Curled or Straight

Literary analysis â€Å"Curled or Straight† Why race matters? In the novel White Teeth written by Zadie Smith, the character Iris Ambrosia Jones is struggle with her racial identity. Irie is a half- Jamaican, half- English woman in her twenties. England is the country where she grew up. She feels uncomfortable with her inherited Jamaican physique. Irie falls in love with Millat, Millat comes from an Indian family and he adores English women. Because of that, Irie wishes to change her appearance by making her hair straight.But it was false and she did not feel better with black straight extensions. In my analysis I will focus on the message of the text as I see it: that it’s important to realize that every human being in the world is different and don’t try to change yourself into someone you are not. To begin with, Irie is not happy with her appearance and would like to change it because of Millat. She thinks that if she changes her hair to Indian style, long and straight, so Millat will accept her.The hair straightening process at P. K. salon is very painful. Besides, she makes a big mistake by wash her hair before going to PK’s, thus getting rid of a protecting layer of dirt. Moreover, she has to go to Roshi’s salon to get the new hair. After all, she finally gets her new looks. Then she heads to Millat’s house, just to show him her new looks. But Millat isn’t there. Her friends is there, and they start to laughing at her new looks. Besides, they think that her hair looked better before.However, there is one woman in Roshi’s salon who makes her points by stand up for herself. She feels that Irie should be content with her curly African hair. Furthermore, she thinks that black should support one another’s business. To conclude, I think Irie’s problem is that she grows up in London, but her appearance is a black Jamaican girl. Besides, she decides to integrate more with English society. Never theless, she should realize that she can’t change her Jamaican looks to an English looks, and she should appreciates her individuality.

Morton Handley Case Study

Morton & Handley Case Study a. What are the four most fundamental factors that affect the cost of money, or the general level of interest rates, in the economy? The four most fundamental factors that affect the cost of money are: production opportunities, time of consumption, risk and inflation. The interest rate given to savers is based on: the rate of return on invested capital, savers time preferences for current versus future consumption, the riskiness of the loan, the expected future rate of inflation. High inflation and high risk will result in high interest rates. b. What is the real risk-free rate of interest (r*) and the nominal risk-free rate (rRF)? How are these two rates measured? The real risk-free rate of interest is the rate that would exist on default-free securities when there is no inflation. The nominal risk-free rate is equal to the real risk-free rate plus an inflation premium. The inflation premium is equal to the average expected inflation rate over the life of the security into the rate they charge. These rates are measured in percentages. . Define the terms inflation premium (IP), default risk premium (DRP), liquidity premium (LP), and maturity risk premium (MRP). Which of these premiums is included when determining the interest rate on (1) short-term U. S. Treasury securities, (2) long-term U. S. Treasury securities, (3) short-term corporate securities, and (4) long-term corporate securities? Explain how the premiums would vary over time and among the different securities listed. Inflation premium is a premium added to the real risk-free rate of interest to compensate for potential inflation. The default risk premium is a premium based on the probability that the person who issues the loan will not follow through; this is measured with the difference between the U. S. interest rate on a Treasury bond and a corp. bond of equal maturity and marketability. A liquid asset can be sold at a predicted price in a short amount of time. A liquidity premium is added to the rate of interest on securities which are not liquid. The maturity risk premium reflects the interest rate risk. Long-term securities have more interest rate risk than short-term securities and the maturity risk premium is added to represent the risk. Short term long term treasury securities include an inflation premium. Long-term treasury securities also contains a maturity risk premium. Short-term rates on corporate securities are equal to the real-risk free rate plus premiums for inflation, liquidity and default risk. Premiums will alter based on the financial strength of the company and the degree of liquidity. Long term rates on corporate securities includes a premium for maturity risk. Corporate securities typically yield the greatest gains out of the four types of securities. . What is the term structure of interest rates? What is a yield curve? The term structure of interest rates is the relationship between interest rates, or yields, and maturities of securities. A yield curve shows the relationship between bond yields and maturities. e. Suppose most investors expect the inflation rate to be 5% next year, 6% the following year, and 8% thereafter. The real risk-free rate is 3%. The maturity risk premium is zero for bonds t hat mature in 1 year or less and 0. 1% for 2-year bonds; then the MRP increases by 0. % per year thereafter for 20 years, after which it is stable. What is the interest rate on 1-, 10-, and 20-year Treasury bonds? Draw a yield curve with these data. What factors can explain why this constructed yield curve is upward sloping? Average expected inflation rate over year 1 to year 20 Yr. 1: Interest Premium= 5% Yr. 10: IP= (5+6+8+8+8+8+8+8+8+8)/10= 7. 5% Yr. 20: IP= (5+6+8+8+8+8=8+8+8+8+8+8+8+8+8+8+8+8+8+8)/20 =7. 75% Maturity risk premium in each year: Yr. 1: MRP= 0% Yr. 10: MRP= . 1% x 9 = 0. 9% Yr. 20: MRP= . 1% x 19 = 1. 9% Sum the IPs and MRPs, and add real risk-free rate: r*=3% Yr. 1: rRF= 3%+5%+0%= 8% Yr. 10: rRF= 3%+7. 5%+. 9%= 11. 4% Yr. 20: rRF= 3%+7. 75%+1. 9%= 12. 65% The shape of the curve depends on the expectations about future inflation and relative riskiness of securities with different maturities. In this situation the yield curve would be sloping upward which is because of the expected increase in inflation and maturity risk premium. f. At any given time, how would the yield curve facing a AAA-rated company compare with the yield curve for U. S. Treasury securities? At any given time, how would the yield curve facing a BB-rated company compare with the yield curve for U. S. Treasury securities? Draw a graph to illustrate your answer. The AAA rated curve, the BB rated curve and the U. S. treasury curve are all parallel to each other. The BB rated accumulates the most interest rate, then comes the AAA company and then the U. S. treasury. The yield normally slopes upward because short term interest rates are typically lower than long term interest rates. Corporate yield curves will always be above government yield curves. The riskier the corporation the higher the yield curve. The distance between the corporate yield curve and the treasury curve increases as the corporate bond’s rating decreases. g. What is the pure expectations theory? What does the pure expectations theory imply about the term structure of interest rates? The pure expectations theory is the theory that investors establish bond prices and interest rates on the sole basis of expectations for interest rates. The term structure of interest rates describes the relationship between long and short term rates. The investors are indifferent about maturity expectations of short-term and long-term bonds. The investors perceive long-term bonds to be riskier than short-term. h. Suppose you observe the following term structure for Treasury securities: MaturityYield 1 year6% 2 yrs. 6. 2% 3 yrs. 6. 4% 4 yrs. 6. 5% 5 yrs. 6. 5% r on 1 yr. securities one year from now: (1. 062)2= (1. 06)(1 + X) 1. 1278= (1. 06)(1 + X) 1. 1278/1. 06= 1 + X 6. 4%= X **Securities will yield 6. 4% r on 3 yr. securities two years from now: (1. 065)5= (1. 062)2(1 + X)3 (1. 065)5/(1. 062)2= (1 + X)3 1. 3701/1. 1278= (1 + X)3 (1. 2148)1/3 – 1= X 6. 7%= X. **Securities will yield 6. 7%

