A Preprocessing Framework for Underwater Image Denoising Essay

Abstract A major obstacle to underwater operations using cameras comes from the light absorption and scattering by the marine environment, which limits the visibility distance up to a few meters in coastal waters. The preprocessing methods concentrate on contrast equalization to deal with nonuniform lighting caused by the back scattering. Some adaptive smoothing methods like anisotropic filtering as a lengthy computation time and the fact that diffusion constants must be manually tuned, wavelet filtering is faster and automatic. An adaptive smoothing method helps to address the remaining sources of noise and can significantly improve edge detection. In the proposed approach, wavelet filtering method is used in which the diffusion constant is tuned automatically. Keywords: underwater image, preprocessing, edge detection, wavelet filtering, denoising. I. INTRODUCTION The underwater images usually suffers from non-uniform lighting, low contrast, blur and diminished colors. A few problems pertaining to underwater images are light absorption and the inherent structure of the sea, and also the effects of colour in underwater images. Reflection of the light varies greatly depending on the structure of the sea. Another main concern is related to the water that bends the light either to make crinkle patterns or to diffuse it. Most importantly, the quality of the water controls and influences the filtering properties of the water such as sprinkle of the dust in water. The reflected amount of light  is partly polarised horizontally and partly enters the water vertically. Light attenuation limits the visibility distance at about twenty meters in clear water and five meters or less in turbid water. Forward scattering generally leads to blur of the image features, backscattering generally limits the contrast of the images. The amount of light is reduced wh en we go deeper, colors drop off depending on their wavelengths. The blue color travels across the longest in the water due to its shortest  wavelength. Current preprocessing methods typically only concentrate on local contrast equalization in order to deal with the nonuniform lighting caused by the back scattering. II. UNDERWATER DEGRADATION A major difficulty to process underwater images comes from light attenuation. Light attenuation limits the visibility distance, at about twenty meters in clear water and five meters or less in turbid water. The light attenuation process is caused by the absorption (which removes light energy) and scattering (which changes the direction of light path). Absorption and scattering effects are due to the water itself and to other components such as dissolved organic matter or small observable floating particles. Dealing with this difficulty, underwater imaging faces to many problems: first the rapid attenuation of light requires attaching a light source to the vehicle providing the necessary lighting. Unfortunately, artificial lights tend to illuminate the scene in a non uniform fashion producing a bright spot in the center of the image and poorly illuminated area surrounding. Then the distance between the camera and the scene usually induced prominent blue or green color (the wavelength corresponding to the red color disappears in only few meters). Then, the floating particles highly variable in kind and concentration, increase absorption and scattering effects: they blur image features (forward scattering), modify colors and produce bright artifacts known as â€Å"marine snow†. At last the non stability of the  underwater vehicle affects once again image  contrast. To test the accuracy of the preprocessing algorithms, three steps are followed. 1) First an original image is converted into grayscale image. 2)  Second salt and pepper noise added to the grayscale image. 3) Third wavelet filtering is applied to denoise the image. Grayscale images are distinct from one-bit bi-tonal black-and-white images, which in the context of computer imaging are images with only the two colors, black, and white. Grayscale images have many shades of gray in between. Grayscale images are also called monochromatic, denoting the presence of only one (mono) color (chrome). Grayscale images are often the result of measuring the intensity of light at each pixel in a single band of the electromagnetic spectrum and in such cases they are monochromatic proper when only a given frequency is captured. Salt and pepper noise is a form of noise typically seen on images. It represents itself as randomly occurring white and black  pixels. An image containing salt-and-pepper noise will have dark pixels in bright regions and bright pixels in dark regions. This type of noise can be caused by analog-to-digital converter errors, bit errors in transmission. Wavelet filtering gives very good results compared to other denoising methods because, unlike other methods, it does not assume that the coefficients are independent. III. A PREPROCESSING ALGORITHM The algorithm proposed corrects each underwater perturbations sequentially.  addressed in the algorithm. However, contrast equalization also corrects the effect of the exponential light attenuation with distance. B. Bilateral Filtering Bilateral filtering smooth the images while preserving edges by means of a nonlinear combination of nearby image values. The idea underlying bilateral filtering is to do in the range of an image what traditional filters do in its domain. Two pixels can close to one another, occupy nearby spatial location (i.e) have nearby values. Closeness refers to vicinity in the domain, similarity to vicinity in the range. Traditional filtering is a domain filtering, and enforces closeness by weighing pixel values with coefficients that fall off with distance. The range filtering, this averages image values with weights that decay with dissimilarity. Range filters are nonlinear because their weights depend on image intensity or color. Computationally, they are no more complex than standard nonseparable  filters. So the combination of both domain and range filtering is known as bilateral filtering. A. Contrast equalization Contrast stretching often called normalization is a simple image enhancement technique that attempts to improve the contrast in an image by ‘stretching’ the range of intensity values. Many well-known techniques are known to help correcting the lighting disparities in underwater images. As the contrast is non uniform, a global color histogram