Letters from a Farmer in Pennsylvania (1767-68) Assignment

Letters from a Farmer in Pennsylvania (1767-68) - Assignment Example Once more, items, similar to glass and paper, are those things that are profoundly required and are basically just realistic from their motherland. However, without these fundamental things they can't be gainful and achieve their necessities. Generally making the settlers a captive to whatever cost or duty Britain may collect on the states. He talks about parliament as though they overall may an off-base choice, yet states it in a conscious and political manner. Dickinson stood in opposition to how significant and fundamental it was for the individuals to go to bat for their privileges and freedoms, yet didn't really make any calls to brutality. He accepted that the connection between the settlers and Britain ought to have been similar to a parent and youngster. The force needs the adoration and backing of the parent, yet may likewise battle against that parent as it develops and tries to â€Å"mature.† However, these differences ought not be conceivable to work out and ought to never bring about the sort of war and brutality, activities that could cause a lasting fracture between the parent and kid. Once more, as expressed above, Dickinson needed the connection among Britain and the states to resemble that among parent and youngster. He was never truly supporting the sort of â€Å"rebellion† or endeavors of dissent that may happen in the provinces ought to be the sort that is taken care of in a manner that would not cause activities that would cut off perpetually the relationship with their motherland. This vision was viewed as his sensible understanding and the beginnings of a discretionary disobedience that could be settled with little requirement for savagery and

Professionalism and ethics learning portfolio Essay - 1

Polished methodology and morals learning portfolio - Essay Example l issues in the lawful calling: â€Å"First, do no harm.† In applying this saying to the legitimate calling, investigators bring up that, as of late, numerous legal advisors have overlooked their promise to equity and the standard of law. On occasion that conflicts with the fundamentals of legitimate achievement. While modesty and penance is esteemed in the clinical field, it very well may be a lifelong executioner in legitimate circles. Possibly rather we could slip in â€Å"First do much harm†. This isn't to imply that that every single lawful expert are self-important and self-serving, yet legitimate practice frequently compensates these characteristics regardless. As a rule, law is presently guided by a set up philosophical school: moral pride; that is, doing what is best for oneself is what is best for the world. A few experts and intrigue bunches call attention to that there might be a requirement for a Hippocratic Oath for law graduates so as to guarantee that illicit and dishonest practices in the legitimate calling would be maintained a strategic distance from. An investigation by Evans (n.d) uncovers that executing a Hippocratic Oath for legal advisors may function admirably for the lawful calling; in any case, it might likewise simply stay a vacant image in light of the fact that fundamentally, the lawful calling is a lot of not quite the same as the clinical practice. The clinical calling, from the earliest starting point, joins and accentuates among their understudies the significance of ‘first, doing no harm.’ Among law understudies and new legal counselors in any case, the message isn't transmitted and stressed enough. Evans (n.d) additionally calls attention to that the lawful practice is loaded up with exercises which dodge the laws; these practices likewise frequentl y skate the dainty line between the moral and exploitative. But then, most legal advisors know about this training among their partners and given a similar chance, would utilize such procedures as well. With this reason in the lawful practice, Evans (n.d) indeed brings up how, in the lawful practice, â€Å"honesty is all well indeed, however how does trustworthiness permit charge evasion, yet not

How to Write a Compare and Contrast Essay With Three Topics

How to Write a Compare and Contrast Essay With Three TopicsHave you ever wondered how to write a compare and contrast essay? You have probably come across the term 'compare and contrast' in a classroom or reading somewhere. Whether you are using the term to prepare for your next writing assignment or if you just want to know more about it, it is definitely something that will come up.In order to know how to write a compare and contrast essay with three topics, you first need to define what is meant by it. There are a lot of ways to do this, but one thing that is easy is to use a Webster's dictionary. Look it up in the search engine to find out what it means. Then look it up online to see if there are other definitions that describe it in a different way.After you have done this, you will need to determine the topics for each section. Obviously, if you are writing an essay about a job-related topic, you would need to include one for that. Similarly, if you are writing about a school s ubject, you would need to include one for that. If you are writing about a person, you might want to include a 'description' section for that person.Once you have decided on the topic, then you will need to select the structure for each topic. This is something that can vary depending on the topic, but you will generally be able to make a rough outline based on the topic.The next step in writing a compare and contrast essay with three topics is to think about the length of time frame. Ideally, you should work in a four topic essay. However, if you are having trouble coming up with topics, you may decide to make a five or six topic outline instead.Next, you will need to decide how you will begin and end each section. In order to begin a section, you can start a new sentence or paragraph and start writing a summary. A summary can be a bit lengthy, but that will depend on the length of the topic.To write an ending, you can add another summary or two and conclude the section with a ques tion and answer. For instance, you could ask, 'What is your opinion on this?' Or, you could ask, 'Why are you opposed to this?' Or, you could ask what can be done about this problem.In order to get the most from your work, you will need to spend some time thinking about how to format each paragraph and how to give your ideas a way to flow. By following these steps, you will be able to produce a great essay on any topic. That is one of the best parts about writing an essay - the freedom to choose the topic and the length and structure of the essay.

