Rbi Organisational Chart Essay Example

Rbi Organisational Chart Essay RESERVE BANK OF INDIA : ORGANISATION CENTRAL BOARD OF DIRECTORS GOVERNOR Dr. D. SUBBARAO DEPUTY GOVERNORS Dr. K. C. CHAKRABARTY Dr. SUBHIR GOKARN SHRI ANAND SINHA SHRI H. R. KHAN Co-ordination Work Executive Directors Department of Currency Management (Dr. N. Krishna Mohan, CGM) Financial Markets Department Shri V. K. Sharma Rural Planning Credit Department (Smt. Deepali Pant Joshi, CGM-inCharge) Customer Service Department (Shri Rajesh Verma, CGM) (G. Mahalingam, Chief General Manager) Financial Stability Unit (Dr. Rabi. N. Mishra, CGM) Secretarys Department (Smt. Grace E. Koshie, CGM Secretary) Central Vigilance Cell (Shri Kaza Sudhakar, Chief Vigilance Officer) Department of Communication (Alpana Killawala, CGM) Right to Information Department of Expenditure Budgetary Control (Smt Deepa Srivastava, CGM-inCharge) Shri V. S. Das (also First Appellate Authority under Right to Information Act) Shri G. Gopalakrishna Deposit Insurance and Credit Guarantee Corporation Monetary Policy Department (Dr. Janak Raj, Adviser-in-Charge) Department of Economic and Policy Research (Shri B M Misra, Officer-inCharge) Department of Statistics Information Management (Shri A. B. Chakraborty, Officer-inCharge) Shri D. K. Mohanty Urban Banks Department (Shri A. Udgata, CGM-in-Charge) Shri S. Karuppasamy (also Alternate Appellate Authority under Right to Information Act) Premises Department (Shri K. R Ananda, CGM) Legal Department (Shri G. S. Hegde, Principal Legal Adviser) Department of Administration and Personnel Management Shri R. Gandhi Central Security Cell (Major General (Retd. ) Soli N. Pavri, Security Adviser) Internal Debt Management Department (Shri K. K. Vohra, CGM) Department of External Investments Operations (Smt. Madumita Sarkar Deb, CGM –in– Charge) Department of Non-Banking Supervision (Smt. Uma Subramaniam, CGM-inCharge) Department of Government Bank Accounts (Shri A. K. We will write a custom essay sample on Rbi Organisational Chart specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rbi Organisational Chart specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rbi Organisational Chart specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Bera, CGM) Inspection Department (including Internal Audit) (Shri Karunasagar, CGM) Department of Payment and Settlement Systems (Shri Vijay Chugh, CGM) Foreign Exchange Department (Smt Meena Hemchandra, CGM-in-Charge) Human Resource and Management Department (Shri Sandip Ghose, CGM in – Charge) Rajbhasha Department Shri P. Vijaya Bhaskar Department of Banking Supervision (Shri G. Jaganmohan Rao, CGMin-Charge) Shri. B. Mahapatra Department of Banking Operations and Development (Shri Deepak Singhal CGM-inCharge) Shri G. Padmanabhan Department of Information Technology (Dr. A. S. Ramasastri, CGM)

