop publishing to create, copy or alter official documents and graphic images. There are also various ethical dilemmas, such as whether copying such files is as bad as stealing something. So, this conflict might mean that companies do not, in reality, give enough consideration to the ethical issues in I.T., as the drive to create new products and upgrade products, thereby raising the profit margin, takes precedence over moral considerations. Some of the ethical issues in I.T. are being tackled more effectively though (although there is obviously always room for improvement). Great efforts are being made in regard to finding ways to deal with viruses, for example, and more and more attention is now being given to ergonomic and health issues. 3. Industrial relations 3.1 Trade unions The field of industrial relations (also called labour relations) looks at the relationship between management and workers, particularly groups of workers represented by a union. Sri Lanka has approximately 1000 Trade Unions. Out of these about 20 have more than 100,000 members. Out of these 1000 Trade Unions, 750 are in Government Departments where labour laws do not apply. These workers come under the establishment code. Only 30 per cent of the countrys workforce is organized in Trade Unions. Here are some trade unions in Sri Lanka. All Ceylon United Motor Workers Union Ceylon Federation of Labour Ceylon Mercantile Union GCSU Sri Lanka United Corporations and Mercantile Union (Wikipedia, 2008) 3.2 Enterprise bargaining Enterprise bargaining is an about introducing change in the workplace with everyone sharing the benefits. It is an opportunity for an employer and his/her employees, either directly or through their union representatives, to undertake cooperative negotiations. Enterprise bargaining is a way to discuss how work is performed, conditions and productivity improvements that will benefit both employer and employees. This can foster a culture of change in the workplace which can be a valuable tool in the process of continuous improvement. It can assist in the creation of vital, responsive and flexible enterprises and improve productivity and efficiency. 3.3 Industrial disputes Industrial dispute means any dispute or difference between anemployer and a workman or between employers and workmen orbetween workmen and workmen connected with the employment ornon ­employment,orthetermsofemployment,orwiththeconditionsoflabour, or the termination of the services, or the reinstatement inservice, of any person, and for the purposes of this definitionâ€Å"workmen†includesatradeunionconsistingofworkmen. (BOI, 2008) The Industrial Disputes Act (IDA) provides for the prevention, investigation and settlement of industrial disputes and for connected/incidental matters. The IDA also specifies the methods by which the Commissioner of Labour is empowered to help settle an industrial dispute. These methods are as follows. with reference to a Collective Agreement where such an agreement is in force between employers and workmen; Through conciliation at conference either by the Commissioner himself or an authorized officer (usually attached to the Industrial Relations Branch in the Department of Labour); Through voluntary arbitration. Where the parties to the dispute do not consent to reference of the dispute to an arbitrator, the Minister is empowered to refer the dispute for settlement by arbitration to an arbitrator or to a labour tribunal. The Minister can also refer any industrial dispute to an Industrial Court for settlement. The ideal process would be for a time span to be fixed between the making of a complaint to the Labour Department and a reference to arbitration, tying up the processes of arbitration and conciliation so that the whole dispute could be settled within a reasonable length of time instead of the parties having to wait for years in order to see an end to the dispute. It may also be worth looking at the possibility of establishing an Appeal Court to go into positions of dissatisfied parties within a short period of the arbitrators award so that settlement could be reached speedily. (Globalization and Industrial Relations in Sri Lanka, 2000) 3.4 Awards systems Sri Lanka Institute of Marketing (SLIM) carries out two major award systems in Sri Lanka. Ø Peoples Awards This includes people from all walks of life advocating their favourite personality, brand, company, advertisement, film, teledrama, song etc. Men and women throughout the island, excluding the North and the East, take part enthusiastically. To ensure that the results represent the diverse population of Sri Lanka, the interviews are carried out in all the provinces excluding North and East. SLIM Nielsen Peoples Awards is based on a sample survey conducted by The Nielsen Company encompassing a sample of 5,050, equally split between males and females, and between the ages of 16-65 years living in both urban and rural areas. The survey will go on for a period of 5 consecutive months with a random sample of 1,010 per month conducted through face to face interviews at an all island level (excluding north and East). The Nielsen Company assures quality and clarity of answers given by the respondents. To ensure accurate feedback, its stringent quality control measures adhere to the WatchBuild er standards, a process, globally unique to the Nielsen Company. Ø Brand Excellence The SLIM Brand Excellence Awards is a celebration of brand excellence at national level and rewards the outstanding efforts of outstanding marketers. Through this event, SLIM endeavours to not only encourage best practices in branding, but also to raise local brands to global standards, to enhance the image of marketing in the country and that of SLIM in the region. This event translates as industry recognition of the motivation, dedication and hard work that great marketers have demonstrated in making brand champions. Each year panel of judges evaluates the contenders for each category of award, looking for those elusive qualities which elevate a brand above the sea of nondescript products. For the Brand Excellence Awards to be truly successful there must be industry-wide, representative participation which will ensure healthy competition. (SLIM, 2008) 4. Sri Lanka and international business 4.1 Trends in Sri Lankan trade Sri Lankas exports grew 14.7 percent helped by strong prices for tea, while apparel exports grew by a slow 5.3 percent where the trade deficit expanded 92 percent on higher oil and capital goods imports. The Central Bank said April export earnings increased 14.7 percent to 610 million US dollars with agricultural and industrial exports contributing 59 percent and 37 percent. According to official data, agriculture exports grew 46.5 percent in April 2008 compared with a year ago on the back of increased export prices of tea. The average export price of tea was four US dollars a kilogram, the highest recorded up to then. Industrial exports grew by 6.9 percent supported by increased exports of garments, food, beverages, tobacco, rubber products, petroleum products and ceramics, official data showed. Cumulative exports during January to April 2008 grew 11.3 percent to 2,488 million US dollars. Expenditure on imports in April increased 37 percent to 1,269 million US dollars. The Central Bank said import expenses on consumer goods such as food expanded significantly in April 2008 owing to increased expenditure on rice and sugar. Import expenditure on intermediate goods which increased 38 percent from a year ago contributed 64 percent to the increase in import expenditure in April 2008. The Central Bank said import expenditure increased owing to high crude oil and fertilizer prices. Imports of investment goods such as transport equipment, machinery and building materials have also recorded a growth of 33.5 percent. The cumulative expenditure of imports during the first four months of 2008 amounted to US dollars 4,533 million, an increase of 37.4 percent from a year ago. The Central Bank said higher oil and capital goods imports have widened the trade balance from 394 million US dollars in April 2007 to 659 million US dollars in April 2008. The overall balance of payments recorded a surplus of 320 million US dollars from January to April 2008 increasing the gross official reserves to 3,383.8 million US dollars by endApril2008, which is sufficient to finance around 3.3 months of imports. (LBO, June 16,2008) 4.2 Trading partners Major trading partners;  § Export (% of total, customs basis): US 28.2%, UK 11.5%, India 9.0%, Germany 4.1%. Export Commodities: Textiles garments, tea, diamonds jewellery, petroleum.  § Import (% of total, customs basis): India 18.5%, China 10.5%, Singapore 8.7%, Hong Kong 4.2%. Import Commodities: Mineral products, textiles, machinery transport equipment, base metals. Ø United Kingdom Trade and Investment with the UK UK imports from Sri Lanka have consistently exceeded UK exports to Sri Lanka. Exports have declined during the period 2001 to 2004 from  £142.4 million to  £138.8 million and imports have steadily increased from  £400.8 million to  £466.9 million during the period 2001 to 2004. The UKs net investment in Sri Lanka has averaged some  £50 million per annum over the last 20 years. The UK is the largest European investor in Sri Lanka and second overall in terms of projects. Further progress in the peace process would lead to more opportunities for British companies in Sri Lanka. Cultural Relations with the UK The British Council has English Teaching Centres in Colombo (one of the fastest growing in the network with well over 3000 students) and Kandy, and is involved in English language projects throughout the island. It also runs busy libraries at the teaching centres, and maintains a lively arts programme. The Council runs an education information service that offers detailed information on all aspects of the British education system, and administers exams in Colombo and Kandy. In Sri Lanka the Council also works closely with the Ministry of Education on its education reform agenda, particularly at Primary level. (www.iptu.co.uk) Ø USA The Trade and Investment Framework Agreement (TIFA), signed by the USA and Sri Lanka on 25th July 2002 in Washington DC, provides an ideal platform for the two Governments to maintain a closer dialogue on a number of areas / fields that are of mutual interest to them. On the Sri Lankan side: (a