Supply Chain Management, Sales, Inventory, Finance and Human Resources of CVS Caremark Free Essay Example, 2500 words

As CVS is essentially a trading company with a variety of products it will be wise to implement the following modules of SAP. SAP for Consumer Products allows consumer products companies to respond to market challenges and changes in consumer demand by providing consumer insights and the ability to act fast so they can drive innovation, integrate sales and marketing, and establish a demand-driven supply network. (SAP Website). Customer demand or projections generate orders and it is the functionality of the Marketing module to assist the generation of orders as per requirements of different sales outlets. The information will be centrally controlled and will collect requirements of each Selling outlet on a daily/weekly/monthly basis; as may be decided by company policy. The flexibility allows for covering different types and categories of fast-moving slow moving and complimentary items. This will also take into account historic movements of products and will project demands based o n a periodic or seasonal basis to ensure that optimum quantities are ordered for best price and availability benefits. This will cover purchase, inventory management, supplier management, and logistics. We will write a custom essay sample on Supply Chain Management, Sales, Inventory, Finance and Human Resources of CVS Caremark or any topic specifically for you Only $17.96 $11.86/pageorder now As soon as orders are generated they are marked for specific suppliers, if they have been pre-selected, or will project best possible suppliers based on their previous records of dealing with the company. Over a period of time, the company can collaborate with specific suppliers to develop a supply chain that will react automatically to demands and will prepare itself for service and delivery according to projections. The suppliers can be included in the module by offering them limited access to areas of information that helps them to plan their own activities related to CVS. Such collaborations will help in cost reductions and maintenance of targets and timelines across various partners. This can also include logistic companies, third party suppliers who can also organize their own warehousing, etc to create an efficient network aimed at cost reduction, quality improvement and lower working capital requirements resulting from better inventory manag ement.

Social Stories - 5242 Words

Social Stories with Children with Autism: How to write a Social Story Based on Gray, C. (2002) The New Social Story Book The use of Social Stories was pioneered by Carol Gray in 1991 and is being widely used with children Autistic Spectrum Disorder. Social Stories provide the student with accurate information regarding situations s/he encounters. Social rules, which can be difficult for children with Autism to understand instinctively, are written down as concrete rules in the form of a story. The stories are written in language that the child uses or can easily understand. Visual supports can be added to Social Stories in order to aid comprehension for the student. A Social Story is considered as a process that results in a†¦show more content†¦This ratio ensures the descriptive quality of every Social Story: Basic Social Story Ratio 0-1 (partial or complete) directive sentences = Basic Social Story Ratio 2-5 (partial or complete) descriptive, perspective and/or affirmative sentences Descriptive sentences Descriptive sentences are truthful, opinionÂâ€"andÂâ€"assumptionÂâ€"free statements of fact. They identify the most relevant factors in a situation or the most important aspects of the topic. The only required types of sentence in a Social Story and the most frequently used, descriptive sentences form the ‘backbone ‘of a Social Story. They often contain the answers to the important wh questions that guide story development. The objectivity of descriptive sentences brings logic and accuracy to a Social Story Ââ€" two qualities likely to be reassuring to those who are overwhelmed by social concepts and situations. Sample descriptive sentences include: 1) My name is (often the first sentence in a Social Story) 2) Sometimes, my grandmother reads to me. 3) Many children play on the playground during outdoor recess. Perspective sentences Perspective sentences are statements that refer to or describe a persons internal state; their knowledge/thoughts, feelings, beliefs, opinions, motivation, or physical condition/health. Only on rareShow MoreRelatedEssay on Social Commentary in Chopins The Story of an Hour1857 Words   |  8 PagesSocial Commentary in Chopins The Story of an Hour IN The Story of an Hour, Kate Chopin tells the tale of a woman who learns of her husbands untimely death, seeks solitude in which she proceeds to reflect upon this incident and its implications, has a life-altering/-giving epiphany, and proceeds to have all of the fresh hope and elation that had accompanied this experience dashed when her supposedly dead husband appears alive and well at her door, thereby inducing her sudden death. ReadRead More Essay on Social Expectations in Story of an Hour and Sorrowful Woman1387 Words   |  6 PagesSocial Expectations and Marriage  in The Story of an Hour and A Sorrowful Woman      Ã‚  Ã‚   Marriage does not always bring people happiness they expect.   A number of people feel trapped in their own marriages.   Mrs. Mallard in Kate Chopin’s â€Å"The Story of an Hour† and the unnamed protagonist in Gail Godwin’s â€Å"A Sorrowful Woman† are among those who experience such unfortunate.   Only one hour in her marriage did Mrs. Mallard feel really happy; that was, bizarrely, when she was told about her husband’sRead MoreSocial Irony in Connell’s Short Story â€Å"the Cage Man†1676 Words   |  7 Pages180410120082 17/01/13 Social Irony in Connell’s Short Story â€Å"The Cage Man† Irony can be defined as a double significance which arises from the contrast in values associated with two different point of view (Leech and Short, Style in fiction; 223). The most usual kind is that which involves a contrast between a point of view stated or implied in some part of the fiction, and the assumed point of view of the author, and hence of the reader. In the Richard Connell’s short story entitled â€Å"The Cage Man†Read MoreSocial Stories5256 Words   |  22 PagesSocial Stories with Children with Autism: How to write a Social Story Based on Gray, C. (2002) The New Social Story Book The use of Social Stories was pioneered by Carol Gray in 1991 and is being widely used with children Autistic Spectrum Disorder. Social Stories provide the student with accurate information regarding situations s/he encounters. Social rules, which can be difficult for children with Autism to understand instinctively, are written down as concrete rules in the form of a storyRead MoreSocial Stories As An Intervention Model1510 Words   |  7 Pages Social Stories as an Intervention Model Rachel Gottlieb Dr. Reuterskià ¶ld January Intersession 2015 Social Stories as an Intervention Model Researchers have focused on studies evaluating the usefulness of various autism intervention models to improve intervention with individuals on the autism spectrum. Newer models aiming to teach these individuals various communication skills have emerged, but the lack of experimentation has researchers questioning their overall effectiveness. A largeRead MoreSocial Injustice In The Story Of An Hour1181 Words   |  5 PagesThe Impact of the Social Injustices in â€Å"The Story of an Hour† Paulina Wright Davis, a women’s rights reformer in the nineteenth century, once said â€Å"we believe that a woman’s enforced inferiority in the marriage relation, not only wrongs her out of the best uses of her existence, but also cheats her master of the richest and noblest blessings of the nuptial union† (qtd. in Wayne, â€Å"Women Reformers†). This is what women, like Mrs. Mallard, dealt with during their lifetime. Much of what happened duringRead MoreSocial Norms Of Iraq, A Big Story992 Words   |  4 PagesNot following culture social norms in Iraq, was a big story. The most well-known norm was getting married at an early age without knowing the person in advance. Siham is my grandmother. She was forced by her family to get married when she was only 13 years old. She didn t even know what s happening or how her future will be painted, of course because she was only 13. She was wearing a wonderful white vintage gown that her mom made for her, because no wedding dress could have fit her specially thatRead More Social Stories with Children with Autism Essay1784 Words   |  8 Pagesletters, words, and sentences) in children with Autism Spectrum Disorder (ASD). Research conducted by Hagiwara Smith Myles (1999) their conclusion was that visual cues used to explain social stories help children to understand the meaning behind the text. Howley and Arnold (2005) reflect the way in which a Social Story presented may be key to the success of the intervention used in improving literacy in children with Autism. For younger children, having the freedom to explore and reflect on the effectivenessRead MoreA Pattern Stylistic Analysis of the Story The Escape by William Somerset Maugham1032 Words   |  5 PagesW.S. Maugham’s stories make exciting reading and give food for reflection The writer is a great master of ironic style. By using a biased 1st person narrator the author pretends to praise and justify what in fact he exposes an d condemns. Thus the writer forces the reader to see through this pretence and make his/her own conclusions as to the purport of the work. The story The Escape is a fair example of Maughams ironic style. The basic theme of the story is marriage in bourgeois society, relationsRead MoreAnalysis Of The Chronicle Of Education By Thomas Bartlett853 Words   |  4 Pagesthis story, the reality and brutality of rumors can be displayed; these little hearsays have much more power than the naked eye might at first perceive. Mr. Dussold s roller coaster of a story starts at his dream job: teaching finance at Southern Illinois University. His job was going smoothly; he even headed a small financial-management club of a few students at the school. However, sometime down the road, he heard a rumor. As any notable rumor, it spread by word of mouth. There was a story floating