The History of the City of Antigua, Guatemala

The History of the City of Antigua, Guatemala The city of Antigua, the capital of Sacatepà ©quez Province, Guatemala, is a charming old colonial city that for many years was the political, religious and economic heart of Central America. After being destroyed by a series of earthquakes in 1773, the city was abandoned in favor of what is now Guatemala City, although not everyone left. Today, it is one of Guatemala’s top visitor destinations. The Conquest of the Maya In 1523 a group of Spanish conquistadores led by Pedro de Alvarado swept into what is now northern Guatemala, where they came face to face with the descendants of the once-proud Maya Empire. After defeating the mighty K’iche kingdom, Alvarado was named Governor of the new lands. He set up his first capital in the ruined city of Iximchà ©, home of his Kaqchikel allies. When he betrayed and enslaved the Kaqchikel, they turned on him and he was forced to relocate to a safer area: he chose the lush Almolonga Valley nearby. Second Foundation The previous city had been founded on July 25, 1524, a day dedicated to St. James. Alvarado thus named it â€Å"Ciudad de los Caballeros de Santiago de Guatemala,† or â€Å"City of the Knights of St. James of Guatemala.† The name moved with the city and Alvarado and his men set up what essentially amounted to their own mini-kingdom. In July of 1541, Alvarado was killed in battle in Mexico: his wife, Beatriz de la Cueva, took over as Governor. On the unlucky date of September 11, 1541, however, a mudslide destroyed the city, killing many, including Beatriz. It was decided to move the city once again. Third Foundation The city was rebuilt and this time, it prospered. It became the official home of the Spanish colonial administration in the area, which covered most of Central America up to and including the southern Mexican State of Chiapas. Many impressive municipal and religious buildings were built. A series of Governors ruled the region in the name of the King of Spain. Provincial Capital The Kingdom of Guatemala never much in the way of mineral wealth: all of the best New World mines were in Mexico to the north or Peru to the south. Because of this, it was difficult to attract settlers to the area. In 1770, the population of Santiago was only about 25,000 people, of which only 6% or so were pure-blooded Spanish: the rest were mestizos, Indians and blacks. In spite of its lack of wealth, Santiago was well-located between New Spain (Mexico) and Peru and developed into an important commercial hub. Many of the local aristocracies, descended from the original conquistadors, became merchants and prospered. In 1773, a series of major earthquakes leveled the city, destroying most of the buildings, even the ones which had been well built. Thousands were killed, and the region was plunged into chaos for a while. Even today you can see fallen rubble at some of Antigua’s historical sites. The decision was made to move the capital to its present location in Guatemala City. Thousands of local Indians were conscripted to move what could be salvaged and to rebuild on the new site. Although all of the survivors were ordered to move, not everyone did: some remained behind in the rubble of the city they loved. As Guatemala City prospered, the people living in the ruins of Santiago slowly rebuilt their city. People stopped calling it Santiago: instead, they referred to it as â€Å"Antigua Guatemala† or â€Å"Old Guatemala City.† Eventually, the â€Å"Guatemala† was dropped and people began referring to it as simply â€Å"Antigua.† The city rebuilt slowly but was still large enough to be named the capital of Sacatepà ©quez Province when Guatemala became independent from Spain and (later) the Federation of Central America (1823–1839). Ironically, â€Å"new† Guatemala City would be hit by a major earthquake in 1917: Antigua largely escaped damage. Antigua Today Over the years, Antigua retained its colonial charm and perfect climate and is today one of Guatemala’s premier tourist destinations. Visitors enjoy shopping at the markets, where they can purchase brightly colored textiles, pottery and more. Many of the old convents and monasteries are still in ruins but have been made safe for tours. Antigua is surrounded by volcanoes: their names are Agua, Fuego, Acatenango and Pacaya, and visitors like to climb them when it is safe to do so. Antigua is particularly known for Semana Santa (Holy Week) festivities. The city has been named a UNESCO World Heritage Site.