equalization of the image will not suffice and local methods must be considered. Among all the methods they reviewed, Garcia, Nicosevici and Cufi [2] constated the empirical best results of the illuminationreflectance model on underwater images. The low-pass version of the image is typically computed with a Gaussian filter having a large standard deviation. This method is theoretically relevant backscattering, which is responsible for most of the contrast disparities, is indeed a slowly varying spatial function. Backscattering is the predominant noise, hence it is sensible for it to be the first noise Anisotropic filtering Anisotropic filter is used to smoothing the image. Anisotropic filtering allows us to simplify image features to improve image segmentation. This filter smooths the image in homogeneous area but preserves edges and enhance them. It is used to smooth textures and reduce artifacts by deleting small edges amplified by homomorphic filtering. This filter removes or attenuates unwanted artifacts and  remaining noise. The anisotropic diffusion algorithm is used to reduce noise and prepare the segmentation step. It allows to smooth image in homogeneous areas but it preserves and even enhances the edges in the image. Here the algorithm follow which is proposed by Perona and Malik [5]. This algorithm is automatic so it uses constant parameters selected manually. The previous step of wavelet filtering is very important to obtain good results with anisotropic filtering. It is the association of wavelet filtering and anisotropic filtering which gives such results. Anisotropic algorithm is  usually used as long as result is not satisfactory. In our case few times only loop set to constant value, to preserve a short computation time. For this denoising filter choose a nearly symmetric orthogonal wavelet bases with a bivariate shrinkage exploiting interscale dependency. Wavelet filtering gives very good results compared to other denoising methods because, unlike other methods, it does not assume that the coefficients are independent. Indeed wavelet coefficients in natural image have significant dependencies. Moreover the computation time is very short. IV. EXPERIMENTAL SETUP AND EVALUATION To estimate the quality of reconstructed image, Mean Squared Error and Peak Signal to Noise Ratio are calculated for the original and the reconstructed images. Performance of different filters are tested by calculating the PSNR and MSE values. The size of the images taken is 256Ãâ€"256 pixels. The Mean Square Error (MSE) and the Peak Signal to Noise Ratio (PSNR) are the two error metrics used to compare image compression quality. The MSE represents the cumulative squared error between the compressed and the original image, whereas PSNR represents a measure of the peak error. The lower the value of MSE, the lower the error. In Table 1, the original and reconstructed images are shown. In table 2, PSNR and MSE values are calculated for all underwater images. PSNR value obtained for denoised images is higher, when compare with salt and pepper noise added images. MSE value obtained for the denoised images has lower the error when compared with salt and pepper noise added images. e D. Wavelet filtering Thresholding is a simple non-linear technique, which operates on one wavelet coefficient at a time. In its most basic form, each coefficient is thresholded by comparing against threshold, if the coefficient is smaller than threshold, set to zero; otherwise it is kept or modified. Replacing the small noisy coefficients by zero and inverse wavelet transform on the result may lead to reconstruction with the essential signal characteristics and with the less noise. A simple denoising algorithm that uses the wavelet transform consist of the following three steps, (1) calculate the wavelet  transform of the noisy image (2) Modify the noisy detail wavelet coefficients according to some rule (3) compute the inverse transform using the modified coefficients. Multiresolution decompositions have shown significant advantages in image denoising. best denoised image. In clearly, the comparisons of PSNR and MSE values are shown in Fig -1a and Fig -1b. V. CONCLUSION In this paper a novel underwater preprocessing algorithm is present. This algorithm is automatic, requires no  parameter adjustment and no a priori knowledge of the acquisition conditions. This is because functions evaluate their parameters or use pre-adjusted defaults values. This algorithm is fast. Many adjustments can still be done to improve the whole pre-processing algorithms. Inverse filtering gives good results but generally requires a priori knowledge on the environment. Filtering used in this paper needs no parameters adjustment so it can be used systematically on underwater images before every pre-processing algorithms. REFERENCES [1] Arnold-Bos, J. P. Malkasse and Gilles Kervern,(2005) â€Å"Towards a model-free denoising of underwater optical image,† IEEE OCEANS 05 EUROPE,Vol.1, pp.234256. [2] Caefer, Charlene E.; Silverman, Jerry. &Mooney,JonathanM,(2000) â€Å"Optimisation of point target tracking filters†. IEEE Trans. Aerosp. Electron. Syst., pages 15-25. [3] R. Garcia, T. Nicosevici, and X. Cufi. (2002) â€Å"On the way to solve lighting problems in underwater imaging†. In Proceedings of the IEEE Oceans 2002, pages 1018–1024. [4] James C. Church, Yixin Chen, and Stephen V., (2008) â€Å"A Spatial Median Filter for Noise Removal in Digital Images†, page(s):618 – 623. [45 Jenny Rajan and M.R Kaimal., (2006) â€Å"Image Denoising Using Wavelet Embedded anisotropic Diffusion†, Appeared in the Proceedings of IEEE International Conference on Visual Information Engineering, page(s): 589 – 593. [6] Z. Liu, Y. Yu, K. Zhang, and H. Huang.,(2001) â€Å"Underwater image transmission and blurred image restoration†. SPIE Journal of Optical Engineering, 40(6):1125–1131. [7] P. Perona and J.Malik, (1990) â€Å"Scale space and edge detection using anisotropic diffusion,† IEEE Trans on Pattern Analysis and Machine Intelligence, pp.629-639. [8] Schechner, Y and Karpel, N., (2004) â€Å"Clear Underwater Vision†. Proceedings of the IEEE CVPR, Vol. 1, pp. 536-543. [9] Stephane Bazeille, Isabelle, Luc jaulin and Jean-Phillipe Malkasse, (2006) â€Å"Automatic Underwater image PreProcessing†, cmm’06 – characterisation du milieu marine page(s): 16-19. [10] Yongjian Yu and Scott T. Acton, (2002) â€Å"Speckle Reducing Anisotropic Diffusion†, IEEE Transactions on Image Processing, page(s): 1260-1270, No. 11, Vol.11.