Congressional and Presidential Budgeting Process Essay examples -- Ame

Throughout history there has been much concern over issues regarding the national debt and government spending. The United States has had its ups and downs with the national debt and the balancing of the budget. As a multitude of changes have been made to improve the budget system many believe that too much control over the budget is vested with the president and the executive branch. While the Congressional Budget and Reform Act of 1974 awarded Congress added power and influence in response to this concern over the budget process, the president still has an advantage in the budgetary process. The budget process begins with the formulation of the president’s budget or executive preparation, in which all agencies are required to submit their budget requests to the president. The Office of Management and Budget(OMB) which is the largest office within the Executive Office of the President administers instructions, policy guidance, and tentative budget ceilings to help facilitate departments and agencies fabricate their budget requests. These budget requests are then reviewed and overhauled by the OMB in conformance to the directives from the president. Agencies in disagreement with the OMB’s adjustments have the option of appealing to the president in which the president usually concurs with the OMB. The president then sends the budget to Congress which communicates the president’s discretions and priorities on issues regarding matters of overall size, possible effects on the economy, and allocation of funds among major agencies and programs. (Anderson, 2006) The budget proposal also includes volumes of supporting information intended to persuade Congress of the necessity and value of the budget ... ...ning to the growth or demise of the United States. Each process allows the president and Congress to retain both advantages and hindrances as checks and balances prevent the abuse of power and intrusion by government on individual liberties. Although the president and executive offices hold greater influence in the budget process, Congress has contingencies to assist legislature in obtaining its goals. The president should continue to enjoy leverage in the budget process as he must ensure the movement and progression of the country’s goals and priorities by acting as a facilitator between political parties. Works Cited Anderson, J. (2006). Public policymaking. Belmont, CA: Wabsworth. Library of Congress, Law Library of Congress. (2010). Presidential signing statements Washington, DC: Retrieved from http://www.loc.gov/law/help/statements.php

Coach Carter Essay

I believe that this will be easier for me to understand what Is happening In the film and I think I will be able to understand the personalities of the characters whilst watching a film rather than reading a novel. I find that they are easier to analyze. Coach Carter Is based on a true story, Samuel L. Jackson portrays Ken Carter who has a legend status at Richmond high.At the beginning of the film Carter was offered a job at the school as head coach of the basketball team. He accepted the Job to attempt to bring change into the or neighborhood and to the student athletes who played for the basketball team. One theme that the film uses is teamwork, at the beginning of the story the team weren't playing as one unit but as a group of individuals, this resulted in the team losing most of their games in the previous years.When Coach Carter took over he taught them that teamwork will always beat a team of individuals, he taught them to pass the ball to each other rather than continuously shooting, he also punished the team as a group rather than singling out each Individual. This made brought the team closer and taught them some discipline. Another theme was winning Isn't always everything, this theme Is shown when Coach Carter locks up the gym, he does this because the team break their contracts with not all of them achieving a or higher after they promised they would all get their act together and pass their classes.He shows that he cares more about the boys passing their classes than winning which his main goal was to try to ensure a successful future for these students rather than winning championships, proving that he values education and a successful life over winning games. This theme is also shown in the last game where he team comes up short in the final, obviously them team was shattered but after the game they were in the change rooms singing because they were proud of their achievements. The boys were all proud of how far they had come and were very appr eciative of what the Coach had done for them and getting their lives back on track.One really big theme Is respect from one of the very first scenes the Coach talks about respect and how the team should refer to him as â€Å"sir† and vice-versa, In that same scene he talks about the â€Å"n-word† and how it is a derogatory term and he does not want to hear it anymore. At first the team didn't respect the Coach, but once they realized what he was trying to do and saw that he was respecting them they eventually showed respect back by sticking by him when his job was on the line after complaints about his coaching methods.During the team's first few game the boys would continuously taunt their opponents as they began to get overly cocky due to their winning streak, Carter then punished them as he did not want his boys to be perceived that way and wanted the boys to win graciously. Throughout the course of the film there were a few characters who developed their personalit ies, one being Time Cruz, at the beginning of the film he was a no good street thug who was a menace to society and was In a gang and he had no purpose In life, Coach Carter opened his eyes and showed him that there Is more to life than being a thug.In a later scene there was a drive by shooting in which his cousin was involved in, upon Carter for guidance. Cruz went on to follow Coach Carter's advice and he went on with his study and continued to play basketball. In the end this led to Cruz going to college and earning a degree. Coach Ken Carter is shown as highly unorthodox high school basketball coach. Coach Carter took the coaching Job and made his own rules.He believed that everyone in the team must receive a good grades and form a strong bond in the team or they would not play and he had everyone in the team sign a contract stating that they would get good grades or else not be able to play. The team was undefeated and on its way to the Championship, when Coach Carter received the low grades of his players he locked the gym and benched the team for not getting good enough grades. Coach Carter received some praise but much more criticism for his decision. Coach Carter taught his players that they must be committed and work art to excel.Whilst watching the movie I noticed that there were not many moments when the whole team was in the shot, instead the director really wanted to focus on one person at a time. They focus on individuals which shows their attitudes and expressions really well. However on the occasions that they were shown together they look like a united team, this shows the viewer the bond that they have created. This movie was filled with lots of Urn style music which fits well with a movie about basketball, this satisfies most viewers as many basketball players stereotypically sites to this music.Depending on the scene the music was more up-tempo or was slowed down, during a game the music was used to pump the viewer up whilst the sadder pa rts of the movie had slow emotional music, for example music about losing people was played when one of the players relatives died. In the end Richmond lost in the championship final, the players were distraught but shortly after they realized that they had won in another way, the players made friendships, learnt respect, got their lives back on track, earned college scholarships and ultimately became better people.