Case Analysis A Case - 842 Words

Ethical Case Analysis Case-5 Let’s make a deal. Summary of Case: As a licensed counselor, you are seeing a client that is self-employed electrician. The counselor diagnosed the client with an adjustment disorder with depressed mood and the client will be seeing for the next 6 months. The client notifies the counselor that his business is running slow and cannot afford the session fees. The counselor offers a deal to the client (to rewire the counselor house as payment for the sessions). Ethical Issue in Case: Possible exploitation using â€Å"bartering† as the cost of the service to be provide. Nature and Dimension of Ethical Issue: establishes fess/bartering. The counselor’s cost of rewiring an old house could be greater then the cost of the session. The counselor’s house is too old, rewiring a house that old will include changing the electrical panel completely and the wires will need to be up to code with the state. The government will send an inspector to revise the work and pass the inspections of the work done. ACA, AMHCA, and ASCA ethical codes Florida Statutes by number and name that have bearing in this case: AHMCA codes of ethics (2015): Section I-A.1.a -Counselor-Client Relationship Primary Responsibility The primary responsibility of Mental health counselors is to respect client autonomy, dignity, and promote client welfare. Section I.A.1.b.-Mental health counselors are clear with clients about the parameters of counseling relationship. In a professionalShow MoreRelatedCase Study : Case Analysis : Case Study2888 Words   |  12 PagesRunning head: CASE ANALYSIS 1 CASE ANALYSIS 9 Case Analysis (Author’s name) (Institutional Affiliation) Introduction The case is about Modrow Company, the subsidiary of Tri-American Corporation based in Canada. The branch has 1000 employees whose primary function is fabricating aluminum. The advantages of Modrow are its locationRead MoreImp Case Analysis739 Words   |  3 Pagesâ€Æ' 1. Would a TNA be needed in this situation? Why or why not? If yes, who would you want to talk to? Training Needs Analysis is a formal process required for the purpose of identifying the training gap that is in existence and its related training need. Considering the IMP case analysis, training needs analysis is required since there are different sectors within the organization which require an individual to possess the necessary skills to perform the expected work within that department. InRead MoreCase Analysis: Dave Armstrong (a)648 Words   |  3 PagesOrganisational Behavior Case Analysis: Dave Armstrong (A) Case Summary: This case is about Dave Armstrong, a 29 year old second year MBA student of Harvard Business School. Immediately after his graduation from a small liberal arts college in Texas, he started working for Thorne Enterprises as a computer Programmer. 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Describe the case method for learning strategic-management concepts. 2. Identify the steps in preparing a comprehensive written case analysis. 3. Describe how to give an effective oral case analysis presentation. 4. Discuss special tips for doing case analysis. Oral Presentation— Step 1 Introduction (2 minutes) Read MoreBussiness Analysis: The Affinity Plus Case Essay972 Words   |  4 PagesIntroduction In this case analysis the company Affinity Plus will be examined. Affinity Plus recently implemented a new control system. The implication of this new control system resulted in more employee latitude. The consequence of this new system was that resources and time of the organization were used in excess of what was supposed. To solve this problem, MOE (Member, Organization, and Employee) was introduced as a guideline of the chronological sequence that should be taken into account whenRead MoreEssay about week 6 case analysis705 Words   |  3 PagesWeek 6 Case Analysis MKTG 301 1. Harris told Houston that he needed a couple of weeks to think about his proposal. How should Houston handle this? Harris is using what is called a time objection also known as stalling technique. In this particular case study Harris already has the need fulfilled by a different supplier and while they have had a few late deliveries Harris need to determine if it worth going through all of the work to get set up a new vendor. The time objection is oftenRead MoreAcc 281 Week 5 Final Paper1036 Words   |  5 Pagesnerdypupil@gmail.com ACC 281 WEEK 5 FINAL PAPER Focus of the Final Paper Write an 8 to 10 page Case Analysis of the following article (which can be found in the Ashford Online ProQuest database): Souza, M. McCarty, B. (2007). From bottom to top: How one provider retooled its collections [electronic version]. Healthcare Financial Management, 61(9), 67-73. 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With the current trend in online connectivity, online businesses are emerging and gaining popularity. VIEW POINTS The attitude of mind that must be used which will determine the opinions and judgements for this case analysis is that of a generalist, a person who has the aptitude, knowledge and skills in several