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

Book Thief Essay on Hope

The Holocaust was a time in history where hatred and violence was expressed in many different ways. Millions of Jews were murdered, simply for their physical appearances. In Markus Zusak’s The Book Thief, the time period is set during the time of Adolf Hitlers rule. The narrator, Death itself, follows the life of a young girl named Liesel Meminger and the struggles she faces. Although readers would assume that a young German girl would not be having many problems, Liesel’s life is constantly being thrown in the course of trouble.Although many of her friends and family members, and even herself go through many obstacles, they still find faith within each other. Through compassion, happiness and courage, many characters show the reader that optimism is still possible in such a hopeless time. Despite the setting of Nazi Germany being one of the darkest times in history, The Book Thief is a story ultimately about hope. Although the novel is set in such a dark and hateful ti me, compassion is still being shown and felt within different characters in the novel such as Hans Hubermann, Ilsa Herman and, the entire Hubermann family.Hans Hubermann shows compassion for the Jews as they walk by him in the street, and he left Liesel to help one. Hubermann is a German that is living under Hitler’s rule of dehumanizing Jews, but he does not agree with this, and instead of showing hatred towards them, he â€Å"held his hand out [to one] and presented a piece of bread, like magic† (Zusak, 394). In that time, associating with a Jew, or showing any type of kindness to one was considered an act of treason against Hitler’s rule. Therefore, to the Germans, Hans’ actions were considered disgusting.As a result, his paint cart was thrown over and â€Å"they called him a Jew lover† (395, Zusak). Although, to the Jew he tried to help, it was an act of such kindness that it caused him to fall â€Å"to his knees and [hold Hans’] shins. He buried his face between them and thanked [Hans]† (395, Zusak) as the Jew began to cry. Although the majority of Germans are brainwashed to believe that the mistreatment of the Jews was justified, people such as Hans thought otherwise and literally stretched out a compassionate hand in order to help them.This act of kindness shows how humans are capable of expressing compassion towards those in need, despite how out of the ordinary it may seem, and regardless of the consequences. Ilsa Hermann also shows kind-heartedness towards someone who is supposedly beneath her, according to social class. Ilsa Hermann is the mayor’s wife, and because of her social status in the town, the reader would not think to associate her with a poor little girl, such as Liesel. The mayor’s wife takes interest in Liesel because of her love for reading and even allows Liesel to come in at times to choose books from Ilsa’s library to read.This is considered an act of kindness bec ause Ilsa is fully knowledgeable for what is really going in Germany and with the Jews, and in order to shield Liesel from the horrible world outside, she allows her to stay in her luxurious house and read for a few hours. To anyone else, this act would be considered miniscule and unimportant, but to Liesel, this meant the world to her. Liesel has a strong passion for books, as she finds herself constantly getting lost in the words of any book she picks up, and Ilsa understand this as she used to be this way about reading as well.To Ilsa, this is not considered a small act either. She wants to protect Liesel, even if it is for only a few hours. Every time Liesel comes to the mayor’s house to pick up and drop off laundry, the mayor’s wife allows her to read some more in the library. During Liesel’s last visit to the mayor’s house, â€Å"[Ilsa] offered Liesel The Whistler, [and] she insisted on the girl taking it†¦she almost begged† (Zusak, 259) because she felt terrible that Liesel was no longer able to come to her house to read.She wanted to give Liesel a gift to help her forget about the outside world and â€Å"Liesel, touched by the strangeness of this woman, couldn’t bear to disappoint her† (Zusak, 259). Ilsa’s choice to allow Liesel to come into her home and read, and to give Liesel a book from her library shows that although most adults in this time are coldhearted and discriminating, there are some that still can show a special kind of care for others. This shows that in dark times, there are still going to be some adults that try to protect the innocence of children by shielding them from the outside world.The Hubermann family displays a great deal of compassion to someone that they, literally, have no right to. If authorities were to figure out what they were doing, the entire family could be separated and most likely convicted. Rosa and Hans Hubermann show a great deal of courage, compassion and kindness for taking in and deciding to hide a Jew in their basement. Max is the son of Hans’ friend from war, and Hans promised Max’ father that he would help him by any means necessary in the future, and in this case, it was to hide his son from being internalized in a concentration camp.During these times, it was not uncommon for Germans to try and help their Jewish friends, but more often than not, it resulted in them being discovered and both the Jews and the Germans would be killed. Knowing this, the Hubermann’s still decided to allow Max to live in their basement, in hopes that the madness with all the Jews would pass and Max would be free again. What makes this family remarkable, is that they did not know who Max was or what he looked like, before he showed up on their front porch one night and still, â€Å"Hans Hubermann shook [Max’s] hand and introduced himself.He made him some coffee in the dark,† (Zusak, 195) to allow Max to rest an d become acquainted with his saviors. There were many times where the Hubermann’s were almost caught with a Jew in their basement, but luckily, they were never actually discovered. Although it was a fearful time for the entire family, they still knew what they were doing was the right thing to do. When Max first came to the house, â€Å"there was a look of triumph on [Rosa’s] face†¦the triumph of having saved another human being persecution.† (Zusak, 197)Was clearly shown and Max was just as grateful. Max was aware of the danger he was putting the family in, but had no other choice unless he was to go into a concentration camp. He grew a strong friendship with not only Rose and Hans, but Liesel as well. Liesel would go into the basement every night and read with Max, and although most of the times they sat in silence, that is when their friendship grew the strongest. They bonded through Liesel’s readings, and Max’s books that he later gives to Liesel as a present.Max was afraid of being sent away, but he was more afraid of putting this family in danger, especially a little girl like Liesel that had already been through so much. Max knew that Liesel had already lost her first family, so he felt guilty that she could lose this family too, because of him. Although it was a great risk taking Max in, the Hubermann’s knew that it was the right thing to do. Their act of kindness, in the end, benefitted Max as well as their entire family as it brought the three of them closer.This shows that in a place where there is so much hatred, there are still people that can show love and honor by helping those in need. Through Hans, Ilsa, and the Hubermann family, the reader is able to see that hope can be given as well as received through simple acts of kindness, regardless of the time or situation. Despite this many negative emotions going on in this time, happiness could still sometimes be found by both children and adults. Hans , Rudy and, Liesel all felt some degree of joy despite the negative world around them.Hans Hubermann’s happiness did not come from someone else, but from an object. His happiness came from his accordion. Liesel pays close attention to when her Papa plays the accordion, because not only does she notice his happiness, but hearing him play makes her happy as well. Liesel â€Å"often looks at Papa’s fingers and face when he plays. The accordion breathes†¦Sometimes [she] thinks [her] Papa is an accordion. When he looks at [her] and smiles and breathes, [she] hears the notes,† (Zusak, 527) which lets Liesel know that her Papa is being filled with joy as he plays his accordion.Hans has been playing the accordion for a long time now, and he uses his talent to bring delight in the Hubermann household every night when he plays the instrument to Liesel and Rosa, and even Max. Hans is a grown man that not only understands the war going outside his household, but has ev en been in war as well. Despite this knowledge, Hans refuses to give us the simple pleasures in life such as playing an instrument he loves, and allowing his daughter to hear him and receive the same joy he does when he is playing. Hans being happy gives himself, as well as the reader that Hans will never die a bitter man.This shows that adults are still capable of enjoying simple moments, even in times of great stress. During a time where most friendships were broken because of ethnical and physical differences, there was still hope for some new friendships to be made. Rudy and Liesel are two children, a boy and girl, which live on the same street that immediately connect when Liesel moves to Himmel Street. This friendship creates a bond between the two that can only bring a special kind of happiness to them, although neither would ever admit it. Rudy and Liesel’s friendship grew stronger with each new situation they experienced together.There bond grew the strongest after t he two decided to steal together because they both came from poor families. When Rudy was caught stealing a potato, he attempted