American Anti Slavery

As we saw In the previous lecture, many Americans In the nineteenth century believed that slavery was justified by the Bible. Explain how The American Anti- Slavery Almanac, a well-known abolitionist publication whose authors attacked slavery, tried to discredit the notion that Christianity Justified slavery. | 200 words I 50 points. Throughout The American Anti-Slavery Almanac, abolitionists wrote that the Christians did many anti-slavery acts.On of the biggest arguments was the â€Å"negro seat† found In churches. On page 21, It states that churches â€Å"publicly deride and blasphemously criticize† this idea of the â€Å"negro seat† in churches. It also states that â€Å"Every church that has a â€Å"negro seat† keeps posted upon its walls a standing criticism on God's workmanship, a public proclamation of their contempt for It. † The church finds it wrong that many churches have designated seats for negros. â€Å"Why single out certain seats fo r them and make them sit in them? On page 37, it states â€Å"According to the Bible, oppression maketh a man mad; but according to the objector, top oppressing him and yon make him madder! That inflicting wrongs upon a person is calculated to exasperate him against the inflictor, everyone one knows,: and that the way to soothe his exasperation, make him forget his wrongs, and fill him with kind feelings towards you. † This explains that the wrong doings to a slave is against the Bible. God looks at everyone as his brothers and sisters.On Page 38, â€Å"Since robbing a man of his liberty and earnings, makes him your enemy, the first step to be aken in making him your friends, is to stop doing that which made him your enemy. The Bible gives this commonsense direction to all who wish to make others their friends. † 2. As we saw in the previous lecture, many Americans in the nineteenth century believed that slavery was an economic necessity. They argued that Its abolishin g would ruin the country's economy. Explain how The American Anti-Slavery Almanac tried to discredit this notion. 200 words | 50 points. Throughout The American Ann-slavery Almanac, abolitionists explained how they iscredited the idea that abolishing slavery would ruin the countrys economy. The abolitionists explained that getting rid of slavery would stop the theft that was going on between slaves and slaveholders and actually increase profit, which would help the economy. On page 44 it is explains that cotton is a major product that slaveholders have slaves working on. The slaves would steal a lot of this cotton causing loss of money.On page 36, it explains that getting rid of slavery would force he slaves to now work for their own money and benefits, which would open up more lobs and more spending, which all helps the economy. And lastly one other argument that was made throughout The American Anti-Slavery Almanac was that slaveholders would no longer have to pay their slaves and could now make and sell more products. All of these arguments come to one conclusion, which is that the abolitionists stressed tnat wltn tne a 01 t D I Ion 0T slavery wlll orlnga netter economy Tor Dotn tn slaveholders and slaves. American Anti Slavery As we saw in the previous lecture, many Americans in the nineteenth century believed that slavery was justified by the Bible. Explain how The American Anti-Slavery Almanac, a well-known abolitionist publication whose authors attacked slavery, tried to discredit the notion that Christianity justified slavery. | 200 words | 50 points. Throughout The American Anti-Slavery Almanac, abolitionists wrote that the Christians did many anti-slavery acts. On of the biggest arguments was the â€Å"negro seat† found in churches.On page 21, it states that churches â€Å"publicly deride and blasphemously criticize† this idea of the â€Å"negro seat† in churches. It also states that â€Å"Every church that has a â€Å"negro seat† keeps posted upon its walls a standing criticism on God’s workmanship, a public proclamation of their contempt for it. † The church finds it wrong that many churches have designated seats for negros. â€Å"Why single out certain se ats for them and make them sit in them?†On page 37, it states â€Å"According to the Bible, oppression maketh a man mad; but according to the objector, stop oppressing him and yon make him madder! That inflicting wrongs upon a person is calculated to exasperate him against the inflictor, everyone one knows,: and that the way to soothe his exasperation, make him forget his wrongs, and fill him with kind feelings towards you. † This explains that the wrong doings to a slave is against the Bible. God looks at everyone as his brothers and sisters.On Page 38, â€Å"Since robbing a man of his liberty and earnings, makes him your enemy, the first step to be taken in making him your friends, is to stop doing that which made him your enemy. The Bible gives this commonsense direction to all who wish to make others their friends. † As we saw in the previous lecture, many Americans in the nineteenth century believed that slavery was an economic necessity. They argued that it s abolishing would ruin the country’s economy. Explain how The American Anti-Slavery Almanac tried to discredit this notion.Throughout The American Anti-Slavery Almanac, abolitionists explained how they discredited the idea that abolishing slavery would ruin the country’s economy. The abolitionists explained that getting rid of slavery would stop the theft that was going on between slaves and slaveholders and actually increase profit, which would help the economy. On page 44 it is explains that cotton is a major product that slaveholders have slaves working on. The slaves would steal a lot of this cotton causing loss of money.On page 36, it explains that getting rid of slavery would force the slaves to now work for their own money and benefits, which would open up more jobs and more spending, which all helps the economy. And lastly one other argument that was made throughout The American Anti-Slavery Almanac was that slaveholders would no longer have to pay their slave s and could now make and sell more products. All of these arguments come to one conclusion, which is that the abolitionists stressed that with the abolition of slavery will bring a better economy for both the slaveholders and slaves.

Training Plan Essay Example | Topics and Well Written Essays - 500 words

Training Plan - Essay Example The training will involve a variety of instructional materials. To be specific, training manuals in form of booklets will be used, alongside visual aids which will be used during the presentations. In the booklet will be contained organized list of all the required items. This will range from technical terminologies involved during the construction, safety equipment that will be used during construction, and necessary procedures and processes that count much in the venture. The arrangement of these items is done alphabetically to ensure for easy access by each worker. It also ensures that there is a quick reference guide that would readily assist in addressing the unavoidable cultural diversity amongst the taskforce (CTRE, 2005). The taskforce and issues accruing- This is a component that must be incorporated in order to assist the supervisor to understand the play ground that will be involved during the construction process. This gives a systemized structure that will ensure every member within the company structure fits in their place and work effectively. The basic issues that amount to the task force revolve around three main items, thus; creation of awareness, building of individual skills and planning in order to take action (CTRE, 2005). Creation of Awareness- This is the phase that aims at enlightening all the participants that would be involved in the task force of building and construction all the processes. It cuts across the hierarchy divides, starting from the supervisor all the way down to other workers. The workers must also know such risks that will be involved like falling objects, chemical mixtures, man holes, poisonous gases and fumes, and in exchange observe individual safety measure. Alongside the aforementioned, the supervisor must be aware of the cultural diversification at the work place and come up with amicable measures in addressing it; alongside the help that

Classic Essay Example | Topics and Well Written Essays - 500 words

Classic - Essay Example In music there are many degrees of classic works. While the most recognizable are those works by Beethoven and Mozart, most people would agree that the music of the Beatles or the Rolling Stones is classic as well. I believe in the future people will look back and recognize Michael Jackson’s work as classic, as well as Madonna, Bruce Springstein, and even Dr. Dre or Jay Z. I believe these musicians might be slightly derided in the current critical climate as they are in a sense too modern and popular to be acknowledged by critics. Defining what is truly classic is a very difficult concept. While Mark Twain defined the term as, â€Å"Something that everybody wants to have read and nobody wants to read,† it seems that there is much more to the term. First, it’s important to distinguish between what is classic, and classical music. Classical music refers to a genre of music and is different from the term that defines ‘classic’ on other sense of culture. It seems that Classical music is both classic in any sense of the word, but also historic and exemplary. One might also argue that it is possible for Classical music to be bad, as long as it is written in the classical style; however, by its very nature a classic is not ‘bad’ in the critical sense. It seems that what is deemed a classic is genre defining or style breaking. In this sense, it is often difficult to determine if something is a classic upon its release as it requires time to determine how the film or music or ar t will hold up and how many other artists it will influence. It’s quite possible that a number of things that have been made over the last century with immediate appeal didn’t withstand time as they lacked eternal qualities that make a work truly classic. This idea is true of all elements of art and culture, including music and literature. Things that are considered classic are Beethoven’s 9th Symphony. It is both moving and powerful, as