Strategies to Handle a Disruptive Student

Strategies to Handle a Disruptive Student Teachers understand that the time they have with their students is limited. Good teachers maximize their instructional time and minimize distractions. They are experts at handling adversity. They deal with problems quickly and efficiently minimizing the disruptions.The most common distraction in a classroom is a disruptive student. This presents itself in many forms and a teacher must be adequately prepared to address every situation. They must react quickly and appropriately while maintaining the dignity of the student.Teachers should always have a plan or certain strategies they rely on to handle a disruptive student. It is important to realize that every situation will be different. A strategy that works well for one student may set another one off. Individualize the situation and make your decisions based on what you feel will minimize the distraction with that particular student the fastest. Prevention First Prevention is the best way to handle a disruptive student. The first few days of the school year are arguably the most important. They set the tone for the whole school year. Students are feeling out teachers. They will push to see exactly what they are allowed to get away with doing. It is important for teachers to establish those boundaries quickly. Doing so will help deter problems later on down the road. It is also important to start building rapport with your students immediately. Fostering a relationship based on trust with students can go a long way in disruption prevention simply out of mutual respect for one another. Stay Calm and Emotion Free A teacher should never yell at a student or tell a student to â€Å"shut up. While it may temporarily diffuse the situation, it will do more harm than good. Teachers must stay calm when addressing a disruptive student. In many cases, a student is trying to get the teacher to react foolishly. If you stay calm and keep your wits, it can diffuse the situation rather quickly. If you become combative and confrontational, it can escalate the situation making it a potentially dangerous situation. Getting emotional and taking it personally will only be detrimental and ultimately hurts your credibility as a teacher. Be Firm and Direct The worst thing a teacher can do is to ignore a situation that they hope will go away. Do not allow your students to get away with the little things. Immediately confront them about their behavior. Have them tell you what they are doing wrong, why it is a problem, and what the proper behavior is. Educate them on how their behavior impacts others. Students may resist structure early on, but they ultimately embrace it because they feel safe in a structured learning environment. Listen Carefully to Students Do not jump to conclusions. If a student has something to say, then listen to their side. Sometimes, there are things that led to the disruption that you may not have seen. Sometimes there are things going on outside of the classroom that led to the behavior. Sometimes their behavior may be a cry for help and listening to them may allow you to get them some help. Repeat their concerns to them so that they know you have been listening. It may not make a difference in how you handle the situation, but listening may build some trust or provide you with insights into other issues that are more important. Remove the Audience Never intentionally embarrass a student or call them out in front of their classmates. It will do more harm than it will good. Addressing a student individually in the hallway or after class will ultimately be more productive than addressing them in front of their peers. They will be more receptive to what you have to say. They are probably likely to be more open and honest with you. It is important to maintain the dignity of all of your students. No one wants to be called out in front of his or her peers. Doing so ultimately damages your credibility and undermines your authority as a teacher. Give Students Ownership Student ownership offers individual empowerment and potentially has the greatest impact on behavior change. It is easy for teachers to say it is my way or the highway, but allowing students to develop an autonomous plan for behavior correction may be more effective. Give them the opportunity for self-correction. Encourage them to establish individual goals, rewards for meeting those goals, and consequences when they do not. Have the student create and sign a contract detailing these things. Encourage the student to keep a copy in a place that they often see such as their locker, mirror, notebook, etc. Conduct a Parent Meeting Most parents expect their children to behave while they are at school. There are exceptions, but most will be cooperative and helpful in improving the situation. Teachers should have documentation detailing every issue and how it was addressed. You will likely see more positive results if you request that the student sit in on your meeting with their parents. This also prevents he/she said and the teacher said issues. Ask the parents for suggestions from their perspective on how to deal with these issues. They may be able to provide you with strategies that work for them at home. It is important to work together to create a potential solution. Create a Student Behavior Plan A student behavior plan is a written agreement between the student, their parents, and teachers. The plan outlines expected behaviors, provides incentives for behaving appropriately, and consequences for poor behavior. A behavior plan provides a direct plan of action for a teacher if the student continues to be disruptive. This contract should be specifically written to address the issues the teacher sees in class. The plan can also include outside resources for help such as counseling. The plan may be modified or revisited at any time. Get an Administrator Involved Good teachers are able to handle the majority of their own discipline issues. They rarely refer a student to an administrator. In some cases, it becomes a necessity. A student should be sent to the office when a teacher has exhausted every other avenue and/or a student has become such as distraction that it is detrimental to the learning environment. Sometimes, getting an administrator involved may be the only effective deterrent for poor student behavior.  They have a different set of options that may get a student’s attention and help correct the problem. Follow Up Following up can prevent recurrences in the future. If the student has corrected their behavior, then periodically tell them that you are proud of them. Encourage them to keep working hard. Even a little improvement should be recognized. If parents and administrators become involved then let them know how things are going from time to time as well. As a teacher, you are the one in the trenches seeing first hand what is going on. Providing positive updates and feedback can help ensure a good working relationship in the future.

Gasland by Josh Fox Movie Review Example | Topics and Well Written Essays - 1250 words

Gasland by Josh Fox - Movie Review Example The thesis of the documentary seeks to inform the audience about the environmental effects and human effects from natural gas drilling. Indeed, the documentary uses dark humor to discuss a detailed analysis of the broader effects of the controversial extraction method, hydraulic fracturing, or fracking that is rampant across the globe. The documentary seeks to negate the assertion that natural gas is a clean and safe alternative to oil. In addition, the documentary confirms that the fracked wells leak more often thus polluting the environment through water and air pollution, which endangers the environment and disturbs families (Fox Film). Rhetorical (persuasive) Strategies in the Documentary Notably, the documentary uses the three persuasive strategies, which include logos, pathos, and ethos. Moreover, the documentary uses rhetorical devices to apply the persuasive strategies to support the argument. In this context, I will focus on sound, speech, and visual images in discussing the rhetorical (persuasive) strategies in the documentary... The speaker further says that â€Å"a great deal of faith in people that we wouldn’t succumb to frenzy, or rage, or greed; that we’d figure out a solution without destroying the things that we love (Fox Film).† This comes in a convincing tone that asserts respect for the environment. More so, Josh Fox says that the proposal from the natural gas company to lease Fox’s family land for purposes of drilling natural gas generated a debate in the family. Indeed, Fox’s father initially had the thought of leasing the land for the $100,000 offer (Fox Film). On the other hand, Fox tells his father, ‘I think I have to look into this, so give me some time to go ahead and get the facts.† Indeed, even though, Fox said this in a commanding voice, Fox’s father allowed him to seek for facts and evidence regarding the effects of hydraulic fracturing on the community neighboring the drilling site. In fact, Josh Fox is the dominant narrator in the do cumentary where he gives a personal story. He engaged in interviews, discussions, and debates seeking to unearth the possible environmental effects of hydraulic fracturing. As a result, the film offers facts and evidence in spoken form through the interviews. We can actually experience Josh Fox talking with residents suffering from chronic health ailments that relate to air pollution and water contamination from the drilling of the natural gas using the hydraulic fracturing (Fox Film). This offers facts and evidence in spoken form through the discussions. More so, the residents report on their quest for justice where they visited the court to get an injunction seeking damages from the natural gas companies.  Ã‚  