Consumer Diary Analysis free essay sample

Because I had decided that I wanted junk food, healthy food options and restaurants were placed in my inert set, and smaller, less popular niche outlets like red rooster were placed in my inept set (LeBlanc amp; Neil C. Herndon, 2002). Big fast food outlets like McDonalds and Hungry Jacks comprised my consideration set. Due to previous experiences and memory associations, I considered McDonald’s to be the category prototype for fast food, and therefore it exceeded other competitors. As I considered taste to be the most important factor in my purchase, the lexicographic choice tactic can be used to explain my decision to go with the McGrilled burger meal (Hauser, 2010). Also, my adequate financial position provided the ability to make my purchase and the location of a McDonald’s outlet nearby my house and no time constraints provided a satisfactory opportunity to make my purchase. 2. Nike Tiempo Legend Soccer Boots. We will write a custom essay sample on Consumer Diary Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All my soccer boots were starting to get too small for me. I was motivated to purchase some new boots that suited me and also fitted properly (difference between my ideal and actual state) (Hoyer amp; Macinnis, 2010). Because of the vast number of different brands of soccer boots, and the amount of use the boots will get, this decision was considered a high-effort purchase for me. In considering which store to purchase from, I chose Sportsmart in Moorabbin because a friend of mine works there and was able to give me a discount. Because of the specifics of each different type of soccer boot (even within the same brand) it seemed adequate that I would be making a purchase decision based on product rather than brand (Hoyer amp; Macinnis, 2010). Different stud patterns suit different weather conditions – so because Melbourne pitches are mostly firm, I chose boots with a Firm Ground stud pattern (therefore all Soft Ground boots and other types were allocated to my inert amp; inept set). Furthermore, because I was a defender, boots with soft material were also eliminated from my consideration set as per attribute processing (LeBlanc amp; Neil C. Herndon, 2002). Previous brand experiences led me to consider the ‘Nike’ brand, and personal characteristics influenced my choice of colour, material and shape. A combination of attributes prompted me to choose the Nike Tiempo Legend boot, utilising most effectively the multi-attribute expectancy-value choice tactic – in which I chose the product that offered the best ‘bundle’ of benefits (Hauser, 2010). 3. United Petrol Problem recognition arose when I became aware that I had less than a fifth of a tank left. I developed a physiological need to fill up my petrol tank and experienced previous memories of the feelings associated with petrol running low (Arndt, 2012). This triggered me to go to a petrol station to fill up (Hoyer amp; Macinnis, 2010). There happens to be 2 United Petrol stations within 2 minutes’ drive of my house, and I pass them when I drive almost anywhere. Whenever I am in a state of having low petrol or needing to fill up, repeatedly passing and observing the United Petrol stations has developed somewhat of a neural connection between filling up petrol and the United Petrol Station (classical conditioning). This, along with previous positive experiences and the ability to satisfy my personal goals (appraisal theory), led me to choose United Petrol as the brand. I was further motivated by the lower prices of petrol on a Friday, and specifically the lower prices of petrol at a United Petrol station in comparison to other alternatives. I finished work at 5. 00pm and received my weekly pay, which provided me with the financial ability to make the purchase. A United Petrol station was located on my way home from work and hence provided an easy opportunity for purchase. 4. Apple Ipod Headphones I have 3 pairs of headphones at home; all of which only have one ear-bud which actually works. This aroused a state of deprivation and a difference between actual and ideal state (Arndt, 2012). I was motivated to buy new headphones to fulfil my wants of being able to listen to music through both of my ears. Whilst I appreciated quality sound, I was not overly fussed with the specifics and characteristics of individual headphones which made this purchase relatively low-effort. Furthermore, I was not willing to spend a lot of money on headphones, which influenced my consideration set. I basically chose to undertake a repeat purchase of apple’s iPod headphones because I was not prepared to purchase top of the range headphones (comparative theory) (Hoyer amp; Macinnis, 2010). I had positive brand and product experiences with apple headphones previously, and wanted to minimise performance, physical and social risks. Comparison between diary 2 (Xind) and diary 3 (Jono) In analysing consumer diary 2 and consumer diary 3, it becomes immediately clear that each consumer follows a general framework in their purchases. All purchases are derived from a problem; specifically a variance between an actual and ideal state (Arndt, 2012). Furthermore all purchases are motivated, and influenced by brand exposure, situational factors and memory/knowledge (Hoyer amp; Macinnis, 2010). Lastly, both consumers acknowledge the importance of having an adequate opportunity and ability to make the purchase. Consumer 2 makes multiple low-effort purchases, and it can be deduced that Consumer 2’s purchasing habits are in close correspondence with his schedule. In almost all of his purchases, heavy influencers were convenience and time constraints, and hence he displayed a cognitive tendency to utilise past experiences and brand familiarity when purchasing, seeking efficiency in his decision making. In Consumer 3’s case, time constraints were not as prominent, and therefore Consumer 3’s decision making was subject to more evaluation in comprising consideration sets (LeBlanc amp; Neil C. Herndon, 2002). In purchasing a high-involvement product, Consumer 3 used a multi-attribute expectancy-value analysis to consider a bundle of attributes and benefits (Hauser, 2010). It appears that for both Consumers in purchasing low-involvement convenience products, normative choice tactics and the lexicographic choice model is consistently utilised. Furthermore, whilst Consumer 2 used a variety seeking tactic in choosing a different type of food for lunch, it can be said that both consumers are considerably hesitant to make purchases outside of their experience and knowledge, at least on a regular basis. Another consistent characteristic is the influence of financial ability on the consideration set when making the purchase. These three main (time constraints, previous experience/knowledge and financial ability) are prominent within decision making consideration in both consumers lifestyles. Bibliography Arndt, J. (2012). How broad should the marketing concept be? Journal of marketing vol. 42, 101-103. Hauser, J. R. (2010). Consideration set heuristics. Massachusetts: MIT Sloan School of Management. Hoyer, W. D. , amp; Macinnis, D. J. (2010). Consumer Behaviour 5th Edition. LeBlanc, R. P. , amp; Neil C. Herndon, J. (2002). A multivariate analysis of evoked sets as a marketing universal. Journal of applied business research vol. 18 no. 3.