Falling Objects and Air Resistance Lab Report Example | Topics and Well Written Essays - 500 words

Falling Objects and Air Resistance - Lab Report Example Fr = – cv, where coefficient c is called the damping constant. Thus the total of the forces acting on an object falling through atmosphere in a homogeneous field of gravity, moving only along the vertical axis, is expressed as F = Fr + Fg. All forces and velocities are considered positive when acting in the up direction and negative otherwise. Force of gravity equals Fg = – mg. According to Newtons second law, the force acting on an object compels it to move with an acceleration equal that force divided by the objects mass, i.e. a = . Acceleration is defined as the first derivative of velocity by time. Therefore we have In the lab, various combinations of coffee filters were used as experimental objects falling on the ground from a predetermined height x0 = 2m. Time needed for the object to reach the ground was determined as an average from 14 to 15 readings obtained by repeating the experiment, as summarized in tables 1 to 5. Because various combinations of coffee filters share their approximate shape and size, it seems reasonable to presume them to have the same value of c, so that their p values would be inversely proportional to m. If time needed for a falling object to reach the ground is determined by experiment, we can use equation (12) to determine the parameter p, in the following manner. Because x = 0 when object hits the ground, we have The left side of equation, L(p) = , describes a parabolic curve, the right side describes a descending exponential curve, with p as their common argument. We solve the nonlinear equation by finding the crossing point of these lines numerically, as resolved in enclosed excel sheet. Results are presented in Table 7 and Graph 9. Values obtained by measurement clearly depend on the type of object, with times decreasing as object mass increases (see tables at the end of paper). This proves air resistance has a significant effect for

Small business Essay Example | Topics and Well Written Essays - 250 words

Small business - Essay Example Although the business is doing well, it is important to mention that the business currently faces quite a number of challenges that. These include rising competition by rival companies, seasonal lows leading to losses at certain times of the year, and the challenge of many tourists in that most do not speak the Arabic language. Nonetheless, the company has managed to come up with such strategies as training her staff on various foreign languages, maximizing on the peak season in order to make up for the off-peak, and providing better products and series to clients. In terms of maintaining customer satisfaction, Green Era Travel has always ensured that the needs of the customers are given first priority. Besides, the company undertakes robust online marketing campaign in order to reach a broader spectrum of tourists who may be willing to visit United Arab Emirates. In this regard, the most valuable advice that can be learnt from the business is consistency and customer valuing at all times. Indeed, this strategy has seen Green Era Travel maintain a constant grip of an appreciable share of the UAE travel and tours market for the past one

The Milgrim Experiment Research Paper Example | Topics and Well Written Essays - 500 words

The Milgrim Experiment - Research Paper Example ions as well as the growing generation of youngsters and teenagers when it comes to the factors of social influence, obedience to authority, and ethics. Social influence has always been a factor of society, and Milgram’s research into conformity is still relevant today. Children, teenagers especially, are eager to conform and look, dress, and act like each other. Peer pressure is rampant; the idea that one must ‘go along with’ the crowd in order to succeed is still felt. An important example is one that includes harmful activities such as smoking and drinking. When pressured, a teen is more likely to go along with the crowd that is smoking and drinking, believing that unless he or she follows them, ridicule and an otherwise painful life alone without any friends will occur. Though there has never been any question that the military itself is based on authority and willingness to follow the orders of those in authority, Milgram’s work is still seen in action today. In â€Å"The Milgram Experiment†, he documented the response of participants to following orders given to them and their willingness to carry them out, even when they knew that it would potentially inflict harm on others. This is seen today in the reports coming from various military sources such as the Abu-Graib prison, in which military members are still strongly asserting that they were given and were just following orders during the times that they performed acts on the prisoners that would lead to possibly severe psychological scarring. Ethics is frequently brought front and center when it deals with Dr. Milgram’s experiments. It is without question that Dr. Milgram himself had ethics; his experiments were actually designed to conclude with proof the statements of the criminals made at the Nazi war crimes hearings, in that they were simply â€Å"following orders† when they performed their crimes. During Milgram’s experiments, no actual human beings were harmed, even though those taking

3 works of art Essay Example | Topics and Well Written Essays - 1500 words - 1

3 works of art - Essay Example The gown looks like the nun uniform and she is lazily enveloped into the reverie or dream about the angel. This is an epitome of the spiritualism that an image can depict. Moreover, the environment that hooks up the angel and St.Teresa looks dreamy, implying the supernatural feeling that the paint is showing. In this paint, Caravaggio is showing a pretty realistic image of St.peter being crucified. He is keen on the posture of the people and the wood used to make the crucifix. It is a paint that shows the crucifixion of St.Peter as he asked people to do. He is crucified upside down as a symbol of not imitating his Lord Jesus Christ. The painting is so real that it shows the cloth that is wrapped around him to conceal his loins, the people lifting the cross and the obscurity of their faces in the shadows. The picture arouses feelings of sadness by looking at the way St.Peter has left his mouth open with his long beard and dully eyes, showing so much pain. The people lifting the crucifix are also showing fatigue since it is clear that they are straining to life the crucifix to its intended right position. This paint is a fascinating image that describes the evolution of the Catholic Church by Peter Paul Rubens. He is so artistic in the painting of women and men in their full physical features laying on each other in various postures. There is also the presence of leopards in shady trying to roar at the infants on the ground. This is a description of the spread of Catholic Churches across the world and the numerous challenges it has faced, behind the leopards, the adults and the infants is a dark blue sky that is not fully clear. It shows the beautiful sky, symbolizing the hope and feasibility of the Catholic Church

Decline in union membership in the U.S Research Paper

Decline in union membership in the U.S - Research Paper Example The pattern is irreversible, and it is unlikely that unions, as they exist, can survive the gathering economic storms. A History of Confrontation and Concession The history of labor unions in the United States can be traced as far back as 1765 and the Daughter’s of Liberty, a women’s organizational group who, through their making of cloth and other goods at home, supported the Revolutionary War movement. The first male trade unions formed in the late 18th century, and women workers began organizing in earnest in the 1820s. In general, and according to most trade union historians, the movement as a national power evolved after the Civil War with the National Labor Union (NLU) as the first federation of local groups, followed by its successors, the Knights of Labor and the American Federation of Labor (AFL), still powerful and active today. An offshoot, the Industrial Workers of the World (IWW, or "the Wobblies") came to being in the early twentieth century, often â€Å" using violence to promote the cause of unskilled workers† (History of U.S. Labor Unions, 2010, par 3). ... (AFL-CIO), which according to its official site now boasts 12.2 million members-- teachers and miners, firefighters and farm workers, bakers and engineers, pilots and public employees, doctors and nurses, painters and plumbers† (AFL-CIO, 2011, About Us, par. 2). Other groups over time have become part of the matrix, including public sector employees in hospitals, postal workers, municipal workers police and fireman. Counterbalancing unions in existence in the public sector, union membership today in the private sector has â€Å"fallen under 8%--levels not seen since 1932† (History of U.S. Labor Unions, 2010, par. 5) due to lack of interest, illegal workers and undoubtedly workers who are fearful of loosing jobs in a progressively diminishing job market. Outsourcing as a contributing issue can not be discounted. As Dubofsky and Dulles (2004) found, â€Å"the forces of economic liberalization, capital mobility, and globalization have affected measurably the material stand ard of living enjoyed by workers in the United States† (p. ix). Pros and Cons of Unions and Union Membership Since the Industrial Revolution, unions have  been credited with securing improvements in working conditions and wages. Beyond the obvious, in any discussion of unions one of the first points raised is exactly this: what are the benefits of unions and how do they represent the interests of the working person? Views are generally diverse, depending upon particular experiences and who is making the judgment. For instance, employers who wish more mobility in making economic decisions for their company or organization may find the demands of collective bargaining more than they can absorb, or, more than they are willing to absorb. On the other hand, a good collective bargainer can often come to