Take a position Essay Example | Topics and Well Written Essays - 750 words

Take a position - Essay Example This paper concludes by giving an international example of a social responsibility that is conducted by renowned Olympics organization which brought about a great change to the society.â€Æ' Athletes are the most visible expression of performance and financial success in the United States. They have an influential power that can bring people from different diversities to come up with amazing strategies in the society. They can allow the people through their various activities related to the society. They should be outspoken because they have even surpassed the Hollywood actors in entertaining. They have to get past athlete’s corporate and personal advisers and think about what is best for the people of their nation. The loyalty to the athlete programs should not be larger than those of the human race. Athletes have to stand up for the human race whose voice has been silenced and whose living are being banished by the policies and orders of the country. It is because they are a public figure. The less unfortunate people in the society are as much important as the athletes themselves, their coaches and also their fans. Athletes have an obligation to struggle for social justice. They should refuse to comply with the rules, regulations and restrictions that discriminate, violates and persecutes human race. They should be ready to sacrifice their luxurious living for the sake of recognition of the people’s rights and better living condition. Despite the critics that they might face in making this decision, they should be sure to stand by what is right and what they believe. Athletes can change lives through social duties. The reason is that athletics has power to bring about strong emotions and encourage health, friendship and respect. They can be able to enable and inspire people with intellectual disability through sports. Sports help them to improve physical fitness, show courage, and be involved in the sharing of gifts; talents