Julius Caesar Conflicting Perspectives free essay sample

Module C: Conflicting perspectives Composers use a variety of mediums to present an argument within an event, personality or situation resulting in the conflict of perspectives. David Gutterson uses Snow Falling on Cedars to explore conflicting perspectives on personal and political levels including: †¢ Justice and in justice †¢ Truth and inaccuracies †¢ Tolerance and prejudice Snow falling on cedars David Gutterson using narrative techniques: Circular narrative structureUses this device to help narrate and identify the conflicting perspectives thematically directing action through the forum of the court case. Done by limited point of view, flashbacks, and framing Abundant use of flashbacks in the portrayal of Ishmael; o From being a young, naive child: â€Å"inside of the tree he felt never be discovered there† o To a numb, static, disillusioned state: â€Å"if you’re going to remember something like that efendants expression keep yourself fair. Otherwise you’re been subjective in a way that is not fair to the accused† o And disbelief in God: â€Å"it did not matter whether he agreed with her about God he had fooled himself for years into thinking otherwise† Observers learn about Ishamel’s morale turmoil: â€Å"the world was one and the notion that one may kill another over a small patch of it did not make sense = We see a prejudice perspective surfaceOmniscient narration in return creates an inner conflict within Ishmael as to whether needs to be prejudice or tolerant. We will write a custom essay sample on Julius Caesar Conflicting Perspectives or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A time to kill An accurate and dramatic depiction of a small southern community which faces segregation, racial injustice and prejudice values head on displaying the psychological effects on a society in the south and its judicial system Incident of rape becomes the platform for social outcryRather then telling one complex story line it jumps around showing a broad collection of characters – few of whom get developed but many who come to conclusions Forms a narrative mural which reveals both ends of the political spectrum and perspective Similar to SFOC the intention of the circular narrative structure yet follows a linear timeline As Story unfolds, movie focuses on the racial injustice from the intense emotions of hatred within the characters. Most significant relationship been that of Jake and Carl lee: forced to transcend their fundamental differences and work together for the same cause Similar to Ishamel sharing Hatuse with Kabuo: puts aside differences Jake Brigance tries to sympathise with Carl Lee yet always has white racial dominance: â€Å"the fact is that you are just like the rest of them. When you see me you don’t see a man, you see a black man† Prescence of the Klu Klax Klan, both as an antagonist force and as the embodiment of blind hatred that exists in the form of racism. Schumacher addresses this antagonist force by playing with the visual sense of size; As the KKK walk into town they are reflected on a glass window which reflects them 3 times their height leaving a sense of intimidation. Conversely the NAACP’s prescence in opposition to the KKK is significant in addressing the conflict of perspectives. The camera angles also represent and address racial prejudice. Justice and Injustice: Snow falling on CedarsSymbolism used in SFOC to parallel with the characters conflict in perspectives Snow blizzard setting which coincides with nature of the court case Uses destruction of the blizzard setting to represent the notion that all is equal and deserves justice within the uncontrollable nature yet human perspectives and decisions are what produces the justice turmoil: â€Å"All human claims to landscape were super sided, made null and void by the snow.

East of eden essays

East of eden essays Clinging together in the face of lonliness and alienation, George and Lennie desperately seek to escape their poverty, and strive to transform their chimerical dream into a reality. This heartfelt dream is what sets George and Lennie aside from the other men, yet ironically it is so easily shattered. Throughout the book Of Mice and Men, by John Steinbeck, copious comparisons to animals are stated, signifying that their antagonistic way of life was not suitable for humans; This animal imagery helps elucidate the somewhat abstract ideals and character traits present in the text. Lennies demeanor is compared to many animals, Lennies death is compared to the death of Curlys dog, and even the end of Georges and Lennies dream is represented by a heron and the snake. To thoroughly describe Lennies bizarre disposition, Steinbeck compares him to a bear, horse, terrier, and a bull. Large and capable of violence, yet clueless and tender like a bear Lennie is totally unpredictable at times. Lennie is also similar to a bear in that his hands are huge like bear paws, and in the closing of the story he is said to Creep as silently as a bear would. Snorting into the water, Lennie reminds George of a horse. Similarly to how Lennie is compared to bear, he is said to be as strong as a bull; Lennie is also reluctant like a terrier who does not want to bring a ball to his master, but Lennie finally gives George his mouse. The brilliantly cryptic foreshadowing of Lennies death is told through the shooting of Candys dog. Candys dog is old and is not useful any more, so therefore the men in the bunk house want to dispose of him. Forcing the reluctant Candy to let them kill his dog was an arduous task, but the insistent nagging finally makes Candy capitulate his old dog to them. The dog is not only unsuspecting, but also helpless to the bullet that passes through the base of his skull k...