Literature Survey on Advanced Aircraft Materials Essay

Literature Survey on Advanced Aircraft Materials - Essay Example The latter showed that the causes of the accident were metal fatigue. Experts detected multiple fatigue cracks in aircraft structure /Fildey, 1990/. Numerous site fatigue damage, which resulted in structural failure, were detected in the process of investigation. The investigation, conducted by the National Transportation Safety Board explained the accident by the inability of the operators maintenance program to detect corrosion damage /Miller, 1990 /. One of the possible interpretations of the problem was the function of lap joints to bond large panels of skin to one another. These lap points used to run longitudinally along the fuselage. It was supposed that there should be no problem of fatigue cracking due to the strong connection among the overlapping panels. Similar aircraft, which underwent thorough inspection, also showed disbonding, corrosion and cracking problems in the lap joints /Miller, 1990 /. Faying surfaces were torn separately in the course of the â€Å"pillowing†, which happened in the result of corrosion processes combined with the subsequent build-up of voluminous corrosion products inside the lap joints / Komorowski, 1996/. So, the main cause of the Boeing 737 air crush was defined structural failure: fatigue. This type pf failure is sometimes called â€Å"metal fatigue†, however, this is not precise as even plastic parts can undergo cyclic loading. Cyclic loading of a piece of metal or plastic first of all results in cracks, which further grow and expand. This in its turn leads to fracture /Pizzo, 1995 /. The next problem of main aircraft materials is corrosion, which happens in steel, aluminum and titanium. Except of the gross corrosion, which is particularly common to steel equipment, there also exists another type of corrosion, which is more subtle but not less dangerous /Pizzo, 1995 /. One of the most dangerous parts of corrosion is the one occurring in mated, moving parts. This results in

Related Studies Essay Example for Free

Related Studies Essay According to Vargas S, she conducted a study entitled â€Å" Effectiveness of Lemon and Orange Peel as Insect Repellent†. Lemon and Orange peel are good for our body and skin. Lemon peel contains Vitamin C and Citric acid which are good for our skin while an orange peel also contains Vitamin C. It’s said that mosquitoes and gnats are either repulsed by either scent. The essential oils that can be extracted from lemon and orange peel are the one that makes mosquitoes fly away. Effective insect repellents can protect you from serious mosquito diseases- West Nile Virus, St. Louis Encephalitis, etc. and tick-borne diseases- Lyme diseases, Rocky Mountaion Spotted Fever, etc.

Massachusetts and the Puritans

Massachusetts and the Puritans Nhat Nguyen Now the state of Massachusetts, the Massachusetts Bay Colony was established by Puritans (see  Puritanism) fleeing religious persecution in England. Composed of numerous settlements established at various times, the colony had its beginning on June 19, 1630, when John Winthrop stood aboard the ship Arbella and delivered a sermon to a group of sick and weary passengers about to begin a new life in the howling wilderness of New England. Winthrop reminded his listeners that their removal from England did not break their social and political ties, indeed those ties should become tighter and more closely follow the will of God. The colony was to be an ordered community, dedicated to realizing the will of God and to creating a model society for old England to emulate. The rulers of old England however, did not wish to, follow the Puritan lead. Both James I and Charles I were suspicious of the Puritans, especially their rejection of bishops, which they saw as tantamount to rejecting royal authority. James, I had been surfeited with this rejection of episcopal authority while the king of Scotland, having seen the Scottish Presbyterians remove his mother from the throne and place him upon it while still a youth. When he succeeded to the throne of England, James knew that he wanted to retain the Church of Englands bishops and promised to make his Puritan subjects conform or harry them out of the kingdom or worse, as he put it. This anti-Puritanism was continued and expanded by his successor, Charles I. Charles and his archbishop of Canterbury engaged in a process of persecution that led to the great migration of thousands of English Puritans to British North America. This migration, led by the Arbella and accompanying ships, resulted in numerous Puritan colonies in New England, the most significant of which was Massachusetts Bay. The colony was originally organized as a stock company with voting rights limited to stockholders who chose the colonys leaders, but this changed soon after their arrival in America. Winthrop, who held the title of governor, gathered the colonys inhabitants on October 29, 1630, and by a show of hands gave all the freemen of the colony the right to elect assistants or legislators. This action, which soon encompassed nearly all adult males in the colony, gave Massachusetts Bay a much wider franchise than England and most of Europe, despite its limitation to church membership. The Puritans desired to build an ordered community, under the watchful providence of God. This society was not, however, the theocracy that many have claimed it to be. In fact, ministers in the Massachusetts Bay Colony had less formal power than anywhere in Europe and did not constitute a recognized class with special privileges. This absence of inherited privileges was a significant factor in the life of the colony. Although the Puritans firmly believed that there were greater and lesser people, and titles such as Goodwife, Mistress, and Master constantly affirmed these divisions, the range was much less than in England. Sumptuary laws governed the nature of individual dress-limiting the colors, amount of gold, and jewelry a person could wear. These laws both affirmed social distinctions and limited ostentatious displays of wealth and power. When combined with the Puritan doctrine of human sin and of human equality before God, they resulted in much less overt social differences in M assachusetts Bay than the home country. The desire to maintain harmony, stability, and social order was great. The magistrates enforced the laws against blasphemy and punished those who failed to attend church services. The nature of colonial settlement also served to strengthen social stability and cohesion. The land was allocated to each colonist for farming, but people lived in towns, traveling out to their farms each morning and returning in the evening. Towns centered on the meetinghouse, the church building that functioned as the center of the communitys social, political, and religious life. The stereotypical independent settler separated from the community was not acceptable in Massachusetts Bay. Such a settler, separated from the bonds of family, church, community, and government, was bound to lapse into antisocial and irreligious behavior. The godly life could be lived only with others. Conflicts over the nature of that life, however, were such that the harmony desired by the colonys political elite was never realized. These conflicts emerged early in the colonys life. The first was the so-called Antinomian Controversy. Occasioned by the religious instruction thatAnne Hutchinson provided in her home and involving conflicts between the growing merchant class and the colonys political and religious elite, the Antinomian Controversy was typically Puritan in that it was fought over theology and the role of social harmony in theology. Similarly, the expulsion of Roger Williams from the colony was a response to theological differences that authorities viewed as destabilizing. Williamss belief that the government had no right to enforce the first part of the decalogue-the first four of the Ten Commandments dealing with worship-was seen as an assault upon the social stability of the colony. Indeed, many viewed any failure of the state to enforce these laws as an invitation to divine destruction. To outlaw blasphemy was not only an act of religious faith but also helped ensure social survival. Such conflicts, like those with other socially disruptive groups such as Baptists, Quakers (seeFriends, a Religious society of [Quakers]), and witches (see Salem witchcraft trials) recurred as the Puritans attempted to build a viable society in a hostile land. They struggled mightily to establish the social institutions that would provide for the colonys stability. Churches and towns were the first to appear, then came a college (Harvard, 1638), printing presses, and schools. Soon Massachusetts Bay was an expanding and successful colony, kept alive by fishing, agriculture, timber harvesting, and even the slave trade. Prosperity did not, however, ease the difficulties of creating an ordered society pleasing to God. Tensions emerged within the New England way among not only those outside but those within it as well. The first concern was the perception that piety was declining within the colony. From the heroic period of settlement, when the colony seemed to have been dominated by great men and high religious concern, many saw a decline by the mid-17th century. Religious interest appeared to have waned and the number of visible saints to have declined. This concern became so prevalent that the sermons preached about it have received their ow n name. Jeremiads, as they are known, were directed against this perceived declension. Whether the decline was as great as the ministers claimed is debatable, but it is true that the colony experienced the shift from a time when people immigrated from religious conviction to a period when people simply were born into the society. A telling anecdote, probably apocryphal, illustrates this change well. A Puritan minister once berated a man he caught unloading fish on Sunday, reminding him of the religious nature of the colony and its founders. The fisherman quickly responded, My grandfather came here from God, I came here for cod. The colony faced other challenges. Chief among these were the local Indians and the French who, from their outposts in Canada, occasionally harried the colonys more distant settlements along with their Native American allies. These challenges ended with the eventual British conquest of Frances North American colonies in 1759. The removal of this external threat only exacerbated the internal one, the ongoing conflicts between the colonists in America and the mother country. This conflict was not to be taken lightly, and in Massachusetts, it had a religious dimension. The late 17th century had seen an apparent victory of the Puritan party in its monarchical form in England. The Glorious Revolution of 1688 had removed the Catholic king, James II, and with it the threat to the colonys independent existence under James, who had revoked the colonys charter and established an Anglican foothold at Kings Chapel in Boston. But this was not the only religious threat that England presented to the colony. If some contemporary writers are to be believed, the most significant conflicts and the true start of theAmerican Revolution began with the rumor that England would send a bishop to the colonies. The imposition of a bishop was seen by many colonists as an inherent threat to their liberties. InMassachusetts Bay, where stories of episcopal persecution of Puritans were still remembered, this was the final assault on everything they had tried to create. Already forced to allow toleration to other Protestants, they now faced the final loss of their religious independence. The Puritan tradition of self-government, the rule of law, and human activity helped to set the stage for the American Revolution. The revolution in the hearts and minds, as John Adams-a Puritan scion-wrote, had already occurred. It was no coincidence that a great deal of the revolutionary leadership came from Massachusetts. The colony and i ts Puritanism had helped to pave the way. Work Cited Timothy Breen Puritans and Adventurers: Change and Persistence in Early America (New York: Oxford University Press, 1980) Cedric B. Cowing, The Saving Remnant: Religion and the Settling of New England (Urbana: University of Illinois Press, 1995) David Hall, Worlds of Wonder, Days of Judgment (New York: Knopf, 1989) Perry Miller, Errand into the Wilderness (Cambridge, Mass.: Belknap Press of Harvard University Press, 1956) Edmund Morgan, The Puritan Dilemma: The Story of John Winthrop (New York: Longman, 1999) Samuel Eliot Morison, Builders of the Bay Colony (Boston: Houghton Mifflin, 1930)