to explain to the shop owner that his brothers and sisters â€Å"[were] all starving† (Zusak, 294) in order to escape punishment. â€Å"The problem with Rudy†¦was greed† (Zusak, 293), he could never steal enough to satisfy him and because Liesel was his friend she always tagged along with him. Rudy was even able to convince Liesel to start stealing from the mayor’s house. Although it seems like Rudy was a bad influence on Liesel, their friendship still kept them sane.Even as kids, they were able to understand that there was something going on, although they could not tell what is was. They still brought each other joy, whether it be when they played soccer in the street or after they stole something. They helped each other distract the other of what was really going on, and because of it they became inseparable. After they were to steal, â€Å"the book thief and her best friend, [Rudy], sat back to back on a patchy red toolbox in the middle of the street† (Zusak, 484), enjoying one another’s company in still happiness.These two children were able to understand what it means to become a true friend to someone, and because of it, each has gained a special kind of happiness in their life, because the other child was in it. These two’s friendship shows that children are able to bring happiness into anyone’s life, even their own. Regardless of the amount of destruction that surrounds Liesel’s life, she is able to find her own happiness through her readings. When Liesel’s little brother was being buried, Liesel found a book by his grave entitled The Gravedigger’s Handbook that goes through step by step how to perform a proper burial.Liesel steals this book from one of the workers, and when she arrives at the Hubermann’s house, Hans offers to help Liesel learn how to read. Because of Liesel’s nightmares from her brother, she and Hans are constantly awake in the middle of the night attempting to read her book. Liesel ended up with a passion for reading after learning how to with her Papa. She found her escape within her books, and she used her readings to bring others comfort, and herself happiness.During a bomb-raid, while everyone was in a basement taking cover, Liesel started to read in order to calm down the other children. They were crying because of the noises they heard, and once Liesel started reading from her book she â€Å"could feel their frightened eyes hanging onto her as she hauled the words in and breathed them out,† (Zusak, 381). As the kids started to calm down â€Å"a voice played the notes inside [Liesel]. This, it said, is your accordion† (Zusak, 381). Liesel’s reading became what Hans’ accordion is to him, their happiness.These objects were able to bring these two people such happine ss in their lives that it allowed them to forget about the harshness outside them. From this happiness that Liesel gets from books, readers can conclude that the simplest of objects can be the cause of great joy. Hans, Rudy and Liesel are all examples that humans are able to create their own happiness, or allow simple objects to bring them joy. Although these three are living through such a dark and angry time, their ability to feel and express happiness shows that there is still hope for a happier future for them.Nazi Germany consists of a time where those with enough courage to speak against Hitler are beaten down, physically and mentally, to the point where all they have left is fear. Knowing this, Liesel, Max and Hans all display a great amount of courage towards other Germans, Death itself as well as Hitler. Liesel expresses her boldness when she sees Max walking with the rest of the Jews, and decides to acknowledge and speak to him. Max was forced to leave the Hubermann househ old for fear that Nazi’s would come and discover the family was hiding a Jew in the basement.Unfortunately, Max was caught â€Å"halfway to Stuttgart† (Zusak, 511) and was placed in a concentration camp with other Jews. When Liesel saw Max walking with the other Jews on the street, â€Å"never had movement been such a burden. Never had a heart been so definite and big in her adolescent chest† (Zusak, 509). Liesel’s heart shattered when she Max because he was a genuine friend. Max and Liesel created such a strong friendship, that he had given her a story that he created, and she had read to him while he was in their basement.She told Max about her past experiences, about the books that she stole, about the nightmares she had and Max returned the favor by sharing his hallucinations, books and nightmares with Liesel. So, when Liesel saw Max walking with the Jews, â€Å"[she] shrugged away entirely from the crowd and entered the tide of Jews, weaving through them till she grabbed hold of [Max’s] arm† (Zusak, 510). Knowing that the soldiers were watching, she still grabbed ahold of him, wanting to let him know she was there.Max attempted to get rid of her, for fear that she would get in trouble but she would not leave his side. Once the solider realized Liesel was there, he ordered her to leave but â€Å"she ignored [the soldier] completely, [and he] used his arm to separate the stickiness of people†¦the soldier took her [and] his hands manhandled her clothes† (Zusak, 511) but she still insisted on seeing Max. After this, she once again approached max and â€Å"she was courageous enough to reach out and hold his bearded face† (Zusak, 512) and reassured Max that she was here for him.The soldier, seeing Liesel once again talking to Max, pulled out a whip and whipped both Max and Liesel. Even then, the only thing that stopped Liesel from running after Max, was Rudy tackling to the floor and â€Å"[collectin g] her punches as if they were presents† (Zusak, 515). Liesel was determined to be with Max, and this act of bravery shows her courage towards the soldier that was threatening to punish her severely. The courage she expresses shows that people can be brave enough to do what is considered crazy things, if motivated enough.While Max was living in the basement of the Hubermann’s, he was constantly fantasizing about fighting against Hitler himself in a boxing arena. He dreamt that he would finally one day be able to physically beat Hitler down, the way Hitler had done to him and his people. Max shows great bravery in the face of struggle and even Death. As a child, Max had this idea that when he died, he did not want to die a quiet death. The boy vowed that â€Å"when death captured [him],†¦ he will feel [Max’s] fist on his face† (Zusak, 189). Max has shown bravery in the face of many struggles.He had enough courage to travel on his own to seek out Hans H ubermann, with the very likely risk that Germans would catch him. His bravery continued when Nazi’s came to the Hubermnn’s and Max hid under the Swastika flag. Max also shows courage when Liesel discovers him walking with the other Jews after being caught, and instead of ignoring her, he talks to her and comments on how â€Å"it’s such a beautiful day† (Zusak, 512). This was something he used to always say to Liesel when he was living in her basement, so he knew that Liesel would appreciate him saying it to her.He knew that the soldiers would punish him with a whip if he did not stop talking to Liesel, but after everything she had done for him, and the friendship that the two had, he could not even think to ignore her. Max suffered many whippings from the soldier, and afterwards, still â€Å"hoisted himself upright† (Zusak, 514). Max showed courage against death, as well as a Nazi soldier which shows that fearless individuals still exist, and they will do whatever they need to in order to stand up for themselves and those they care about. These individuals also give hope to others around them, by not being afraid and by doing what is right.Hans Hubermann is a man that knows what is right and wrong. The reader learns very early that he has a good head on his shoulder by the decisions he makes with his life. Hans shows great courage when he makes the decision of not being a supporter of Hitler. Hans Hubermann belonged to the 10 percent of Germans that did not show unflinching support for Adolf Hitler (Zusak, 63). He knew what was going on, and he knew that it was wrong. The reason why he took Max in was because Max’s father was Hans’ friend, and rather than looking at it as helping a Jew, Hans saw it as helping a friend.It was very dangerous for Hans not to show support to Hitler. It could ultimately cost him his life, and the life of his family but he chose to boldly stand by his opinion, and not change it for th e sake of being a part of the majority. Hans knew that he could not â€Å"join a party that antagonized [Jews] in such a way† (Zusak, 180) because â€Å"he was a man who appreciates fairness [and] and Jew had once saved his life† (Zusak, 180) therefore Hans refused to be a part of a party that antagonized them.Hans’ refusal to join the party was very dangerous, and because of his decision Hans was constantly ridiculed and his business was even impacted from it. Although he had to go through many hardships as a result of his decision, Hans had the courage to stand by his choices, and because of this it shows that humans are, in fact, capable of doing the right thing. Even if the majority of people are following something that is wrong, there are a few individuals that will be able to stand up and voice their opinion over it, regardless of the consequences.Although The Book Thief takes place in the time of the Holocaust, a time in history that took the lives of ma ny people, this story’s characters continuously show the reader that this is a story about hope. Through characters showing compassion, feeling happiness and expressing their courage, it allows the reader to feel hope that each of those characters will be alright. Hope is something that can be found, even in the darkest of times, if only one remembers to look for it.