Aircraft General Practices A320/321

SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES SINGLE AISLE TECHNICAL TRAINING MANUAL AIRCRAFT GENERAL PRACTICES 06 DIMENSIONS AND AREAS Structural Breakdown and Zoning (3) . . . . . . . . . . . . . . . . . . . . . . . . . 2 09 TOWING Towing with Nose Gear from the Front (2) . . . . . . . . . . . . . . . . . . . . 24 10 PARKING AND MOORING Parking and Mooring (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 12 SERVICING Maintenance External Visit (3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 U3U06191 – U0O35M0MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TABLE OF CONTENTS May 11, 2006 Page 1 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) REFERENCE AXES The structure elements are installed according to the following reference axes. The X axis in the longitudinal direction of the fuselage, the Y axis in the dir ection of the wing span and the Z axis in the vertical direction. The cross section P presents a typical fuselage section at frame 47. NOTE: Note: The reference (station 0) for all structural measurements for the X axis is set at 100 in (254 cm) forward of the A/C nose.U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 2 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 REFERENCE AXES MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 3 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) ATA CHAPTERS The A/C structure is divided according to the ATA 100 specifications. SECTION NUMBERS Each major part of the A/C receives a section number. The fuselage section base number is 10.The fuselage is divided into various secti ons for manufacturing reasons. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 4 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 ATA CHAPTERS & SECTION NUMBERS MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 5 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) SECTION NUMBERS (continued) WING AND TAIL PLANE The general wing section base number is 20.The general tail plane section base number is 30. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 6 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 SECTION NUMBERS – WING AND TAIL PLANE MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 7 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) SECTION NUMBERS (continued) ENGINE, LANDING GEAR AND BELLY FAIRING The engine section base number is 40.The L/G section base number is 50. The general belly fairing section base number is 60. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 8 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 SECTION NUMBERS – ENGINE, LANDING GEAR AND BELLY FAIRING MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 9 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) STATION NUMBERS FUSELAGEThe STAtion number is the distan ce in centimeters of a cross-section from a reference point. The station/frame numbers shown agree with the section boundaries. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 10 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 STATION NUMBERS – FUSELAGE MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 11 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3)STATION NUMBERS (continued) VERTICAL STABILIZER For the vertical stabilizer the reference station is Z=0 at the vertical Z-axis. Due to the fin tip extension, the A318 station numbers have changed. The new additional rib 12N is on the STA597. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENER AL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 12 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 STATION NUMBERS – VERTICAL STABILIZER MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 13SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) STATION NUMBERS (continued) HORIZONTAL STABILIZER, ENGINE AND WING For the horizontal stabilizer the reference station is y=0 at the A/C Y axis. For the wings, the reference station is the wing reference axis (WY). WY is located at 1868 mm (73. 54 in) from the A/C X axis. For the engines, station numbers are different depending on the version. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 14 SINGLE AISLE TECHNICAL TRAINING MANUALU3U06191 – U 0O35M0 – UM01D1000000001 STATION NUMBERS – HORIZONTAL STABILIZER, ENGINE AND WING MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 15 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) ZONES NUMBERS There are 8 major zones for the A/C. Each major zone is identified by the first digit of a three digits number. The even numbers identify the zones on the RH side of the A/C, while odd numbers identify the zones on the LH side of the A/C. The sub-zone 320 identifies the vertical stabilizer.U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 16 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 ZONES NUMBERS MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZO NING (3) May 10, 2006 Page 17 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) ZONES NUMBERS (continued) WING (UPPER SURFACE) AND HORIZONTAL STABILIZER The 500 numbers identify the LH wing zones, while the 600 numbers identify the RH wing zones.The sub-zones 330 and 340 identify the LH and RH side of the horizontal stabilizer. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 18 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 ZONES NUMBERS – WING (UPPER SURFACE) AND HORIZONTAL STABILIZER MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 19 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3)ZONES NUMBERS (continued) WING (LOWER SURFACE), BELLY FAIRING AND LANDING GEAR The sub-zone 7 10 identifies the NLG. The sub-zones 730 and 740 identify the LH and RH MLG. The sub-zone 190 indicates the belly fairing. 734 and 744 are the MLG door zone numbers. Access doors and panels are identified by the number of the zone in which the panel is installed followed by a two letter suffix. These two letters are used to indicate the doors and panels. The first letter indicates which access door or panel it is, starting from the reference axis (A=first, B=second, †¦ G=seventh, etc†¦ ). The second letter indicates the access door or panel location: – T=top (upper) surface, – B=bottom (lower) surface, – R=right side, – L=left side, – Z=internal, – F=floor panel, – W=sidewall panel, – C=ceiling panel. Here is an example of access panels on the left wing lower surface. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND Z ONING (3) May 10, 2006 Page 20 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001ZONES NUMBERS – WING (LOWER SURFACE), BELLY FAIRING AND LANDING GEAR MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 21 SINGLE AISLE TECHNICAL TRAINING MANUAL STRUCTURAL BREAKDOWN AND ZONING (3) ZONES NUMBERS (continued) NACELLE, PYLON, ENGINE AND DOOR The difference between the LH and RH pylon and nacelle is made with the ten digits of the zone number 400. The difference between the LH side and RH side is identified by the last digit (Tens digit: odd for he left and even for the right).Within one engine, an odd zone number indicates the LH side and an even zone number indicates the RH side of the engine. The major zone 800 identifies the doors. U3U06191 – U0O35M0 – UM01D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURA L BREAKDOWN AND ZONING (3) May 10, 2006 Page 22 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D1000000001 ZONES NUMBERS – NACELLE, PYLON, ENGINE AND DOOR MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES STRUCTURAL BREAKDOWN AND ZONING (3) May 10, 2006 Page 23 SINGLE AISLE TECHNICAL TRAINING MANUALTOWING WITH NOSE GEAR FROM THE FRONT (2) TOWING WARNINGS AND CAUTIONS Obey the warning and cautions before, during and after to tow or pushback the A/C. U3U06191 – U0O35M0 – UM09D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 24 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM09D1000000001 TOWING – WARNINGS AND CAUTIONS MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 25 SINGLE AISLE TECHNICAL TRAIN ING MANUAL TOWING WITH NOSE GEAR FROM THE FRONT (2)TOWING (continued) TOWING WITH THE NOSE GEAR FROM THE FRONT This film describes how to push the A/C rearwards or tow the A/C forwards with the nose gear. The A/C may be towed or pushed back: – at maximum ramp weight, – with the engines shut down or running at idle. To begin the procedure, make sure: – that the safety devices are installed on the landing gears (L/G), – the wheel chocks are in place, – and check if the parking brake is ON. Do not tow the A/C if the dimension H is more than 300 mm (11. 