Export Final Project - Malaysian fashion retailer wishing to expand Term Paper

Export Final Project - Malaysian fashion retailer wishing to expand its business into the African Market - Term Paper Example 2). This being the case, it is important to take note of the fact that the main clothing brans in the market include Adidas, Gucci, Calvin Klein, and Nike, which have swept the fashion industry in the East Asian region, particularly in Malaysia (Appelbaum 69). Due to the growing competition for the clothing brands and the emergence of new global business opportunities, the Malaysian apparel industries is working closely with a number of global business partners in order to identify the most lucrative geographical and economic environment for its clothing brands. Identifying the Global Business Opportunities (Product / Service and Market) As one of the rising stars of the East Asian region, Malaysia prides itself as being one of the business hubs that deal with various industrial goods (Appelbaum 70). Since the discovery of oil in Malaysia, business has never been the same again especially considering the fact that the Islamic nation preserves culture while at the same time engaging t he global business world in its unique sense of business ingenuity (Khadmudin para. 2). Indeed, the success of Malaysia is because of the democratization of the business space as to involve both international and local brands. Owing to this level playground, several clothing brands have chipped in in the nation to the extent of expanding the trade to the neighboring countries (Crinis 72). Perhaps it is crucial to mention that the primary goods and agriculture drove the Malaysian economy in the 1960s, a strategy that took a sharp turn since the discovery of oil drove the Malaysian economy (Rasiah 539). Currently, the major booster to the Malaysian economy is the exports market that account for over 50% of her total revenues (Appelbaum 79). Over the last decades, the Malaysian economy has tripled with the global trade growing to the tune of US$41.58 billion, mostly due to the growth in the apparel industry that the Malaysian government embraced fully (Khadmudin para. 3). To this exten t, the global economic raking places the East Asian nation at the seventeenth position due to its robust global trade in the fashion industry. The industry of textile and apparel is certainly one with a long history as far as revolution is concerned, despite its remarkable growth in the past half century (Crinis 72). While the textile industry was existent in the 1950s, the Malaysian government had not taken it seriously since the world was not so much into fashion the way it is the case today. This being the case, Malaysia highly discouraged any imports in order to promote local talent particularly in the textile industry (Khadmudin para. 4). With both spinning and weaving of the textiles present in southern and northern parts of the country respectively, Malaysian is strategically placed to serve the international market with its unique sense of fashion (Crinis 67). Since the raw materials for the development of the textile and apparent industry are locally available, the East Asi an nation is guaranteed of a continuous supply of the raw materials, which ultimately leads to enormous volumes of garments available for export. With ready market for the textiles in Hong Kong, Singapore, and Taiwan, the fashion industry in the Malaysian peninsula continues to grow at unprecedented levels (Khadmudin para. 2). The continued growth coupled with heightened

Vietnam, World War I, Opium Wars, Persian Wars, and the Cuban Missile Essay

Vietnam, World War I, Opium Wars, Persian Wars, and the Cuban Missile Crisis - Essay Example Throughout history, the importance of war became a major component of a state's foreign policy as demonstrated by myriad of instances showing armed conflict. In the field of international relation particularly on the concept of conflict versus cooperation, war represents a vital option in one extreme of the dimension. With certain peculiarities of different events involving war, resort to force by a state almost always forms part of the foreign policy a country. When diplomacy, negotiation and other peaceful means of settling dispute fails, war can serve as a remedy to determine the final outcome of conflicting sides in an issue. The discussion in this paper will cover five incidents of interstates wars, namely, (1) the Vietnam War, (2) the Opium War, (3) World War I, (4) the Persian Wars, and (5) the Peloponnesian War. The causes mentioned herein may not be the only reasons for the outbreak of the war or the commencement of the conflict situation discussed but is compelling enough to be considered in the extensive study of the subject matter. Analyzing the above mentioned wars, it can be seen that they share certain similar cause although in a different form or peculiar way. Although, the warring states or the participants involved were diverse, still, there were some that appears common among the wars to be discussed. What is therefore the implication of having different participants for every event of war This means varying interest involved for the reason that the acts of a state is presumed to be in accordance with its interest within the context of its national and international policy. For a better understanding of the causes of the war in those five events and ultimately to support the response to the question of why states go to war, it is imperative to start with a general framework. This general framework will serve as the thesis to the proposition of state engaging in war in the cases herein discussed as well as to the proposition of the difficulty in withdrawing from the war once they resort to violence. From this framework, other supporting analysis will be discussed and expounded in the subsequent pages of this paper. From the ancient war days involving the Peloponnesian war and the Persian wars, down to the economic nature of the Opium war, leading to the large scale conflict in World War I, and finally to the ideologically driven Vietnam War, one thesis stands out why they resorted still to violence to further advance whatever interest they may declare - the Desire for POWER. In the words of realist advocates in international politics, this is appropriately stated as interest defined in the concept of power. Power is defined as the actual or potential influence or coercion a state (or other actors)an assert relative to other actors or non-state actors because of the political, geographic, economic and financial, technological, military, social, cultural or other capabilities it possesses.2 The definition of power involves a variety of interest and generally embodies every aspect of a state's policy from which its capabilities is premised. It is not therefore surprising that the behavior of a state is immensely affected by its desire to increase power or when the power it has is being threatened of reduction. This framework does not confine its operation to states but can also be used in analyzing the behavior of