A background briefing memorandum for an upcoming hearing on the Assignment

A background briefing memorandum for an upcoming hearing on the proposed Safe Chemicals Act, - Assignment Example The Congress passed the (TSCA) Toxic Substances Control Act in 1976 to accredit the Environmental Protection Agency (EPA) to regiment chemicals that were potentially arbitrary risks to the environment and health of human beings. Whether or not the TSCA submits the EPA with sufficient tools to protect human health and the environment against exposure to chemical pollution is questionable. Using common sense principles and current science, the Safer Chemicals, Healthy Families coalition is working with Congress to repair our broken chemical system so that chemicals are proven safe before being added to our schools, places of work and even our homes. The 1976 (TSCA) is outdated and ineffective at protecting the public from chemicals. The chemicals may be of good use, but they are also counterproductive essentially because they have been linked to learning disabilities, reproductive problems, asthma, cancer and other serious diseases. Signaling our clear intention to protect families from toxic chemicals associated with serious health problems, Senators Frank Lautenberg, Amy Klobuchar, Charles Schumer , and I, with the support of others presented Senate Bill S.847, the "Safe Chemicals Act" to upgrade America’s out of date system for managing chemical safety. The E.U., like the U.S. has laws governing the use and production of chemicals. I will begin by looking into activities surrounding (REACH) Registration, Evaluation and Authorization of Chemicals and the (TSCA) Toxic Substances Control Act. In the recent past, the E.U has amended its policies for chemical control through legislation known as (REACH) Registration, Evaluation and Authorization of Chemicals in order to improve the identification and mitigation of risks from chemicals. The comparison of the TSCA and the recently enacted REACH approaches has the following results: Both legislations, TSCA and REACH, have accouterments to guard information rendered by chemical

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Is Building Information Modelling (BIM) successfully delivering time and cost benefits - Literature review Example It is a revolutionary type of technology that helps to inform and to communicate data and decisions with regards to a particular project. It uses digital technology in order to show the physical characteristics of a building and also the functionality of the particular building. BIM has the ability to provide information with regards to a project from its inception up to completion .It helps deliver the right information to the right people. It is used by various individuals and institutions in the process of designing, construction and operation of complex structures and infrastructures. It has a very wide application and can be used in a variety of areas ranging from warehouses, offices, schools, apartments, hospitals, prisons and other facilities. BIM models are employed in construction projects in order to ensure that there is efficient information management, as in the information is there when needed and is delivered promptly (Epstein, 2012). The uses of BIM are incorporated in to all aspects of building process such as the design and planning phases to the implementation of the actual project and other supporting activities such as the management of costs, management of the project itself in terms of labour and the actual facility operation (Race, 2012). BIM creates efficiency and has several benefits as well. One of the main advantages of BIM is that it reduces rework (Epstein, 2012). This is because; it is able to calculate with high levels of accuracy the exact amount of resources and materials that will be used and hence there is less wastage in the various processes. This enables work to be done instantaneously and, therefore, eliminates the need for reworks. It improves productivity. Through the information that is generated by this technology, it is able to calculate the exact amount of resources that can be used in a

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Report for after presentation 2 - Essay Example Preston is of the opinion that even though the content might seem as if it was inadequate, this is contrary to the actual situation because the presentation utilized its space well to answer the questions effectively and logically. In addition, as a member of the audience, I appreciated the fact that the presentation was short since very long presentations dissuade the members of the audience from actively participating in it (Preston, 2007). According to Dare, the issue of ethics and integrity are clearly discussed, courtesy of the effective use of visual aids in this presentation. The use of bright colors (yellow) and high quality images that coincide with the message trying to be relayed, was very effective. In addition, the application of the high quality pictures and other graphics made the presentation, more appealing to the audience. However, despite the many strengths of the presentation, I felt that the use of incorrect tenses in some sections, such as in the summary, was a major flaw. Even though the presentation is not very formal, the use of correct tenses is essential in conveying the message effectively. If the group can correct this weakness then the presentation would be more effective (Dare, 2010). The presentation on how to purchase ethical chocolate is very informative. The presentation outlines comprehensively how chocolate sold in retail chains across the globe is a by- product of child slavery in Ghana. The agony experienced by the children is discussed in depth so that the audience can be educated on how to prevent this phenomena from occurring. One of the strengths of the presentation is its effective application of visual aids aimed at capturing the attention of the audience and also placing emphasis on the issue of child slavery. For instance, the picture of a child struggling to carry a sack of cocoa is very moving. The agony and hardship expressed on the child’s face is very effective. It is especially

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The ethical, theoretical, research and practice based aspects of mindfulness in relation to One Mindfullness Approach - Essay Example To understand this we will have to explore the term mindfulness and its connection with the concept of well being. Mindfulness is a concept that is closely related to Buddhism and Hinduism, and other similar traditions where conscious awareness is propagated. Mindfulness can be defined as â€Å"the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception† (Nyanaponika Thera, 1972, p.5). It has also been defined as â€Å"keeping one’s consciousness alive to the present reality† (Hanh, 1976, 11). Recent researches in this line have reached the conclusion that if mindfulness is enhanced by proper guidance and training, it brings in positive results. Various negative attributes in a human mind like that of stress, anxiety, depression, mental disorders, and health related problems like cancer are alleviated to some extent, when treated with the mindfulness theory, that apply yoga and Buddhist traditional approa ches used for the alleviation of distress. In this process the patient can be guided to follow the practices of mindfulness with various applicable approaches, from the perspectives of psychoanalytic and cognitive-behavioural aspects. This article will explore the validity of claims that applying the theories of mindfulness can lead to betterment of mind and body. It will study all the concepts associated with the ethical, theoretical, research and practice based aspects in context with the well being approach of mindfulness. It will also evaluate the effectiveness of this intervention on various health disorders like anxiety, cancer, and depression and will establish the effectiveness of this procedure when applied for psychological well being. The concept of mindfulness: Mindfulness can be explained in various ways. The most basic way to rationalise this concept is to seek its

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Principles & Strategies of Translation - Essay Example Guy Cook has the view that, â€Å"Advertising in the era of color magazines, television and internet is a new phenomenon, both in nature, quality and effect† (Cook 2001). However, the advertising that is known as the contemporary is not too old. The literary discourse is sometimes referred as the study which deals with the reading and its effects with respect to the tradition. The discourse is part of society that can be hugely impacted by the cultural regards. Persons split the discourse in element. In this way, the different elements can be distinguished. It is purely unfavorable for the advertisement to consider an advertisement just a piece of text; it is more than a piece of text, an intersemiotic angle to view an advertisement is better way to understand an advertisement rather than just employing the semiotic angle. Semiotics deal with the development, utilization and drawing meanings for the signs (Stecconi in Encyclopaedia of Translation Studies, 2008:260), which has a great influence on the linguistics and it a subgroup of linguistics. If a person has a view of an advertisement, he views the signs that could be a text, a picture, a rhyme, a gesture or a color or colors, he make the symbolizes of the act to be in a sense that his mind can understand. The sign may convert to another sign that could be related to another piece of novel, picture, painting, etc. In this way, the advertisements are the multimodal texts, while, the other genres of texts have a lower level of multimodality as compared to the advertisements. The intellectuals begin taking interest in studying the advertisements and view the study as the translational study, as the linguistics is dominated by previously by strong writing styles, the advertisements changed the way scholars think about that (Torresi 2008). However, ‘Snell and Crampton† have the view that, â€Å"translation has little to do with this fascinating