8 in). If you do, you can cause damage to the internal centering cams of the nose landing gear (NLG).Referring to your A/C maintenance manual, make sure that the A/C is stable. Let us suppose that this procedure has been correctly done. During this procedure, depending on the configuration you are in, the A/C needs to be energized either by using the APU, a specific ground cart, an engine running, or by using the tractor itself. Let us suppose that the A/C is already energized and the EIS start procedure done. Outside, on the nose wheel steering deactivation electrical-box, set the ground-towing control lever to the towing position and install the pin. In the cockpit, – on the upper ECAM page, the â€Å"Nose.WHEEL STEERinG DISConnected† message comes into view on the memo page. – check on the Yellow brake-pressure triple-indicator that the accumulator pressure pointer is in the green range. We recommend pressurizing the yellow hydraulic system using the yellow electrical pump, thus, the braking system will be more efficient and safer. Now, we have to install the tow bar. MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES CAUTION: Caution: make sure that the tow bar has: – a damping system – a calibrated shear pin – two calibrated turn shear pins.This is to prevent high loads causing damage to the L/G. Refer to your A/C maintenance manual for the calibration of these pins. On the NLG, install the tow bar on the tow fitting and connect the tow bar to the tractor. CAUTION: Caution: put the parking brake control switch in the off position before you tow or push back the A/C. This is to prevent high loads causing damage to the NLG. On the Yellow brake-pressure triple-indicator, the brakes pressure pointers go down. In the cockpit, set the lighting system: – set the exterior light navigation and logo switch to ON. at night, set the interior light dome switch to bright and if the anti-collision lighting is necessary for the local airport regulations or the airline procedures, set the exterior light beacon switch to ON. On the VHF system: – in order to communicate with the control tower during towing operations, release out the VHF pushbutton switch and select the control tower frequency on the radio management panel. – in order to communicate with the ground mechanics, on the aud io control panel, set the interphone radio switch to the interphone position and release out the interphone reception pushbutton.For safety reasons, a distance of 3 meters (10 ft) must be kept clear around the nose wheels, tow bar and tractor when the aircraft moves. Towing speed limitation depends on the position of the passenger/crew and cargo doors. For these speed limitations refer to your A/C maintenance manual. TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 26 U3U06191 – U0O35M0 – UM09D1000000001 SINGLE AISLE TECHNICAL TRAINING MANUAL The maximum permitted steering angle on each side of the A/C centerline is 95 degrees. When you use the front fittings to push the A/C rearwards with engine at idle this angle is limited to 40 degrees.At this point, be sure that all warnings and cautions of your A/C maintenance manual procedure and previous precautions are applied. Now, the A/C can be towed slowly and smoothly. Two other persons have to monitor the wing tips during the towing operation and one person is required in the cockpit in order to operate the brakes. When you complete the towing operation, make sure that the nose wheels are aligned with the A/C centerline. Inform the cockpit to apply the parking brake, and check that the parking brake light is ON on the nose wheel steering deactivation electrical-box.Put the wheel chocks in position. Disconnect the tow bar from the nose gear fittings. On the nose wheel steering deactivation electrical-box, remove the safety pin and set the ground-towing control lever to the normal position. At the same time, in the cockpit, on the ECAM memo display the message â€Å"N. WHEEL STEERG DISC† disappears. On the lighting system: – reset the exterior light beacon and navigation & logo switches to OFF. – reset the interior light dome switch to OFF. On the communication system: – cut the cockpit/control tower VHF link by pressing in the VHF pushbutton on the radio managem ent panel. reset the interphone radio switch to the neutral position. Depressurize the yellow hydraulic system, do the EIS stop procedure and de-energize the A/C electrical circuits. U3U06191 – U0O35M0 – UM09D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 27 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM09D1000000001 TOWING – TOWING WITH THE NOSE GEAR FROM THE FRONT MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 28SINGLE AISLE TECHNICAL TRAINING MANUAL This Page Intentionally Left Blank U3U06191 – U0O35M0 – UM09D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 29 SINGLE AISLE TECHNICAL TRAINING MANUAL TOWING WITH NOSE GEAR FROM THE FRONT (2) T AXIING AND ASSOCIATED PRECAUTIONS TURNING RADII The movement of the aircraft with its power on the ground is called taxi of the aircraft. During taxi of the aircraft, the minimum turning radii must be respected. U3U06191 – U0O35M0 – UM09D1000000001MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 30 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM09D1000000001 TAXIING AND ASSOCIATED PRECAUTIONS – TURNING RADII MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 31 SINGLE AISLE TECHNICAL TRAINING MANUAL TOWING WITH NOSE GEAR FROM THE FRONT (2) TAXIING AND ASSOCIATED PRECAUTIONS (continued) DANGER AREAS Safety precautions must be taken to avoid danger from engine suction and exhaust areas.Access to the engine is only allowed through the entry corridor. Note that the entry c orridor must be closed for wind directions greater than 90?. There is no safe access corridor when the engine is running above minimum idle. Depending on the distance from the running engine and on its power setting, it is necessary to wear ear protection and to respect the maximum time exposure. U3U06191 – U0O35M0 – UM09D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 32 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM09D1000000001TAXIING AND ASSOCIATED PRECAUTIONS – DANGER AREAS MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES TOWING WITH NOSE GEAR FROM THE FRONT (2) May 10, 2006 Page 33 SINGLE AISLE TECHNICAL TRAINING MANUAL PARKING AND MOORING (2) GENERAL This module covers the following subjects of the aircraft: – parking, not more than 2 days, – storage, – and mooring of the landing gear s. The module is destined to cover the entire Single Aisle Airbus family, which includes the A318, A319, A320 and A321 airplanes. – Open the cockpit and cabin window shades. Make sure that the sliding windows are closed. Installation of the Protection Equipment: Protect all the probes, the engines and the APU with adapted protection equipment. – On the overhead panel 25VU, on the CABIN PRESS section, push the DITCHING pushbutton switch to close the ventilation skin valves and the outflow valves. PARKING (NOT MORE THAN 2 DAYS) This section gives the procedure to park the aircraft in standard weather conditions but: – if the aircraft is parked in high wind conditions, a check of the aircraft stability is needed, and moor the aircraft if necessary, – if the aircraft is parked in cold weather conditions, do the cold weather maintenance procedures.PARKING PROCEDURE To park the aircraft follow these tasks: – If necessary, clean the aircraft. – Par k the aircraft on a flat surface. Make sure that the wheels of the nose landing gear are on the aircraft axis and the aircraft points into the wind. – Install the safety devices on the landing gears. – Make sure that the flight control surfaces are retracted. – Put the wheel chocks in position: – for the NLG, in front of and behind the wheels, – for the MLG, in front of and behind wheels. – Ground the aircraft. – If necessary refuel the fuel tanks to 30% minimum of their total capacity. Drain water from all the fuel tanks. MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES PARKING AND MOORING (2) May 10, 2006 Page 34 U3U06191 – U0O35M0 – UM10D1000000001 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM10D1000000001 GENERAL & PARKING (NOT MORE THAN 2 DAYS) MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES PARKING AND MOORING (2) May 10, 2006 Page 35 SINGLE AISLE TECHNICAL TRAINING MANUAL PARKING AND MOORING (2) STORAGE PROCEDURE Certain maintenance tasks must be performed