Total Quality Management And Continuous Quality Improvement Management Essay

Total Quality Management And Continuous Quality Improvement Management Essay Total Quality Management (TQM) Total quality management refers to organizational functions that denote the quality of products and process is the responsibility of every person involved in the creation and consumption of products and services offered by the organization (Hakes, 1991). The aim of TQM is to increase the product quality to meet the customer expectations. Thus, TQM process requires the participation of management, workforce, suppliers and customers. According to Cua et al. (2001), there are nine common TQM practices such as cross-functional product management,   supplier quality management, product process management, customer participation, customer  feedback, committed  leadership,  strategic planning, cross-functional training, and employee participation. Continuous Quality Improvement (CQI) Continuous Quality Improvement refers to philosophy of organizational product and service quality. This process leads to systematic analysis of organization for decision making process based on the facts and organization activity. It deals with risks involving the quality of the product and service by improving the communication both internally and externally. Through the systematic procedure of CQI employees and workforce are educated and team work relationship is created among them. According to It further creates Seymour (1992), CQI creates a structure conducive to never-ending, incremental improvement by developing cooperative workforce-management relations. Similarities between TQM and CQI As far as similarities between both approaches are concerned, CQI is such management approach which improves maintains the quality by emphasizing the regular internal assessment of causes of quality issues and it is further followed by the undertaken of reducing the quality risk and improving the product quality. CQI is the broader term of TQM they share number of similarities such as TQM similar to CQI is such approach which involves planning and implementing continuous improvements in quality. Thus, TQM utterly involves the employees and demands them to realize requirements of customers and client (Kanji, 1995), the use of data-related tool that assesses and improves the quality of the output produced by team. Both approaches share further following similarities: Non-stop improvement Customer or Client focus Structured and Systematic processes Wide participation of Organization Importance of TQM and CQI TQM and CQI possess an important role in the organizational management activity. Since, the principle task of these approaches is to ensure the quality of the product and service offered by the organization. These management approaches with goals are implemented and proceeded to achieve the quality issues along with the quality standard present in the organization. With the globalization and increased economic competitive environment high customers expectation has been observed. High customer expectation can possibly be met with by controlling the production process in terms of managing and maintaining the quality. Thus, quality management and quality improvement approaches have great importance to organization for a variety of reason. The importance of continuous quality improvement and total quality management can be understood by the following benefits availed by applying them: Product Quality: Quality management and quality improvement ensure that product is being manufactured by applying standard quality procedure. This may include performance of the product, reliability as well as durability. Thus, through these quality management and improvement organization is able to manage and improve the quality of the product by increasing its performance. In this regard, quality management struggle to produce product efficiency according to stated promises. Customer Satisfaction: For every organization it is very important to provide customer satisfaction to increase the organizational productivity. Quality management and quality improvement ensure the customer satisfaction by maintaining the quality such as conducting customer survey to understand what customer really want and who are the customers of the product. Thus, organization is able to have insight of competitors and customers. In this regard, customer survey results are used to target the customers for the product or services. The quality management and improvement programs are helpful use methodology to create particular type of product according to customers desire (Rogers, 1996). Increased Revenues: Quality of products and services maintained with the help of TQM and CQI leads to reputation of company. The reputation of company due to quality provides the company with the opportunity to gain more customers and increase the sale of the products. CQI and TQM increase the efficiency of the production system in the company (Winchell, 1991). The efficiency of production system is improved by the removal of inefficiency and defects in production activities that contribute to the quality of the products. For example, if workforce is not consuming much time on production activities to the products quality, thus, workers are spending more time in production activity but the company does not increase the salary. The application of CQI and TQM helps the company to re-capture the lost investment caused due to inefficiencies. Reduce Waste: The implementation of CQI and TQM in the organization allows the management to reduce the waste caused by the inefficient production activity. Company that house inventory pays for the storage, management and tracking of the inventory. The inventory cost of the company increases the price of the product and implementation of CQI and TQM reduces the cost of the inventory (McLaughlin Kaluzny, 2006). CQI and TQM build a systematic approach that keeps the inventory at the affordable level of waste. Benefits of Implementing CQI and TQM Continuous Quality Improvement (CQI) with a systematic approach achieves continuous improvements in a product or service. The implementation of CQI allows defining the problem, mapping the process, identifying improvement opportunities, implementing the improvements and continually monitoring the outcomes for improvement opportunities. Other benefits of CQI are as follows: Use of Data: The implementation of CQI within the company allows using quantitative information such as output, defects rather than subjective information for improving the production process (Hubbard, 1993). The monitoring of the data helps to identify ongoing opportunities for the improvement in the quality process. Improved Morale: The implementation of CQI allows the management in the organization to focus on the improvement of employee morale without blaming the employee for the problems and defects occur in the business operational system. CQI rather focuses on the problem in the process than focusing on the people performing the process (White, 1997). Better Customer Service: Since CQI focuses on the continuous improvement in the performance and removal of the problem from the system, and increases and quality of the product and service, through the means of quality this process increase provision of better customer service by improving customer satisfaction (Dew Nearing, 2004). Increased Productivity: The removal of defects and other problems from the system leads to less waste and repeat of procedure by the employees. Less repetition of activity allows the organization to have increased productivity. Increased Revenue: The removal of errors and increased customer satisfaction provides the organization with the opportunity to increase the sales of the products and services which increases the revenue of the company. Benefits of Implementing Total Quality Management As far as benefits of implementing TQM are concerned commonly it allows the