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Texas Squatter's Rights - Essay Example result, each house was increasingly shifted to the east side of its lot, until the house on Lot 5 was built next to that lot’s eastern boundary with Lot 6. This case concerns a driveway built on a 20-foot strip of land just east of that boundary — a strip everyone assumed was on Lot 5, but was actually on Lot 6. When Lillian Haliburton bought Lot 5 in 1970, Lot 6 was owned by her brother’s family, the Buddes. For many years, both families used the driveway on the disputed strip. The driveway led to a garage built on both lots, which Haliburton used for parking and storage. Although Haliburton was no longer living at the time of trial, there was testimony that family members all presumed mistakenly that the driveway and garage belonged to her Lot 5. In 1995, the Buddes sold Lot 6 to the defendants, Minh Thu Tran and Norman L. Roser. In 2001, Haliburton sold Lot 5 to the plaintiffs, William and Nita Macha, who already owned Lot 4 to the west. During the latter transaction, a survey revealed that the driveway was not a part of Lot 5, so the Machas secured a quitclaim deed conveying any interest Haliburton might have acquired in the strip by adverse possession. When Tran and Roser learned of the survey, they obtained a permit and erected a fence around the strip. This suit ensued. A jury found the strip had passed by adverse possession to Haliburton, and thence to the Machas. The First Court of Appeals affirmed, holding in a divided opinion that Haliburton’s use of the strip and everyone’s mistaken belief that she owned it were legally sufficient evidence of adverse possession. See 176 S.W.3d 128 (Tex. App.–Houston [1st Dist.] 2004). We disagree. Under Texas law, adverse possession requires â€Å"an actual and visible appropriation of real property, commenced and continued under a claim of right that is inconsistent with and is hostile to the claim of another person.† Tex. Civ. Prac. & Rem. Code  § 16.021(1). The statute requires visible appropriation;

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Policy Is Now Made In A More Democratic Manner Essay What Extent Do You Agree With This Statement? The 1997 general election in Britain changed the way that policies were made in both of the leading political parties. The Labour Party is composed of three major institutions: The NEC (National Executive Committee) -the administrative authority of the party, the PLP (Parliamentary Labour Party) which consists of all elected Labour Party MP s and the Annual Party Conference. The Annual Party Conference is the supreme decision-making body within the Party. Ordinary members of the party are given the opportunity to publicly articulate their views and for cabinet members (or shadow cabinet members if the party is not in government) to deliver set-speeches directed towards the party or the public. The Conservative Party had a system where power rested entirely in the hands of parliamentarians with little or no organisation outside of parliament. It also consisted of three main institutions: The Parliamentary Conservative Party, the National Union Of Conservative and Unionist Associations and The Conservative Central Office. The ultimate decision making body in the Party is the leader himself. He or she may be advised however this advice does not have to be taken. Before 1997, any member of the Labour party could raise a topic to be debated. However after the 1997 election, in an attempt by Tony Blair to meet the demands of party unity and discipline, the Labour Party changed its structure to include the NPF (National Policy Forum). The job of the National Policy Forum was to set our the agenda to be discussed at the annual party conference.Members could no longer bring up issues during the conference. Instead, members could make an application to the forum for a debate on a particular topic although the ultimate decision would be made by the forum. Although members were still free to convey their views at the annual conference. The Conservatives adopted a similar system to the Labour Party. The Conservative Party also underwent structural changes after the 1997 election. In a bid to make the party more democratic, William Hague introduced the Fresh Future. This included the creation of two new bodies, the National Conservative Convention and the Conservative Policy Forum (although these act as advisory bodies only, the final decision rests with the leader). In conclusion, the Labour Party certainly makes policy in a less democratic way. From an open conference where members could freely bring up topics for debate to a forum where only a select few have the ultimate decision in deciding party policies. This reform has decreased the number of members who can participate in making policies and reduced the range of views that the policies represent. Although the Conservative Party has made an attempt to make its policy making more democratic by introducing the Fresh Future and the new Conservative Policy Forum, the leader still holds the ultimate decision when deciding on policy and although it increases the number of people who can attempt to advise the leader although the leader still has ultimate power when making decisions so it means nothing. It is therefore concluded that party policy is not now made in a more democratic manner.