to prepare the aircraft for storage. See AMM.During the storage period, periodic ground checks must be performed. See AMM. Certain tasks must be performed to return the aircraft to operation after the storage. See AMM. U3U06191 – U0O35M0 – UM10D1000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES PARKING AND MOORING (2) May 10, 2006 Page 36 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM10D1000000001 STORAGE PROCEDURE MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES PARKING AND MOORING (2) May 10, 2006 Page 37 SINGLE AISLE TECHNICAL TRAINING MANUAL PARKING AND MOORING (2) MOORING OF THE AIRCRAFTThe purpose of mooring is to prevent damage to the aircraft on the ground in high wind conditions. For wind speeds less than 50 kts: – mooring is not necessar y if the aircraft configuration is in the limits given in chapter 05-57-00. If the aircraft points into the wind and wind speed is: – between 50 and 70 Kts, moor the aircraft at the NLG, – more than 70 Kts, moor the aircraft at the NLG and MLG. If the aircraft does not point into the wind or the direction of the wind is not stable: – for wind speeds or gusts more than 50 Kts, moor the aircraft at the NLG and the MLG. U3U06191 – U0O35M0 – UM10D1000000001MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES PARKING AND MOORING (2) May 10, 2006 Page 38 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM10D1000000001 MOORING OF THE AIRCRAFT MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES PARKING AND MOORING (2) May 10, 2006 Page 39 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) PRESENTATION This film presents the A321 outside safety inspection and cockpit Ch eck-List (CL) to be performed before powering the A/C for maintenance purposes. Various main stations have been defined. The inspection starts with the nose tation. First verify that the NLG chocks are in place. Then, observe that the NLG doors are closed. Make sure that the NLG safety pin is installed. The NLG steering pin must be as required. Finally, verify that the A/C is electrically grounded. The second step consists of inspecting the right MLG. Start by checking that the MLG door is closed. Then, verify that the MLG safety sleeve is installed. Lastly, observe that the MLG chocks are in place. Let us continue with the right engine station, the first thing to do is to make sure that the engine right side access doors are secured. The same must be done for the left side.Check that the engine fan cowls and thrust reverser cowls are secured. The right wing is the 4th station. Observe the position of the slats and then, the flaps. The spoilers must be retracted. Then move to the le ft wing station. Here again observe the position of the flaps and then, the slats. Although make sure that the spoilers are retracted. The next step is the left engine station. Check that the engine right side access doors are secured. Then pass around the engine to verify that the left side access doors are secured. Make sure that the engine fan cowls and thrust reverser cowls are secured. Proceed with the left MLG station.The Ram Air Turbine (RAT) safety device must be in the stowed position. Continue by checking that the MLG door is closed and that the MLG safety sleeve is installed. Before moving on, observe that the MLG chocks are in place. In the A/C area station you have to make sure that the A/C area is clean and clear of tools and any other items. Now you have to check the 9th station: the external power receptacle. Verify that the external power is connected and available. Finally enter the cockpit for the last station. Start by checking the rear and the overhead circuit b reaker, then have a look to the emergency equipment.This consists in: verifying that the MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES U3U06191 – U0O35M0 – UM01D4000000001 escape ropes are present, observing that the fire extinguisher is in position, making sure that the cockpit is equipped with smoke hoods, checking that the fire protective gloves are present, ensuring the crash axe is in position, checking that the cockpit is equipped with life vest, verifying that the oxygen masks are present, observing that the flash lights are in position. You must then make sure that the wipers are off. BATtery 1 and 2 P/BSW must be off and their voltage should be about 25 volts.Proceed by setting the BAT1 P/BSW to AUTO. Then, set the BAT2 P/BSW to AUTO, check that the right hand dome light is on. Verify that the speed brake handle is in the RETract disarm position. If the speed brake handle disagrees with the surface position maintenance action is du e. On the center pedestal make sure that the thrust levers are in the idle position. Engine master switches 1 and 2 must be in the OFF position and the engine ignition mode selector in the NORMal position. Observe that the flap handle is set according to surface position. If engine reverse cowls have to be opened for maintenance action, the slats must to be retracted.Still on the center pedestal, check that the radar is off, also verify that the ATC transponder is off. Make sure that the gravity gear extension crank handle is in the reset stowed position. On the instrument panel observe that the three green triangles on the LanDinG GEAR panel are on. The control safety check list should now have been accomplished. On the overhead panel set the EXTernal PoWeR P/BSW to ON, also set the GENerator 1 P/BSW to on and the GEN2 P/SW to ON. Scan and check that no amber lights are on except GEN1 and 2 FAULT light on panel 44VU. The GALY & CAB P/BSW should be as required.Finally verify that th ere is no light on the VENTilation panel. The A/C is now ready for maintenance. NOTE: This film shows an A321 but the procedure is also valid for A318, A319 and A320 aircrafts. MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 40 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 PRESENTATION MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 41 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) STEP BY STEP The following topics develop step by step the previous film presentation.NOSE STATION AND EXTERNAL POWER RECEPTACLE To the station 1, in first, verify that the NLG chocks are in place. Then, observe that the NLG doors are closed. Make sure that the NLG safety pin is installed. The steering pin must be as required. Finally, verify that the A/C is electrically grounded. NOTE: Note: The A/C can also be grounded from the MLG. For the station 9, verify tha t the external power is connected and available. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 42 SINGLE AISLE TECHNICAL TRAINING MANUALU3U06191 – U0O35M0 – UM01D4000000001 STEP BY STEP & NOSE STATION AND EXTERNAL POWER RECEPTACLE MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 43 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) RIGHT AND LEFT MLG STATION The station 2 and 7 consist of inspecting the Right (R) and Left (L) MLG. Start by checking that the MLG door is closed. Then, verify that the MLG safety sleeve is installed. Finally, observe that the MLG chocks are in place. To the left station, the Ram Air Turbine (RAT) stowed position safety device must be installed.U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 44 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 RIGHT AND LEFT MLG STATION MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 45 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) RIGHT AND LEFT ENGINE STATION RIGHT AND LEFT ENGINE SIDE ACCESS DOORS On station 3, the first thing to do is to make sure that the engine right and left side access doors are secured.The same must be done on station 6. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 46 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 RIGHT AND LEFT ENGINE STATION – RIGHT AND LEFT ENGINE SIDE ACCESS DOORS MAINTENANCE COURS E – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 47 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3)RIGHT AND LEFT ENGINE STATION (continued) ENGINE FAN COWLS AND THRUST REVERSER COWLS Check that the engine fan cowls and thrust reverser cowls are secured. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 48 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 RIGHT AND LEFT ENGINE STATION – ENGINE FAN COWLS AND THRUST REVERSER COWLS MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 49 SINGLE AISLE TECHNICAL TRAINING MANUALMAINTENANCE EXTERNAL VISIT (3) RIGHT AND LEFT WING STATION The R and L wing are the 4 and 5 stations. Confirm the position of the slats and then, t he flaps. The spoilers must be retracted. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 50 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 RIGHT AND LEFT WING STATION MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 51 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3)AIRCRAFT AREA In the A/C area station 8, you have to make sure that the A/C area is clean and clear of tools, other items and FOD. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 52 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 AIRCRAFT AREA MAINTENANCE COURSE – CAT A (V2500-A5/ME) AI RCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 53 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) COCKPIT STATION REAR AND OVERHEAD C/B PANELSStart by checking that the rear C/Bs and the overhead C/Bs are in closed position. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 54 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 COCKPIT STATION – REAR AND OVERHEAD C/B PANELS MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 55 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) COCKPIT STATION (continued) EMERGENCY EQUIPMENTThen, have a look the emergency equipment. This consists in verifying that the escape ropes are present, observing that the fire extinguisher is in position, making sure that the cockpit is equipped with smoke hoods, checking that the fire protective gloves are present, ensuring that the crash axe is in position, checking that the cockpit is equipped with life vests, verifying that the oxygen masks are present and observing that the flash lights are in position. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3)May 10, 2006 Page 56 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 COCKPIT STATION – EMERGENCY EQUIPMENT MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 57 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) COCKPIT STATION (continued) PEDESTAL PANEL CHECK LIST On the center pedestal, verify that the speed brake handle is in the retract/disarm position. If the speed brake handle disa grees with the surface position, maintenance action is due. Make sure that the thrust levers are in the IDLE position.ENG MASTER SWs 1 and 2 must be in the OFF position and the engine ignition mode selector in the NORMal position. Observe that the flap handle is set according to surface position. If engine reverser cowls have to be opened for maintenance action, the slats must be retracted. Check that the radar is off. Also, verify that the Air Traffic Control (ATC) transponder is off. Make sure that the gravity gear extension handle is in the reset and stowed position. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 58SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 COCKPIT STATION – PEDESTAL PANEL CHECK LIST MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 59 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) COCKPIT STATION (continued) OVERHEAD PANEL CHECK LIST AND A/C POWER SUPPLY You must then make sure that the wipers are off. BATteries 1 & 2 P/BSWs must be OFF and the voltage should be about 25 volts. Proceed by setting the BAT 1 P/BSW to AUTO position. Then, set the BAT 2 P/BSW to AUTO position.NOTE: Note: if BAT voltage is below 25V, a charging cycle of 20 minutes is required. Check that the right hand dome light is on. A/C power supply procedure: On the overhead panel, set the EXTernal PoWeR P/BSW to ON. Also, set the GEN 1 P/BSW to ON and the GEN 2 P/BSW to ON. Scan and check that no amber lights are on except GENerator (GEN) 1 and GEN 2 FAULT lights on panel 35VU. The GALY & CAB P/BSW should be as required. Finally, verify there is no light on the ventilation panel. The A/C is now ready to maintenance. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICESMAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 60 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 COCKPIT STATION – OVERHEAD PANEL CHECK LIST AND A/C POWER SUPPLY MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 61 SINGLE AISLE TECHNICAL TRAINING MANUAL MAINTENANCE EXTERNAL VISIT (3) COCKPIT STATION (continued) MAIN INSTRUMENT PANEL CHECK LIST AND CONTROLS SAFETY CHECK LIST COMPLETED On the instrument panel, make sure that the L/G lever is in the down position and confirm that the three green arrows on the L/G panel are on.The control safety CL should now have been accomplished. U3U06191 – U0O35M0 – UM01D4000000001 MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 62 SINGLE AISLE TECHNICAL TRAINING MANUAL U3U06191 – U0O35M0 – UM01D4000000001 COCKPIT STATION – MAIN INSTRUMENT PANEL CHECK LIST AND CONTROLS SAFETY CHECK LIST COMPLETED MAINTENANCE COURSE – CAT A (V2500-A5/ME) AIRCRAFT GENERAL PRACTICES MAINTENANCE EXTERNAL VISIT (3) May 10, 2006 Page 63

Free Essays on 1960s

The 1960’s The 1960’s was a decade that forever changed the culture and society of America. The 1960’s were widely known as the decade of peace and love, not because the world had become a utopia but, in my opinion, because of the heavy use of the popular hallucinogenic drugs by the American youth. In reality minorities were struggling to gain freedom from segregation and thousands of American soldiers and Vietnamese civilians were being killed in the highly disputed war in Vietnam. On February 20, 1960 four black college freshmen from the Negro Agricultural and Technical College in Greensboro, North Carolina quietly walked into a restaurant and sat down at the lunch counter. They were protesting the Jim Crow custom that blacks could be served while standing up but not while they were sitting at the lunch counter. The students quietly sat there politely asking for service until closing time. The next morning they showed up again accompanied by twenty five fellow students. By the next week their sit down had been repeated in fourteen cities in five deep south states. In the weeks to follow many new protests arose. After a black woman was beaten with a baseball bat in Montgomery, Alabama, 1,000 blacks silently marched into the first capital of the Confederate states to sing and pray. Six hundred students from two colleges walked through the streets of Orangeburg, South Carolina with placards that exhibited phrases like â€Å"We Want Liberty† and â€Å"Segregation is Dead.† By late June some kind of public place in over one hundred and fifty different cities across America had been desegregated. John F. Kennedy was never able to gain enough support to pass a civil rights bill during his short time in office, but Lyndon Johnson drawing on the Kennedy legacy and the support of the nation succeeded in passing the bill... Free Essays on 1960s' Free Essays on 1960s' The 1960’s The 1960’s was a decade that forever changed the culture and society of America. The 1960’s were widely known as the decade of peace and love, not because the world had become a utopia but, in my opinion, because of the heavy use of the popular hallucinogenic drugs by the American youth. In reality minorities were struggling to gain freedom from segregation and thousands of American soldiers and Vietnamese civilians were being killed in the highly disputed war in Vietnam. On February 20, 1960 four black college freshmen from the Negro Agricultural and Technical College in Greensboro, North Carolina quietly walked into a restaurant and sat down at the lunch counter. They were protesting the Jim Crow custom that blacks could be served while standing up but not while they were sitting at the lunch counter. The students quietly sat there politely asking for service until closing time. The next morning they showed up again accompanied by twenty five fellow students. By the next week their sit down had been repeated in fourteen cities in five deep south states. In the weeks to follow many new protests arose. After a black woman was beaten with a baseball bat in Montgomery, Alabama, 1,000 blacks silently marched into the first capital of the Confederate states to sing and pray. Six hundred students from two colleges walked through the streets of Orangeburg, South Carolina with placards that exhibited phrases like â€Å"We Want Liberty† and â€Å"Segregation is Dead.† By late June some kind of public place in over one hundred and fifty different cities across America had been desegregated. John F. Kennedy was never able to gain enough support to pass a civil rights bill during his short time in office, but Lyndon Johnson drawing on the Kennedy legacy and the support of the nation succeeded in passing the bill...