company to build its reputation by removing the faults and leading to zero defects. The management process helps the organization to have good relationship with employees by increasing their morale, team work and involvement in decision making process. As a result of quality control inspections and lower costs to the production process it can result in the following benefits: Higher Quality Products: TQM emphasizes the importance on the quality of product and as a result company is able to focus on the creation of high level quality production. TQM allows the management to be aware of quality level of products and services being provided by quality assurance product testing which is a key aspect of the Total Quality Management. Better Reviews from Customers: As a result of assuring the quality level of product and services, customers are more satisfied. Owing to quality assurance testing by TQM the products and services of the organization constantly meet the quality requirement of the customers. Thus, customer satisfaction as a result of high performance of product and service can lead to have good reviews from the customers and increased better reviews from client and customers further increases the sale of the product and business. Better Production from Employees: TQM stresses on the need to place attention on the fulfillment of employees requirements. The satisfaction of employees in the organization causes the company to achieve the objectives of the Total Quality Management. Employee satisfaction can increase the productivity of the organization as it creates motivation for the employees to work harder to achieve the organizational goals. Components and Factors of CQI There are three main factors or components of CQI i.e. customer satisfaction, scientific approach and team approach. Customer Satisfaction: The implementation of CQI in the organization requires working on the customer satisfaction by improving the internal system. The customer satisfaction may include customers participation, and the participation by employees in the organization performing different functions. Thus, according to Al-Assaf (1993), quality can be achieved when the needs and the expectation of the customers are met. Scientific Approach: The implementation of CQI also requires adopting scientific approach such as data analysis, system thinking, benchmarking and variation. The data analysis allows the management to take decision on the basis of sound proof. Systems thinking involve the process and relationship among the data. Benchmarking is used to identify the beast practice in related and unrelated setting to emulate as process or used as performance targets (MCLaughlin and Kaluzny, 1994) as results of the benchmarking are important in CQI (Buccini, 1993). Team Approach: The implementation of CQI process is better done if it is undertaken in team work than done by an individual. Thus, team approach is the main factor of the implementation of CQI and it needs support from the management, employees and other unit of the organization. As a result of team approach people from different departments perform as a team. Suggestions for the Future Implementation of CQI and TQM There are correlated concerns of many researches between organizational performances; structure and quality control system exist in the organization. Since the purpose of the implementing CQI and TQM is to enhance the possibility of the organization to achieve its goals by controlling the quality of information, building standards for evaluation and designing adequate rewards and punishments, the factors of CQI and TQM influence the manufacturing performance system. However, implementing CQI and TQM is the most effective and recognizable process to achieve the quality in the organization, the changes proposed for the quality can be analyzed and assessed effectively in terms of quality. Thus, the need for improved quality can be perceived and can be changed effectively (Salvendy, 2001). To measure the effectiveness of CQI and TQM can be the most significant aspect after the implementation of process. Company often employs future strategy to improve the implementation of the approach through scrutinizing the Quality Circle which allows the management to maintain the quality of the products and services offered by the organization. The advantage of employing the Quality Circle is that it analyzes the goals of the process and helps to understand the accomplishment of the goal by maintaining the specifications. If organizations aim is to produce an automatic shock absorber the measurement of the accomplished products can easily be made while manufacturing process are adjusted to maintain the specifications. Moreover, CQI and TQM is not just one time event its accreditation visit is periodic (Salvendy, 2001). The implementation of quality improvement and management is an ongoing process and it should remain so. The most importantly there should be measurement of accomplishment of mandate events and analysis to continue those mandates there should be positions meetings held by the management with employees and units of organization. This future strategy allows the organization to review mandate and integrate the strategic initiatives goals into single process. This single process conducted by the means of outlined process. The outcomes of the assessments of CQI and TQM are interrelated notions and products outcomes assessment constitutes the basis for CQI and TQM. As a result of the results of assessment organization keeps striving to continuously improve the quality of the outcomes to better serve the clientele (Stupak Leitner, 2001).

Mardi Gras :: essays research papers

The smell of stale beer in the air, loud music everywhere, people shouting and laughing having a good ‘ole time is what carnival, better known as Mashumani is like in Guyana. When it’s Mardi Gras in New Orleans, however, broken beads and trash are all over the ground, and everywhere one looks he/she sees someone taking off some type of clothing for some beads. Unlike in New Orleans people in Guyana know how to have fun with out taking off their clothes.   Ã‚  Ã‚  Ã‚  Ã‚  I am a native of Guyana, South America, and this is my first time observing Mardi Gras in person. I had heard of the things people do for the objects and trinkets that the masked riders throw off the floats, which is a major aspect that distinguishes Mardi Gras in New Orleans from carnival in Guyana. Guyanese people do not take off their clothes for a string of pearl, or a coconut. Carnival in Guyana is a one-day event, celebrating Guyana’s independence from the British. On this day people dress in bright colorful costumes and dance in the street. I remember the first time I went to the carnival. I was about seven years old when my mom took the whole family to watch the parades. I saw the brightly colored costumes, as well as everyone’s body and face covered with glitter. I heard the sweet sounds of the steelband playing and people everywhere dancing in the street. The smell of sweat was in the air as everyone bunched up together to see the floats in all their brilliant glory. I can also recall the taste of sweet syrup as I licked it off the snowcone I was eating. Mardi Gras in New Orleans, however, was a whole new experience for me. On Fat Tuesday I woke up early so I could go to Canal and St Charles Street to watch the parades. The smell of trash filled the air. Thousands of people everywhere. Broken beads, empty beer cups, and cans littered the ground. Some people had many colorful beads around their necks. People were laughing and dancing to the beats of the school bands as they passed along. When the floats got into view, I heard women saying, â€Å"throw me something mister,† and I saw them lifting up their shirts and showing their breasts for pearls, beads, a coconut, or a spear. I couldn’t believe my eyes when I witnessed women and even men showing their goods for some colorful beads.