John Grisham Essay Example for Free

John Grisham Essay Introduction The Capital Area Food Bank has been serving 633,000 unprivileged residents in Washington D. C Metropolitan Area and 200,000 children whose standards of living are precarious inviting utmost care and concern. There are 200,000 children who are in need of food. [source: U. S Census Bureau,2000] Food Bank distributes over and above 62,000 pounds on daily basis and serves meals accounting to 1. 6 million per month apart from serving 700 non-profit partnership agencies affiliated with Washington D. C. Metropolitan Area. The minimum wage of D. C. is $7. 00. Also the minimum wage is $6. 15 in Maryland and $5. 15 in Virginia. [source:Hunger in America 2006, Mathematica Policy Research] CAFB definition of poverty : The Capital Area Food Bank defines poverty based upon 185% of the poverty guidelines. This means that a household may earn up to 185% of the U. S. government’s standard of poverty and still be considered â€Å"in poverty†. This measure (and other multiples such as 125%, 150% and even 200% of poverty) is utilized determine eligibility for many government programs. 1 Contributing factors to Hunger and Homelessness 1. Unemployment The following States have the problem of unemployment [2005]. Sno State High Low 1 Mississipi ^ 2 Louisiana ^ 3 South Carolina ^ 4 Alaska ^ 5 Michigan ^ 6 Hawaii ÐŽ 7 North Dakota ÐŽ 8 Vermont ÐŽ 9 Virginia ÐŽ 2. National poverty indicators: Sno (In millions} Status For the Year 1 25,350 Individuals 2005 2 5,146 Avg monthly individuals 2005 3 25,682 Avg monthly food stamp: individuals 2005 4 38,196 Food insecurity-household 2004 5 7,591 Unemployed individuals 2005 6 36,997 Individuals in poverty 2004 [source:Hunger in America, Draft Report, February 2006] 2. Food Insecurity [2002-2004] 1 Oklahoma ^ 2 South Carolina ^ 3 Arkansas ^ 4 Delaware ÐŽ. 5 North Dakota ÐŽ 6 New Hampshire ÐŽ 7 Minnesota ^ 8 Hawaii ^ [source:National Statistics on Hunger and Poverty]2 3. States with poverty [2004]3 1 New Hampshire 1 2 Minnesota 2 3 Vermont 3 4 New Jersey 4 5 Hawaii 5 6 Delaware 6 7 Masschusetts 7 8 Alaska 7 9 Virginia 9 10 Nebraska 10 11 North Dakota 11 12 Maryland 12 13 Wyoming 13 14 Idaho 13 15 Utah 13 16 Connecticut 16 17 Colorado 16 18 Iowa 18 19 Oklahoma 19 20 Nevada 20 21 Pennsylvania 21 22 Kansas 22 23 Rhode Island 23 24 Washington 23 25 Florida 25 26 Maine 25 27 Indiana 25 28 Ohio 25 29 Missouri 30 30 Illinois 30 31 Wisconsin 32 32 Georgia 33. 33 California 34 34 Michigan 34 35 South Dakota 36 36 Montana 37 37 West Virginia 38 38 Arizona 39 39 North Carolina 40 40 South Carolina 41 41 New York 42 42 Arkansas 43 43 Tennessee 44 44 New Mexico 45 45 Texas 45 46 Alabama 49 47 Kentucky 50 48 Mississippi 51 57% of hunger is prevalent in urban areas and 43% is prevalent in sub-urban/rural areas of U. S4. 4. Income – Household Employment status [2006]5 sno Income – (USD) percentage Employment percentage 1 0-999 60. 6 Full-time 14. 6 2 1000-2499 25. 3 Part-time 13. 2 3 2500 and above 2. 9 Unemployed 72. 2 4 Not known 11. 2 North Carolina – A study. Statistics of hunger and poverty in North Carolina sno year Household income (Avg) % (+) (-) Increase in numbers From To Increase % 1 2000 –2002 (-) $1749 (-) 4. 4 985,000 1. 07 mn 9 According to the survey of Wake Forest University School of Medicine, it was found that the overall percentage of hunger in U. S in 4. 3 and according to Quandt â€Å"food insecurity† is between 35. 6% to 41. 8% in four surveys conducted. North Carolina with a population of 8 million is having an account of 15. 2 % of individuals and 21. 2% of families with small children facing a risk of hunger. Statistics of Polkton. 1 Total population 18,324 2 Households 7,908 3 Families 5,337 4 Average household size 2. 28 5 Average family size 2. 78 6 Household Median income $36,259 7 Family Median Income $45,096 8 Percapita Income $19,804 9 Male – Median income $29,375 10 Female-Median income $23,070 11 Below poverty line-18 under 11. 70% 12 Below poverty line-65 and older 8. 80% 13 Children under 18 23. 50% 14 Married couples 56. 30% 15 Female householders 7. 90% 16 Non-families 32. 50% 17 Individual households 28. 90% 18 65 and older living alone 15% 19 Below poverty line 10. 10% of population 20 Families below poverty line 6. 40%. The break up of people living is: †¢ White : 92. 26% †¢ African American : 5. 89% †¢ Native American : 0. 19 †¢ Asian : 0. 247 Conclusion The result of 25 cities survey of status report on Hunger and Homelessness in U. S concludes that 83 per cent of cities surveyed that there is a dire need of assistance in shelter and food which has risen by 15 per cent, still having 76 per cent of cities reporting to be increasing. There are totally thirteen cities facing the acute and emergency need of home and food. viz. , Burlington, Vermont,Philadelphia,Pennsylvania,Charlotte,North Carolina,Portland,Oregon, San Antonio and Texas. [source:Mayor’s Conference]. North Carolina crisis in budget is expected to exceed $1Billion. Some of the other contributing factors are : increase in accommodation cost, unemployment, and employment problems, poverty, low income or lack of income, increasing utility rates, non-availability of transportation and handicapped and mentally disabled persons. There is an account of 1/5 of homeless persons who are mentally ill in the above cities. According to a survey 60percent of eastern North Carolina have participated in WIC program conducted by U. S Department of Agriculture, as compared to 40 per cent in Forsyth County. 6 Compared to other parts of the world, United States is free from food insecurity and hunger. The nations data accounts that 82. 4 per cent of households were secured with food and 13. 3. Percent of households were food insecure and 4. 3 percent were accounted with hunger. There are several community based organizations and local head departments [CBO, LHD] which are working for North Carolina to assist people in every manner providing comfort for illness and food. There is a severe need for adult care for treating mental illnesses apart from providing all kinds of facilities for children. References [1] Hunger in D C Metro Area, Capital Area Food Bank http://www. capitalareafoodbank. org/hunger/statistics. cfm [2]. A Report on the North Carolina 2003 Public Health Partnership Survey of Local Health Department and community based organization. http://www. schs. state. nc. us/SCHS/pdf/LHDCBOSurveyweb. pdf#search=%22statistics%20of%20hunger%20and%20poverty%20in%20Anson%20county%22 [3] Housing and extreme poverty of extreme poverty http://www. common-sense. org/journal/housing. html.