Lessons Learned Essay Example

Lessons Learned Essay Example Lessons Learned Essay Lessons Learned Essay Essay Topic: A Lesson Before Dying Jhesson Ynoa Eng11 – 1857 May 10, 2010 In the essays that we have read this semester, the authors were effective in helping their readers to learn something from the authors various subject matters, which could be used in the readers’ own lives. I have chosen four essays that I have read this term from which I have learned from. The four essays I decided on are: â€Å"Shooting an Elephant† by George Orwell, â€Å"Sex, Lies, and Conversation† by Deborah Tannen, â€Å"What Really Scares Us† by David Ropeik, and â€Å"Delusions of Grandeur† by Henry Louis Gates, Jr. In George Orwell’s â€Å"Shooting an Elephant† Orwell writes of his experience in British ruled India in the early Twentieth Century. At the time, he was a young, inexperienced soldier stationed there to help protect the Queen’s interests. While he was there, he had to do something that had made some ethical conflicts within him. Orwell had to kill an elephant that had run rampant in lust throughout a village. In its rampage the elephant destroyed a truck, a hut, and killed a villager. The villagers were obviously upset about the situation and he was called upon to restore the order before anything or anyone was hurt. Throughout the ordeal, he decided that it was best to kill the elephant. His reasons for doing so, however, were not as clear-cut. He said his ultimate decision was to not look bad in front of the villagers that gave him a degree of shame. Orwell’s decision is to keep a measure of order and respect within the community. The British presence there has to be kept where respect and discipline are always maintained. If not, the anarchy that would eventually ensue would make laws and codes harder to enforce. â€Å"The people expected it of me and I had got to do it; I could feel their two thousand wills pressing me forward, irresistibly. With such vast odds against the troops there, if he showed the slightest weakness, the villagers would pounce upon him; everything would descend into chaos. At that precise moment, he realized that the British rule there was utterly void and useless, â€Å"And it was at this moment, as I stood there with the rifle in my hands, that I first graspe d the hollowness, the futility of the white man’s dominion in the east. † What choice did he have then? No more than when the damage done by the elephant was done. In order to preserve the common good, he had to do something he did not want to. Lessons learned from this essay are the effects of imperialism or as Orwell called it, the â€Å"evils of Imperialism†. It is obvious that Orwell didn’t shoot the elephant because he wanted to but because of the influence from the British oppressors. One can use this essay as an example not only to notice the effects of bad influence amongst an entire population but learn of imperialism and its negative effects. Even though one has been conquered they don’t have to become as them which can lead to even more unjust doing. In Deborah Tannen’s â€Å"Sex, Lies, and Conversation†, Tannen explains how differently men and women perceive conversation in their relationship. She states that the lack of conversation is generating conflicting issues from both men and women who are in a relationship. This is due to the fact that men and women have very different expectations of communication. Tannen describes how differences in communication start during childhood socialization. Tannen states that for women, as for little girls, intimacy is the fabric of relationships, and talk is the thread from which it is woven. For young girls and women, conversation what creates and maintains friendship. By sharing secrets, thoughts, and feelings girls and women build intimacy in their relationships. As for boys, Tannen explains that bonds between boys can be as intense as girls’, but they are based less on talking, more on doing things together. Since they don’t assume that talk is what creates a relationship, men don’t know what kind of talk women want. Young boys are more inclusive with each other, creating larger groups of friends. Within these large groups, boys compete with each other to avoid the subordinate position. Intimate conversation is a form of weakness for boys and men which can play a role in women’s complaints that men don’t listen to them. Some men really don’t like to listen, because being the listener makes them feel one down, like a child listening to an adult. One impression of not listening results from differences in the mechanics of conversation. Deborah Tannen studies videotapes made by psychologist Paul Dorval of children and adults talking to their same sex best friends. Within all ages, the girls and women face each other in conversation with direct eye contact. Unlike the boys and men, who would not face one another and periodically glanced around the room. By facing away and little eye, it gives women the impression that the men are not listening. Another habit described in the essay is the switching of topics. Women in conversation about problems will ask probing questions, and express agreement and understanding. Men in the other hand are not as inquisitive. They will dismiss each other’s problems with simple statements and switch to a topic about themselves. Women perceive these responses as insensitive and unsupportive. Tannen also describes how a woman’s conversational habits are just as frustrating to men. In close comfortable surroundings, women overlap each other, finish each other’s sentences, and anticipate what the other is going to say. Men feel this behavior is an interruption, intrusion, and lack of attention. Women also love to talk to one another, expressing agreement and support but men see their conversational role as pointing out the other side of the argument. Women don’t mind another point of view as long as it is in the form of a suggestion or inquiry rather than as a direct challenge. All these differences in this essay begin to clarify why men and women have such different expectations of communication. Tannen suggests, once men and women understand these differences, improvement in communication will come naturally. In the future one can use the information in this essay to recognize his or her differences when it comes to conversation and learn to alter their behavior to improve communication with their partner, rather than right and wrong which can lead to breaking up or divorce. In David Ropeik’s â€Å"What Really Scares Us†, Ropeik argues that Humans perceive risk through emotions rather than reasoning even though we obtain a highly advanced brain which gives us the power to reason. Ropeik says that the reason humans perceive risk emotionally before reasoning is because our brains are biologically built to fear first and think second. The brain has two parts that are built mainly for reasoning and emotion. One of these parts is called the prefrontal cortex, behind your forehead, which is the area where we do a lot of our reasoning and thinking. The other part, which is the brain’s key emotion center, is the amygdala. Because of the way the brain is built, information gets to the amygdale first before getting to the prefrontal cortex. In that case a person would react emotionally fearful before ever having a chance to reason and consider the facts. The turning of raw sensory information, for instance confusing a stick for a snake, into fear is due to the built-in patterns in our brains that interpret sensory information that help us subconsciously filter incoming messages, making us more afraid of some things than others. Ropeik also uses statistical information which makes Ropeik’s argument a lot more effective. For instance when Ropeik talks about dread, one of the emotional factors that determine our fears, he states â€Å"Things that can kill us in really awful ways seem riskier. We’re more afraid of being eaten alive by a shark (odds, 1 in 281,000,000) or dying in a plane crash (1 in 9,000,000) than dying from heart disease (1 in 300). † The use of numbers in Ropeik’s essay almost makes it unimaginable to be eaten by a shark or dying in a plane crash. The difference is vast. But, don’t think that because of the odds it is alright to not fear a shark. A shark attack might seem rare but they do occur. One could never believe that they could be the victim a heart attack but due to our fears, when we’re on a plane or at the beach that fear of dying in a crash or being eaten alive succumbs us. When we hear heart attack, most might laugh it off and think that it could never happen to them. The numbers in the other hand tell a whole different story. Using the information from this essay one can learn not to be so fearful of things that are unlikely to happen. In the future one should do a lot more reasoning then letting their emotions get the best of them. Fear is nothing but a state of mind which can sometimes trap us. In â€Å"Delusions of Grandeur† by Henry Louis Gates, Jr. Gates argues about the importance of education for black youths. African American students should take their education a lot more serious rather than aspire to careers as athletes. Gates states that African American youngsters believe that they have a much better chance of becoming another Magic Johnson or Michael Jordan than they do of matching the achievements of Baltimore Mayor Kurt Schmoke or