William Jobling Essay -- Papers

William Jobling We have been exploring the true story of William Joblings tragic life. He was a miner from Jarrow in Newcastle, who in 1832, whilst on a miners strike, was falsely accused of the murder of a local magistrate called Nicolas Fairles. The real murderer was Ralph Armstrong, one of Joblings best friends and fellow miner. The stimulus came from a plaque that accompanied a statue of William Jobling in Jarrow. All improvisations came from that initial stimulus. As the stimulus was about a time long ago, and of a topic I was unfamiliar with, mining, I thought it would prove to be difficult. This story provides lots of interesting and exciting stimulus for drama through its various themes such as friendship, despair and betrayal. My group chose to follow the themes of comradeship, poverty, deceit, despair and friendship. These themes are especially evident in parts of the plot where the following characters and relationships are presented: Comradeship must have played a vital part in Joblings life when everyone agreed to go on strike. People like Armstrong and Hepburn, the leader of the strike, must have displayed comradeship to agree or to devise such a venture. So we decided our first scene would be around the fabricating of the strike. Times must have been hard when the miners were on strike and no money was coming in to the households. Jobling's and other miners' wives and families must have suffered from poverty at these times. Our second scene was to be an informative improvisation about these hardships. To leave your best friend to blame for a murder you committed is extremely deceiving. Deceit... ... went to plan. Everyone was mature and played their part well. It proved to them that making an effort does count. My only disappointment was the lighting in the murder scene. I had planned that every time Armstrong struck Fairles, there would be a blackout then the lights would return. The synchronising of this was bad and didn't give the effect we wanted. If I have learnt anything from this piece, it would be that using your rehearsal time wisely is essential in producing a high quality play plus it doesn't take years off your life in worry. I would also make it clear to other people in my group, that if they weren't prepared to put in sufficient effort and compromise then they would have to find another group as I didn't enjoy having to make all the decisions and trying to motivate people who couldn't care less. William Jobling Essay -- Papers William Jobling We have been exploring the true story of William Joblings tragic life. He was a miner from Jarrow in Newcastle, who in 1832, whilst on a miners strike, was falsely accused of the murder of a local magistrate called Nicolas Fairles. The real murderer was Ralph Armstrong, one of Joblings best friends and fellow miner. The stimulus came from a plaque that accompanied a statue of William Jobling in Jarrow. All improvisations came from that initial stimulus. As the stimulus was about a time long ago, and of a topic I was unfamiliar with, mining, I thought it would prove to be difficult. This story provides lots of interesting and exciting stimulus for drama through its various themes such as friendship, despair and betrayal. My group chose to follow the themes of comradeship, poverty, deceit, despair and friendship. These themes are especially evident in parts of the plot where the following characters and relationships are presented: Comradeship must have played a vital part in Joblings life when everyone agreed to go on strike. People like Armstrong and Hepburn, the leader of the strike, must have displayed comradeship to agree or to devise such a venture. So we decided our first scene would be around the fabricating of the strike. Times must have been hard when the miners were on strike and no money was coming in to the households. Jobling's and other miners' wives and families must have suffered from poverty at these times. Our second scene was to be an informative improvisation about these hardships. To leave your best friend to blame for a murder you committed is extremely deceiving. Deceit... ... went to plan. Everyone was mature and played their part well. It proved to them that making an effort does count. My only disappointment was the lighting in the murder scene. I had planned that every time Armstrong struck Fairles, there would be a blackout then the lights would return. The synchronising of this was bad and didn't give the effect we wanted. If I have learnt anything from this piece, it would be that using your rehearsal time wisely is essential in producing a high quality play plus it doesn't take years off your life in worry. I would also make it clear to other people in my group, that if they weren't prepared to put in sufficient effort and compromise then they would have to find another group as I didn't enjoy having to make all the decisions and trying to motivate people who couldn't care less.

Napoleon Bonaparte from 1799 to 1850 Essay

â€Å"His main aim was to himself in power† How far do you agree with this view of Napoleon Bonaparte from 1799 to 1850? Napoleon Bonaparte was created by the revolution of 1789. In his 15 years of ruling, he managed to consolidate many of the aims of the French Revolution., However, whilst doing so, Napoleon also destroyed many aspects of the Revolution, breaking the trust and hope the people of France had in Napoleon when he promised to honour the revolution. Napoleon ruled the way he wanted to stay in power. Napoleon was a war hero to the French people. His great military tactics helped him to rise to power. Napoleon believed that the army is the true nobility of a country. His skills as a general were both tactical and strategical. By 1810, Napoleon had dominated all of Europe; his victory made him popular amongst his people and brought praise. However, it this praise and popularity that urged Napoleon to stay in power. He thought that when one when does bring victory, then the people would soon get bored and uninterested, thus Napoleon became ruthless and tolerate no argument. This was to prove disastrous in his defeat at Waterloo. Napoleon’s constant ambition to go to war and return with victory was his aim of keeping himself in power. Napoleon domestic policies gained the popular support he demanded in order to keep himself in power. He provided France with a strong centralised government, one that he would dominate when he became emperor in 1801, thus he went against the ideals of the French revolution as people of France wished for an end of the Monarch and one man power. Napoleon wanted to keep himself in power and stand against any threats. He also shaped public opinion by crude forms of propaganda, secret agents, arbitrary arrests and executions. Like a dictator, Napoleon relied on public opinion to prevent hostile criticism. This too was against the ideals of the French Revolution. Napoleon now controlled the media, maintaining his position as emperor. As he once said, â€Å"I can no longer obey; I have tested command and I cannot give it up†. Napoleon also used religion to maintain himself in his high position. Although, Napoleon was not religious himself, as he thought it made people meek and mild rather than independent and strong, he knew the French pubic would not understand or agree with him. His aim was to reconcile the church state; this would gain even greater approval from his people. Napoleon was calculating, intelligent and shrewd. Napoleon granted one of the rights mentioned in the declaration of the rights of man as he made Catholicism as the favoured religion of France whilst Jews, Protestants and Catholics could freely practise their religion. By doing this Napoleon had given the people what they wanted increasing his popularity. Napoleon said his aim was the defend the revolution, this is shown in the code Napoleon which incorporated the great principles of 1789 such as the equality before the law, freedom of religion, abortion of serfdom and careers open to talents. However, although the code agreed with most of the people’s interests, it took away some rights especially those of women and children, as Napoleon once said â€Å"Women are nothing but machines for producing children.† Workers were denied collective bargaining, trade unions were outlawed and women were excluded from education according to Napoleon they did not need education only religion. As the he once wrote†Marriage is their whole destination.† Napoleons economic policies were designed to strengthen France and increase his popularity. To secure the economy and please the bourgeoisie, he aided industry through tariffs and loans. He built roads, bridges and canals. His main achievement was the Bank of France which secured Frances economy. Observing what had happened to the men in power before him Napoleon assumed that he would not make the same mistakes, he knew that he must become both a statesmen and a tyrant. However, he became too confident and believed he was more powerful than ever before, as he once wrote â€Å"Power is my mistress. I have worked too hard at her conquest to allow anyone to take her away from me† While in France he had a police state, he has spies everywhere, he tried to control as much as he could to stay in power. He violated the freedom of the press in article 11, of the declaration of the rights of man, reducing  and censuring the newspapers. Although napoleon changed and improved France, it must be noted that, in his legal reforms especially, all that he was doing was building upon the ideas and activities of other reformers before him. All what he did was consolidation of the achievements and developments of the revolution, there is however absence in social reforms as Napoleon cared little and had not much interest in economic or social matters and did not aim at improving standards of living as he said â€Å" France has more need of me than I have of France.† Thus, although Napoleon changed France and improved its conditions much of it was only done, in order to keep his popularity and maintain his position in power. Napoleon from the start knew he was great, therefore he rose to achieve the power he wanted, like all dictators he has ambition. One that cared more for power than others, one that did not know when the possible ended and the impossible began.