Applying Theory Essay Example for Free

Applying Theory Essay Healthy aging is positively correlated with continued psychological and social participation of senior citizens with activities that may not be very similar to those that they have been used to, but substitutes them to accommodate their age and limited capabilities. Building a senior citizen’s center would allow them to participate in modified activities that they have pursued in middle age. The community would be creating a venue by which the elderly could get educational training, physical and leisure activities suited to their age to reduce boredom. The center would encourage them to stay active, less depressed about aging. In the long-term, the center would promote a positive well-being among the elderly. Exchange Theory Building a senior citizen’s center would benefit the senior citizens in many ways but on the part of the community, the project would have benefits as well as incur costs. A center would provide senior citizens a productive means by which to spend their retirement years. It would make them more active and social than they would if they simply spend most of their time at home or a retirement home. On the part of the community, the monetary cost of the project might make it impractical if the amount could be better spent in a much more needed community project. Then again, the elderly is as much a part of the community as much as the younger members and constructing a center would provide a psychological benefit for both age groups. To the elderly, a center is a reassurance that the community values them in spite their old age. To the younger generation, the center equally reassures them that they are doing something right for the elderly. Functionalism Every age group needs to belong to an institution which would foster a sense of their membership in the larger community. Furthermore, to survive as a whole, all members should work together and slip into roles aimed towards fulfilling the needs of society. A senior citizen’s center would make the retirees a sense of belonging in the community as it would serve as their institution now that they have lost membership in their former workplaces. They would form into a social group which could organize activities to benefit the entire community. It would make the cohesion of the community stronger as an organized group of senior citizens means that even the elderly are contributing towards the stability and constant activity of the community, factors which characterize a healthy, working community. Continuity Theory Senior citizens would continue to seek for the same activities, relationships and lifestyles they had in younger years. A senior citizen’s center would be a good way by which the elderly members of society can organize, assemble and socialize—just like when they were younger. Since they all belong to the same age group, members would develop a distinct culture and this would give everyone a sense of stability and support system. A center with activities and programs geared for the elderly would help ease the difficulties of adjusting to old age. The community, in turn, would have less of the stereotyped bitter and bad-tempered elderly members because it has a place which helps the elderly experience aging as a positive, supportive and gently-sloping experience. Theories that would argue against the senior citizen’s center. Conflict Theory Building a senior citizen’s center would benefit the elderly, however it would acknowledge their continued worth in society and their influence in terms of policy-making. The senior citizens have passed their prime, and the younger generation controls public administration including the budget and planning. The latter would disapprove the spending of $3M for a center that would not be profitable to the community. The community could maximize its spending by allocating the budget for other projects and simply put the care of the elderly under their respective families or elderly homes. This way the family or home would be spending only for the necessary expenses to support the survival needs of the elderly without funneling the community’s financial resources. Political economy of aging The corporate interest precedes personal interest of the market. A senior citizen’s center would surely not justify the $3M that the community would be spending towards constructing and running it. A center for the elderly would simply be a place for them to engage in pursuits like physical activities, entertainment, seminars conducted by volunteers and other non-profitable, self-serving endeavors. If the aim is to spend the money in a project that would benefit the aging population, a wiser idea would be to revert the funds towards the construction of a managed care institution. To be profitable in the long run, this institution could give the elderly the same services and activities as the proposed center, but at certain prices. Recreation for the elderly should be a privilege instead of a charitable act. Disengagement theory The elderly and society engage in mutual separation. A senior citizen’s center is impractical because it would mean integrating the elderly into the community when they should realize that they have to withdraw from social activities they have been used to prior to retirement. A center would give the elderly a false sense of importance regarding their role in the community. It would pose a burden to the community which has to constantly bear with the expenses incurred by the center and its useless programs. The elderly cannot anymore contribute to society and compete with its standards of excellence; therefore, for the benefit of society, they should interact with the community and with each other less. Social Competence/Breakdown Theory Building a senior citizen’s center would create greater dependency on the part of the already vulnerable senior citizens. If the center is realized the elderly would feel self-important, ask for extra services and special privileges. If the demands are refused, it would cause emotional distress. To show sensitivity to the elderly, they should be allowed to face the challenges in life, without spending $3M to build a center especially for them. They should not be doled out with charity. They should be left to find the means to be happy and productive in their late years. The community would be doing them well if they are made to feel like they have worked hard to accomplish something.

Marketing Variable Mix Of Prod :: essays research papers

INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  The Japanese have again burst into the technology industry with the introduction of their newest product, Aibo, the robotic pet dog. Aibo is a Japanese word short for â€Å"companion†, and it also stands for Artificial Intelligence Robot. This creature is able to navigate its environment and respond to changes. This highly innovative idea began back in 1994 when Toshi T. Doi, Sony Corporations lead engineer, enlisted an artificial intelligence expert named Masarhiro Fujita to formulate a robot with sophisticated sensors. Fujita took just two weeks to develop the first prototype robotic creature that led to this current venture. AIBO’S TANGIBLE PRODUCT ATTRIBUTES   Ã‚  Ã‚  Ã‚  Ã‚  No larger than a Chihuahua and constructed primarily of magnesium alloy, Aibo is equipped with infrared sensors and cameras for eyes that allow it to judge distance and avoid walking into objects. It also has sensors on its head, in its paws, and an antenna for a tail. Aibo is programmed to enjoy being petted and dislikes being scolded, not unlike real dogs. It also shows happiness by wagging its tail and illuminating its green eyes. Aibo can perform some standard tricks such as sitting and begging, and it can even dance and play music. As sophisticated as it may be, Aibo can not respond to voice commands, and it requires a remote control that emits musical tones the robot recognizes as commands. AIBO’S AUGMENTED AND GENERIC PRODUCT ATTRIBUTES   Ã‚  Ã‚  Ã‚  Ã‚  Aibo’s augmented product attributes revolve around the Sony brand name. Sony is a well-established corporation in the electronics industry. It is the most recognized brand name in the world, evoking a status of quality and dependability. Aibo will have a considerable lure on customers keen on cutting-edge gadgets. The first of its kind in sophistication and advanced robotics, Aibo will carry a significant status for technology buffs and expensive electronic toy collectors who can afford them.   Ã‚  Ã‚  Ã‚  Ã‚  From a generic product perspective, Aibo is already winning over the hearts and minds of consumers. Its almost life like touches and actions such as the occasional yawn, flopping on its belly when it’s bored, and the wagging of its tail when it is happy is rapidly captivating people all over. For some, the appeal is in the joy of owning such a technological and futuristic marvel. For others, It may be the hope of companionship from and innate object, not unlike today’s interactive computers. For most consumers it is just plain and simple entertainment.