neurosurgeon Dr. Benjamin Carson, both of whom, like Johnson and Jordan, are black. He also uses statistics which very few people would believe if they weren’t reading them in the pages of Sports Illustrated. Here are the facts: There are 1,200 black professional athletes in the U. S. There are 12 times more black lawyers than black athletes, 2-1/2 times more black dentists than black athletes, and 15 times more black doctors than black athletes. Considering the statistics, becoming a professional athlete is more like a dream than reality. As Gates stated, â€Å"In reality, an African-American youngster has about as much chance of becoming a professional athlete as he or she does of winning the lottery. † The odds of winning the lottery are 18 million to 1 and that is only a single state lottery. Nevertheless, the blind pursuit of attainment in sports is having a devastating effect on the African-American people. Henry also argues that public schools fail to educate athletes which lead to the school almost failing to educate everyone. Only 26. % of black athletes at the collegiate level earn their degrees. For every successful educated black professional athlete, there are thousands of dead and wounded. Yet young blacks continue to aspire to careers as athletes. The thought of sports being the â€Å"only way out† for young blacks should be sought out. These young athletes must understand that education is the best method to achieve success. A sport is an alternative, if he or she is that good. From this e ssay people learn of the effects that sports has brought amongst young blacks. It isn’t entirely their fault but also the fault of public schools. In the future we can use this information to inform the young blacks, whether it’s our friend, a classmate or even our next door neighbor, who strive to be professional athletes, of the effects of sports that can hold them back from a good education. These essays which I have read and studied this semester proved to be worthwhile. They have learned from them things that I in the future can use to my advantage. The lessons learned from all four of these essays can help everyone in various ways. Whether it was George Orwell’s â€Å"Shooting an Elephant† and its lesson of imperialism or Deborah Tannen’s â€Å"Sex, Lies, and Conversation† and the lesson of men and women’s expectations of communication. Whether it was David Ropeik’s â€Å"What Really Scares Us† and its lesson of reasoning and emotion or Henry Louis Gates’ â€Å"Delusions of Grandeur† and its lesson of the importance of education for black youths. All these essays have something in common and it’s that they all have a lesson to be learned which will be used for the better of ourselves and for the better of others. 1. Orwell, George. â€Å"Shooting an Elephant† Rhetorical Choices, ed. Keith Gilyard. New York, Pearson Longman, 2007: Pages 66-73. 2. Tannen, Deborah. â€Å"Sex, Lies, and Conversation† Rhetorical Choices, ed. Keith Gilyard. New York, Pearson Longman, 2007: Pages 454-459. 3. Ropeik, David. â€Å"What Really Scares Us† Rhetorical Choices, ed. Keith Gilyard. New York, Pearson Longman, 2007: Pages 533-535. 4. Gates, Henry Louis, Jr. â€Å"Delusions of Grandeur† Rhetorical Choices, ed. Keith Gilyard. New York, Pearson Longman, 2007: Pages 247-249

History of the Shakespearean Sonnet

History of the Shakespearean Sonnet It is not known exactly when Shakespeare wrote his sequence of 154 sonnets, but the poems’ language suggests that they originate from the early 1590s. It is believed that Shakespeare was circulating his sonnets amongst his close friends during this period, as clergyman Francis Meres confirmed in 1598 when he wrote: â€Å"†¦the sweete wittie soule of Ouid liues in mellifluous and hony-toungued Shakespeare, witness †¦ his sugred Sonnets among his private friends.† The Shakespearian Sonnet in Print It wasn’t until 1609 that the sonnets first appeared in print in an unauthorized edition by Thomas Thorpe. Most critics agree that Shakespeare’s sonnets were printed without his consent because the 1609 text seems to be based on an incomplete or draft copy of the poems. The text is riddled with errors and some believe that certain sonnets are unfinished.​ Shakespeare almost certainly intended his sonnets for manuscript circulation, which was not uncommon at the time, but exactly how the poems ended up in the hands of Thorpe is still unknown. Who was â€Å"Mr. WH†? The dedication in the frontispiece of the 1609 edition has sparked controversy among Shakespeare historians and has become a key piece of evidence in the authorship debate. It reads: To the only begetterof these ensuing sonnetsMr. W.H. all happiness andthat eternity promised byour ever-lasting poet wisheththe well-wishing adventurerin setting forth.T.T. Although the dedication was written by Thomas Thorpe the publisher, indicated by his initials at the end of the dedication, the identity of the â€Å"begetter† is still unclear. There are three main theories regarding the true identity of â€Å"Mr. W.H.† as follows: â€Å"Mr. W.H.† is a misprint for Shakespeare’s initials. It should read either â€Å"Mr. W.S.† or â€Å"Mr. W.Sh.†Ã¢â‚¬Å"Mr. W.H.† refers to the person that obtained the manuscript for Thorpeâ€Å"Mr. W.H.† refers to the person that inspired Shakespeare to write the sonnets. Many candidates have been proposed including:William Herbert, Earl of Pembroke to whom Shakespeare later dedicated his First FolioHenry Wriothesley, Earl of Southampton to whom Shakespeare had dedicated some of his narrative poems It is important to note that although the true identity of W.H. is of importance to Shakespeare historians, it doesn’t obscure the poetic brilliance of his sonnets. Other Editions In 1640, a publisher called John Benson released a highly inaccurate edition of Shakespeare’s sonnets in which he edited out the young man, replacing â€Å"he† with â€Å"she†. Benson’s revision was considered to be the standard text until 1780 when Edmond Malone returned to the 1690 quarto and re-edited the poems. Scholars soon realized that the first 126 sonnets were originally addressed to a young man, sparking debates about Shakespeare’s sexuality. The nature of the relationship between the two men is highly ambiguous and it is often impossible to tell if Shakespeare is describing platonic love or erotic love.

Comparing and contrasting Essay Example | Topics and Well Written Essays - 750 words

Comparing and contrasting - Essay Example An even more distressing truth is, in most cases, those who seek to overthrow the government are just as corrupt as those they are trying to overthrow, if not more so. This turmoil and unrest has led to many stories being shared, via movie renditions and books. One such book that tells of a story of this unrest in Africa is, A Long Way Gone, written by Ishmael Beah. A movie that tells of another story in Africa is, Hotel Rwanda. Though this book and movie share many similarities in their telling of the turmoil, they also have their differences. By looking at the similarities and differences of the situation, the characters, and by discovering which character is more identifiable, a more inside glimpse into the tragedies, and mercies that surround the turmoil in Africa, can be seen. Similarities and Differences in the Situation To begin with it is important to note the similarities and differences in the two situations presented. A Long Way Gone, is the story of a boy who finds himsel f alone after rebels destroy his home town. He, then, is left to wander the country side, until he is finally picked up by the government army. With this army he is coerced into fighting, against the ‘rebels’ at the young age of thirteen. ... In both of these stories the government is fighting those they deem as rebels whom, they believe, would like to overthrow their leadership. In, A Long Way Gone, Ishmael, said that at a point, when fighting for the government, the lines of good versus bad became blurred. He realized that he was the one now destroying villages of innocent people and possibly taking away families from boys, like his was taken from him. Similarly in, Hotel Rwanda, many Tutsi people who ended up being killed were innocent women and children, not soldiers who were fighting. One major difference that can be seen in these two stories, however, is the fact that in A Long Way Gone, the war that was taking place was a civil war that had been fought, between two groups of people, over a long period of time. In, Hotel Rwanda, however, it was genocide, where the government ordered the complete destruction of this race, or group of mostly unarmed people, in a day. It is said that more people died in this genocide t han all the nuclear bombs ever dropped, put together. Another difference in the situation of these stories is the fact that the war in, A Long Way Gone, was, for the most part, a political one. In, Hotel Rwanda, all though it was initially made out to be a political â€Å"war†, it was mostly a genocide of a group of people because of their beliefs, they were Christians. Similarities and Differences in the Characters It is also important to note the similarities and differences of the main characters of these stories. The main character of, A Long Way Gone, is Ishmael Beah, a young village boy. The main character of, Hotel Rwanda, is Paul Rusesabagina, the assistant manager of Miles Collines Hotel. One of the major similarities between these characters is