Cat on a Hot Tin Roof Essay

Cat on a Hot Tin Roof: What do you learn about Maggie from the way Tennessee Williams has presented her so far?  The character Margaret is married to Brick, the son of Big Daddy. They live together in Big Daddy’s house, along with his wife, Big Mama. We, as readers learn a lot about her character from the way she speaks, by what is said about her and by the stage directions. We also gain a good insight into her relationships with the people around her. Margaret’s relationship with Brick comes across as quite bizarre. His lack of interest in what she has to say gives the impression that he doesn’t care and also shows a slight lack of respect. For example, when Brick replies to Maggie’s first line in the play, he says â€Å"Wha’d you say, Maggie?†¦Ã¢â‚¬  The stage directions prior to his response read â€Å"A tone of politely feigned interest, masking indifference or worse.† Other stage directions describing his attitude to Maggie’s statements share the same negativity; such as â€Å"Without interest.†, â€Å"Wryly†, â€Å"Absent mindedly†, â€Å"Dreamily†, followed by sarcastic comments. We also get the impression that Brick doesn’t find his wife as attractive as other men do. On page twenty-one, Maggie says â€Å"Way he always drops his eyes down my body when I’m talkin’ to him, drops his eyes to my boobs an’ licks his old chops!† The fact that she’s telling her husband how other men show interest in her comes across as a subtle hint to her husband that perhaps he should appreciate her more. Almost reassuring herself, as well as him that she’s an attractive woman. Brick’s response however doesn’t seem like the reply she was looking for. He describes her â€Å"talk† as disgusting. There’s also a sense of insecurity on Maggie’s front. When she catches Brick staring at her, she asks him continuously what he’s thinking when he stares at her like that. On page twenty-five, Maggie says â€Å"†¦I wish you would lose your looks†¦Ã¢â‚¬  This is a particular strange request to make of one’s partner. It makes readers assume she doesn’t want to be attracted to Brick any longer. This assumption is soon backed up with further lines on page twenty-eight when the couple talk of the â€Å"conditions† Maggie has to follow in order for Brick to continue living with her. They also refer to their bedroom as a cage, giving the sense of entrapment. Margaret’s relationship with Mae seems strained and false. Maggie’s continuous insulting of Mae’s children gives the impression that they don’t get along particularly well. The topic of children in Maggie and Brick’s relationship also seems awkward. Mae seems to take a patronising tone with Margaret on page twenty-nine when she says â€Å"Maggie, honey, if you had children of your own you’d know how funny that is†¦Ã¢â‚¬  It seems that Mae is well aware of Maggie’s envy towards her for having children and likes to bring it up from time to time. Margaret often refers to Big Daddy when she’s attempting to make Brick jealous. When she was talking of the man who was looking her up and down, she was talking of Big Daddy, Brick’s father. She uses him as an example of a man who gives her attention to try and get Brick to do the same. She also talks of Big Daddy not getting along with Gooper, Brick’s brother or Mae. On page twenty, she says â€Å"Big Daddy dotes on you honey. And he can’t stand Brother Man and Brother Man’s wife†¦Ã¢â‚¬  Big Daddy is also supposed to be dying of cancer, therefore there’s a lot of talk of who will be getting the large share of his will. Margaret is obviously very aware of her sexuality. On the first page of the play, a stage direction says â€Å"She steps out of her dress, stands in a slip of ivory satin lace.† She also cares a lot about her appearance and what Brick thinks of her. I feel this because of her asking Brick what he thinks of her when he looks at her and because of stage directions such as â€Å"She adjusts the angle of a magnifying mirror to straighten an eyelash†¦Ã¢â‚¬  Her relationship with her husband seems one sided and cruel. It seems as thought she wants children and a happy marriage like her sister in law however it’s made obvious that Brick doesn’t share the same passion. We know from the continuous talk of Big Daddy’s will that she has dreams of being rich. So far, Williams has made Maggie seem like a desperate, hurt character that covers her pain up with her loud personality.

Edgar Schein Model Essay

The term â€Å"Organization culture† refers to the values and beliefs of an organization. The principles, ideologies as well as policies followed by an organization form its culture. It is the culture of the workplace which decides the way individuals interact with each other and behave with people outside the company. The employees must respect their organization’s culture for them to deliver their level best and enjoy their work. Problems crop up when individuals are unable to adjust to a new work culture and thus feel demotivated and reluctant to perform. Who is Edgar Schein ? Edgar Henry Schein born in 1928 is a renowned professor at the MIT Sloan School of Management who has studied extensively in the field of organization management. Edgar Schein model of organization culture According to Edgar Schein – Organizations do not adopt a culture in a single day, instead it is formed in due course of time as the employees go through various changes, adapt to the external environment and solve problems. They gain from their past experiences and start practicing it everyday thus forming the culture of the workplace. The new employees also strive hard to adjust to the new culture and enjoy a stress free life. Schein believed that there are three levels in an organization culture. 1. Artifacts The first level is the characteristics of the organization which can be easily viewed, heard and felt by individuals collectively known as artifacts. The dress code of the employees, office furniture, facilities, behavior of the employees, mission and vision of the organization all come under artifacts and go a long way in deciding the culture of the workplace. Organization A No one in organization A is allowed to dress up casually. Employees respect their superiors and avoid unnecessary disputes. The individuals are very particular about the deadlines and ensure the tasks are accomplished within the stipulated time frame. Organization B The employees can wear whatever they feel like. Individuals in organization B are least bothered about work and spend their  maximum time loitering and gossiping around. The employees use derogatory remarks at the work place and pull each other into controversies. In the above case, employees in organization A wear dresses that exude professionalism and strictly follow the policies of the organization. On the other hand, employees in organization B have a laid back attitude and do not take their work seriously. Organization A follows a strict professional culture whereas Organization B follows a weak culture where the employees do not accept the things willingly. 2. Values The next level according to Schein which constitute the organization culture is the values of the employees. The values of the individuals working in the organization play an important role in deciding the organization culture. The thought process and attitude of employees have deep impact on the culture of any particular organization. What people actually think matters a lot for the organization? The mindset of the individual associated with any particular organization influences the culture of the workplace. 3. Assumed Values The third level is the assumed values of the employees which can’t be measured but do make a difference to the culture of the organization. There are certain beliefs and facts which stay hidden but do affect the culture of the organization. The inner aspects of human nature come under the third level of organization culture. Organizations where female workers dominate their male counterparts do not believe in late sittings as females are not very comfortable with such kind of culture. Male employees on the other hand would be more aggressive and would not have any problems with late sittings. The organizations follow certain practices which are not discussed often but understood on their own. Such rules form the third level of the organization culture.

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