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

William Shakespeare s Julius Caesar Essay - 2387 Words

Power is a highly coveted mistress. She is sought after by senators, presidents, kings, and emperors. Most of them willing to do whatever it takes to get her. The history of this world is overrun with conflict and war as different parties compete for her hand. There are those that will obtain her by physical force on the battlefield, while others seduce her to their side through sweet persuasion. However, the act of obtaining power is nothing compared to the work of keeping her. Power is an unfaithful mistress, in need of constant wooing. In William Shakespeare’s Julius Caesar, the battle for power is always in a state of flux, constantly changing hands. Though the players in this play sometimes use physical force to obtain power, it is persuasion and manipulation that have the strong hold on her. Through close examination of this text, the use of persuasion and manipulation in obtaining and maintaining power will be explored. When the play first opens there is a celebration in the streets because Julius Caesar has proven victorious over Pompey in battle. However, this action is quickly rebuffed by tribunes Flavius and Marullus, who are quick to remind the plebeians that they once loved Pompey: O you hard hearts, you cruel men of Rome, Knew you not Pompey? Many a time and oft Have you climbed up to walls and battlements To towers and windows, yea, to chimney tops, Your infants in your arms, and there have sat The livelong day, with patient expectation, To see great PompeyShow MoreRelatedWilliam Shakespeare s Julius Caesar1082 Words   |  5 Pages â€Å"Et tu, Brutà ©? Then fall Caesar† (III.i 179). The fatal stabs of the conspirators did not kill the all-mighty Julius Caesar, for the sharp butcher of Brutus pierced his heart and condemned his life to cessation. This dramatic, mood changing affair serves as the pivotal platform in William Shakespeare’s, Julius Caesar. 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As we move into the twenty-first century, audiencesRead MoreWilliam Shakespeare s Julius Caesar Essay2414 Words   |  10 Pages Christa Kiesling AP Lang Block 1 Mr. Snider 6 Nov. 2016 RA1 William Shakespeare, in his historical play Julius Caesar, makes the characters Brutus and Antony utilize rhetorical strategies in order to win the favour of the Roman people for their own purposes. These two speakers try to convince the audience of different things: where Brutus, who speaks first, was trying to subdue the passions of the mob and use logic to win acceptance for his murderous actions, Antony, who had to follow Brutus, wasRead MoreWilliam Shakespeare s Julius Caesar760 Words   |  4 Pagespeople of Rome. In Julius Caesar written by William Shakespeare, Brutus and Antony address the people over Caesar’s dead body. The body is brought to the town square shortly after he was murdered by the Senate. Brutus, one of the murderers, appeals to the people’s fear and patriotism. Antony speaks after and puts doubts of the justification of the murder and plays to the people’s hearts. Brutus addresses the crowd by using his reputation to support his reasons for killing Caesar. He starts his speechRead MoreWilliam Shakespeare s Julius Caesar804 Words   |  4 Pagesthe phenomenal, as well as tyrannical, Roman rulers throughout history, Julius Caesar is by far the most prominent. This fame is due in no small part to William Shakespeare and his play that bears the same name. However, although Caesar is the play’s namesake, the story’s central focus is on Brutus and Caius Cassius and their plot to assassinate Caesar. When discussing Antony’s fate in Act II scene 1 of Shakespeare’s Julius Caesar, Brutus argues against what he perceives as the unnecessary and brutalRead MoreWilliam Shakespeare s The Tragedy Of Julius Caesar919 Words   |  4 Pageschoices that eventually bring about their demise. At first glance, Caesar may appear to be the tragic hero, when the real tragedy actually lies in Brutus’s story in William Shakespeare s p lay The Tragedy of Julius Caesar. One tray a tragic hero must posses is that they are relatable. The play may be named for Caesar, but the reader simply knows more of Brutus and his motives, which help to make his story a tragedy more so than Caesar s. Brutus’ thoughts, actions, and history are made more apparentRead MoreWilliam Shakespeare s The Tragedy Of Julius Caesar1508 Words   |  7 Pages William Shakespeare’s play, â€Å"The Tragedy of Julius Caesar† was mainly based on the conspiracy to assassinate Julius Caesar. â€Å"Julius Caesar† is a play based on rhetoric and politics. Rhetoric is the science of manipulation. Marcus Brutus, a Senate and a beloved friend of Caesar stood as the face among the conspirators leading the assassination of Julius Caesar. Aristotle said, â€Å"A man doesn’t become a hero until he can see the root of his downfall†. He defined a tragic hero as someone who is highlyRead MoreThemes Of William Shakespeare s Julius Caesar 2063 Words   |  9 Pages Theme, Mood and Conflict in Julius Caesar Savannah Baine â€Å"Come I to speak at Caesar’s funeral. He was my friend, faithful and just to me. But Brutus says that he was too ambitious, and Brutus is an honorable man .† Mark Antony (Act 3,Scene 2,Line 85). â€Å"Julius Caesar† by William Shakespeare, is a classic play depicting the death of Caesar and the chaos that ensues afterwards. One theme in this play is fate vs. free will, the mood is seriousRead MoreWilliam Shakespeare s Julius Caesar1721 Words   |  7 Pagesusually stems from their own deep rooted hatred of a person and is often in some way personally benefiting to themselves. However, this is not the case of Brutus in Shakespeare’s play, Julius Caesar. Brutus’s plan to murder Julius Caesar does not make him a villainous man but a rather noble one. Despite his plot against Caesar, Brutus’s intentions were always one-hundred percent honorable. The first instance in the play where the reader learns of just how honorable a man Brutus is, is in Act 1, SceneRead MoreWilliam Shakespeare s Julius Caesar1201 Words   |  5 PagesDellinger English II 4/18/17 Julius Caesar There are many people you may have heard of that lived during 100 B.C.- 10 A.D. in Rome. Some of those people include Marcus Brutus, Cleopatra, Mark Antony, and Julius Caesar. In this paper I will be talking about Julius Caesar. And while doing so I will be talking about his early/personal life, his career, and his assassination. Julius Caesar was born July 12. B.C. as Gaius Julius Caesar, to Aurelia Cotta, and Gaius Julius Caesar. Julius was born with the Neurological