Development of Zostavax

Development of Zostavax Shingles vaccine, Zostavax, has been available since 2006, and is gaining in popularity among adults older than fifty years old. In order to alleviate any misconceptions of the vaccine or the disease process, a discussion of the disease, effectiveness of the vaccine, proper administration, safety precautions, complications, and immunity process will be highlighted by utilizing evidenced based studies and practices. It is through proper knowledge and patient education that the adverse effects of shingles, as well as other communicable diseases, can be prevented and provide a better quality of life for those at risk for shingles. Shingles is a debilitating disease caused by the same virus that causes chickenpox and will affect one in three people (Hall, 2010). Chickenpox are caused by the varicella-zoster virus (VZV), and most commonly acquired during childhood (U.S. Department of Health and Human Services, Center for Disease Control and Prevention, 2012). One important point is that one cannot develop shingles unless they have had chickenpox or have received the chickenpox vaccine (Hall, 2010). Shingles is an exacerbation caused by the virus, which hides in the dorsal root ganglion of the central nervous system for years after infection of chickenpox or years after administration of the chickenpox vaccine. Some of the first symptoms of shingles are headache or sensitivity to light, or one may have flu like symptoms without a fever (American Pharmacists Association, 2009). The inflammation reaction of shingles takes place when the dormant virus has the opportunity to become active, commonly in adults over fif ty years old with a weakened immune system (Hall, 2010). When active, the virus will travel down the nerve from the dorsal root ganglion and cause a reaction to take place on the skin. The reaction is concentrated to the nerve root, also known as a dermatome, that is affected, which is presented by a distinctive irritating rash that begins at the midline of the back and follows the nerve root around the torso toward the front in a horizontal fashion. The rash has also been known to affect the face. The rash is usually unilateral, but is some cases the rash may be bilateral (DHHS, CDC, 2012). The rash associated with shingles is very painful and has an intense itching and tingling sensation, which is followed by clusters of blisters. The blisters are filled with fluid and then after some time burst and crust over. These blisters may leave scars on the skin, and may take two to four weeks to heal. The blisters are only contagious to people who have not had chickenpox or have not recei ved the chickenpox vaccine, and one will only contract the chickenpox virus, not shingles (Hall, 2010). When the shingles vaccine was first approved in 2006 by the Food and Drug Administration (FDA), it was intended for those sixty years old and above (Laustsen Neilson, 2007). The potency of Zostavax is at least fourteen times greater than the chickenpox vaccine (DHHS, CDC, 2012). The effectiveness of the vaccine, Zostavax, was studied using eight different randomized controlled trials which included a total of 52,269 participants (Gagliardi, Gomes, Torioni, Soares, 2010). The study concluded that the vaccine was most effective in the sixty to sixty-nine year old age group, although this age group had the greatest number of side effects (Gagliardi et al., 2010). In a more recent study to determine the effectiveness in fifty to fifty-nine year olds, the use of Zostavax was shown to be effective (Schmader et al., 2012). The results of the study proved to be over seventy percent effective in the fifty to fifty-nine age group (Schmader et al., 2012). The use of the Zostavax vaccine to re duce the effects of shingles on activities of daily living has also been proven to be effective for older adults (Singh Subhashni, 2011). Due to this new study the age limit was changed to fifty years old and above. This change by the FDA proves that the vaccine is effective in preventing shingles in the aging population. Therefore proper education of adults fifty and older with regards to shingles should be a mainstay of intervention. Informing these adults of the serious consequences of not being vaccinated against shingles should also be incorporated into community education. The administration of the shingles vaccine Zostavax is a simplistic procedure and starts with proper storage and handling. Zostavax must be stored or shipped at temperatures between -58ÂÂ °F to +5ÂÂ °F (DHHS, CDC, 2012). Before reconstitution, Zostavax is a live attenuated vaccine that is a solid white powder and is brought to room temperature prior to administration (APhA, 2009). The powder is reconstituted with sterile water and should be 0.65mL when diluted. When reconstituting, the use of sterile syringe and needle is required. Once the vaccine is mixed, it is only good for up to thirty minutes. The administration of the vaccine is done by withdrawing the entire contents of the mixed vial, which is 0.65mL, in to a sterile syringe. Once the vaccine is drawn up into the syringe discard the needle use to puncture the seal and replace with a new sterile needle prior to administration. The entire contents of the syringe are to be injected subcutaneously by using a 1mL syring e with a 5/8 23 gauge needle. The injection site suggested by the FDA is the posterolateral aspect of the upper arm using a 45ÂÂ ° angle of entry. Prior to entry of the skin, wipe the site with an alcohol swab and allow to dry. Inject the vaccine at a moderate pace, one to four seconds. After injection remove the needle, activate the safety device and discard in proper sharps container. Next, apply light pressure to the site using a sterile cotton ball to discourage bleeding and apply a bandage if needed or desired. Be sure to keep an eye on the patient for a minimum of fifteen minutes to observe for signs of an adverse reaction. The signs for an adverse reaction can be itching, redness, hives; swelling of the lips, face, or throat; shortness of breath or wheezing; abdominal cramping; or cardiovascular collapse. A request for water, indicating thirst, and difficulty breathing shortly after vaccination are the first hint from a patient that anaphylaxis may occur. Do not give the patient anything to drink, and instruct the patient to sit down. If anaphylaxis is occurring, immediately enact emergency protocols. The use of epinephrine is the first line treatment for acute anaphylaxis. The general dose is based on the patients body weight, 0.01mg/kg up to a maximum dose of 0.5mg per dose. The dose of epinephrine may be repeated every five to twenty minutes, and is based on the patients response (APhA, 2009). Zostavax is classified as a live attenuated vaccine, which means that a wild virus is modified in a laboratory. During the modification process of the wild virus, it is weakened during the production process and therefore usually will not cause the disease. Once the vaccine is injected into the body, the live attenuated viruses must undergo replication in order to produce an immune response. The live vaccine has shown to be effective with one or two doses and have proven to be more effective than inactivated vaccines (APhA, 2009). Zostavax is an artificial active immunity, in which the subject is exposed to the live weakened wild pathogen. The exposure to the vaccine is artificial in nature, meaning the patient is injected with the weakened form of the virus to produce immunity. It is artificial active immunity that produces a prolonged effectiveness against shingles and also protects the patient against the disease without the risk of developing complications from having shingles. The immunity takes a couple of weeks to produce an antibody level sufficient enough to provide protection against shingles (APhA, 2009). The immune response is a complex process. First the subject needs to be exposed to the antigen, in this case the varicella zoster virus. The exposure to the virus allows for replication of the virus in the body. Once the immune system detects the antigen(s), two types of acquired immune responses occur, the humoral and cell-mediated immune responses. Both immune responses usually occur at the same time and cause a cascade of immune responses in order to eliminate the antigen(s). Both immune responses are mediated by many types of lymphocytes. They are two dominant types of lymphocytes, the B lymphocytes and T lymphocytes. The B lymphocytes arise and mature in the bone marrow, while the T lymphocytes arise in the bone marrow and then circulate to the thymus where they mature. Both B and T cells circulate in the blood looking for any foreign antibodies, and if detected an immune response will be activated (APhA, 2009). The humoral response is mediated by the B cells, which contain a unique receptor that is specific to only one antigen. When a B cell finds a matching antigen in the blood, it will bind to the antigen and activate the humoral immune response. This response functions by developing antigen-specific antibodies, which are responsible for recognizing and neutralizing the specific antigen. When the humoral response is begun, the B cells proliferate and mature into plasma cells. It is these plasma cells that make millions of identical antibodies to the specific antigen in which was encountered. The newly formed antibodies are then released into the bloodstream to find and bind to the antigen, which forms an antigen-antibody complex. The antigen-antibody complexes are then cleared by the immune system by phagocytosis and the complement system. After the elimination of the antigens, some of the B cells remain in the immune system as memory B cells; the memory B cells are there to defend agains t a future invasion of the same antigen (APhA, 2009). The cell mediated immune response involves the helper T cells, which are a type of T lymphocyte. The helper T cells do not directly bind to antigens; they are activated when they encounter infected cells that contain antigen fragments on the cells surface. The activated helper T cells secrete cytokines, which are chemical mediators that direct an immune response by recruiting additional immune cells to the area of infection. The cytokines signal helper T cells to perform many different functions. One of which the helper T cells stimulate additional B cells to activate antigen-specific antibodies; this will induce production of antibodies to fight the antigen. Next, the helper T cells will recruit macrophages and other immune cells to the area of infection which complements the destruction and elimination of the antigen. Finally the helper T cells can activate cytotoxic T cells, which can identify and kill infected cells. Once the antigen has been removed from the subject, the body wi ll retain a certain number of B cells and T cells to remember the antigen which results in immunologic memory. It is these remaining cells that can give a subject a specific immunity that can last from years to decades, or even a lifetime (APhA, 2009). Since the introduction of Zostavax in 2006 the CDC is continuing to reach the at risk populations to help educate and vaccinate against shingles as well as other preventable communicable diseases. It is the proper knowledge and education of at risk populations, that we have seen an improvement in quality of life revolving around proper up-to-date vaccination. Through continued community education and proper placement of public and volunteer educators, the misconceptions of shingles and vaccination can be alleviated as long as up-to-date evidenced based healthcare information is provided to the at risk populations.