Foreign exchange Essay Example for Free

Foreign exchange Essay As mentioned above, there was a significantly high supply of money in the United States, which characteristically led to depreciation of the United States dollar. In addition, the period was characterized by a high rate of inflation, implying that considerably larger sums of money would be used in buying commodities that would have been bought inexpensively in the earlier period (Atkinson and Hutto). On the international scale, the high cost of United States commodities meant that importers had to pay lots of money to acquire the goods, which ultimately lowered the level of international trade between the United States and other countries (Table 3). Consequently, the United States dollar fluctuated against other world currencies such as the Japanese yen, the Sterling Pound, Chinese yuan and the Australian dollar (Atkinson and Hutto). For instance, the Sterling Pound exchanged at between $1. 9548 and $2. 0442 in 2007 (Table 3), which was a very large variation. period Australia (dollar) Canada (dollar) China, P. R.(yuan) EMU Members (euro) Japan (yen) Mexico (peso) South Korea (won) Sweden (krona) Switzerland (franc) United Kingdom (pound) 2000. .5815 1. 4855 8. 2784 . 9232 107. 80 9. 459 1,130. 90 9. 1735 1. 6904 1. 5156 2001 . 5169 1. 5487 8. 2770 . 8952 121. 57 9. 337 1,292. 02 10. 3425 1. 6891 1. 4396 2002 . 5437 1. 5704 8. 2771 . 9454 125. 22 9. 663 1,250. 31 9. 7233 1. 5567 1. 5025 2003 . 6524 1. 4008 8. 2772 1. 1321 115. 94 10. 793 1,192. 08 8. 0787 1. 3450 1. 6347 2004 . 7365 1. 3017 8. 2768 1. 2438 108. 15 11. 290 1,145. 24 7. 3480 1. 2428 1. 8330 2005 . 7627 1. 2115 8. 1936 1. 2449 110. 11 10. 894 1,023. 75 7. 4710 1. 2459 1. 8204 2006 . 7535 1. 1340 7. 9723 1. 2563 116. 31 10. 906 954. 32 7. 3718 1. 2532 1. 8434 2007 . 8391 1. 0734 7. 6058 1. 3711 117. 76 10. 928 928. 97 6. 7550 1. 1999 2. 0020 2007: I. .7865 1. 1718 7. 7582 1. 3109 119. 33 11. 024 938. 98 7. 0089 1. 2330 1. 9548 II. .8316 1. 0983 7. 6784 1. 3484 120. 80 10. 878 928. 69 6. 8641 1. 2221 1. 9862 III. .8471 1. 0456 7. 5578 1. 3748 117. 74 10. 965 927. 27 6. 7402 1. 1986 2. 0213 IV. .8898 . 9811 7. 4336 1. 4482 113. 23 10. 849 921. 26 6. 4148 1. 1468 2. 0442 2008: I. .9058 1. 0039 7. 1590 1. 5007 105. 17 10. 803 956. 12 6. 2668 1. 0670 1. 9790 II. .9435 1. 0099 6. 9578 1. 5625 104. 62 10. 428 1,017. 02 5. 9862 1. 0316 1. 9712 III . 8879 1. 0411 6. 8375 1. 5030 107. 58 10. 328 1,064. 56 6. 3175 1. 0734 1. 8924 Table 3: Foreign exchange rates between 2000 and 2008 Source: Modified from GPO Access The strong dollar against the yen between 2001 and 2002, which was the beginning of the Bush administration, discouraged importation by Japan from the United States (Atkinson and Hutto). At the same time, citizens of the United States opted to import valuable items such as automobiles at the expense of the locally manufactured ones, thus putting the United States automobile industry in the quagmire in which it is today (OECD). The consequence of this is that major competitors such as the Japanese automakers have adversely affected local automakers such as Ford, and the whole industry has been earmarked for revival in the Economic Stimulus Package (OECD). Interest rates Government bond yields and interest rates generally declined between 2000 and 2008. For instance, the value of bills at auction declined steadily from $ 5. 85 to $1. 01 in 2003, but steadily rose from $1. 38 to $4. 73 in 2006 (GPO Access). The low price of bonds meant that banks were in a position to purchase more government bonds, thus diverting their attention from other financial service users such as borrowers (Crutsinger and Aversa). Ultimately, banks were forced to impose high interest rates on the loans they offered to the public, implying that most small business holders and individuals were crippled by a massive credit crunch (Crutsinger and Aversa). The ensuing credit crunch adversely affected the United States economy particularly towards the ends of the end of the Bush administration (Crutsinger and Aversa). Banks were most affected by the financial woes and this necessitated the Bush administration to consider taking ownership of various banks in a bid to protect them from collapsing (Crutsinger and Aversa). This move was however also ill planned, as it would result in unnecessary government expenditure, resulting into higher inflation in the United States (Hanke). In addition, there was no assurance that with the government’s acquisition of the banks, their performance would improve (Hanke). Conclusion. Even though the world witnessed a massive economic recession, the woes in the United States stemmed from the fact that the Bush administration spent excessively on the war in Iraq and Afghanistan, which generally weakened the performance of most local institutions. The underperformance in various sectors was shown in high rates of unemployment, high inflation, fluctuating levels of money supply and foreign exchange rates as well as high bank interest rates. The combined effect of the various phenomena led to a crisis in the entire United States economy, thus making the Bush administration one of the worst leaderships of the United States. References Atkinson Robert D and Julie Hutto 18October 2004. Bush vs. Clinton: An Economic Performance Index. 10 March 2009. http://www. ppionline. org/ppi_ci. cfm? knlgAreaID=107subsecID=295contentID=252964 Crutsinger, Martin and Aversa, Jeannine 8 October 2008. Bush administration mulls bank stakes. 10 March 2009. http://www. freep. com/article/20081008/BUSINESS07/81008120/1015/BUSINESS02/Bush+administration+mulls+bank+stakes Curl, Joseph. 23 Oct. 2008 McCain lambastes Bush years. 10 March 2009. http://www. washingtontimes. com/news/2008/oct/23/mccain-lambastes-bush-years/ GPO Access . Civilian unemployment rate. 10 March 2009. http://www. gpoaccess. gov/eop/2009/B42. xls GPO Access . Money stock and debt measures, 1965–2008. 10 March 2009 http://www. gpoaccess. gov/eop/2009/B69. xls GPO Access. Bond yields and interest rates, 1929–2008. 10 March 2009. http://www. gpoaccess. gov/eop/2009/B73. xls GPO Access. Changes in consumer price indexes for commodities and services, 1929–2007. 10 March 2009. http://www. gpoaccess. gov/eop/2009/B64. xls GPO Access. Foreign exchange rates, 1985–2008. 10 March 2009. http://www. gpoaccess. gov/eop/2009/B110. xls. Hanke, Steve H. September 24, 2008 The Bush Legacy: Deflation or Inflation? 10 March 2009. http://www. cato. org/pub_display. php? pub_id=9663 Irwin, Neil and Eggen, Dan. 12 Jan. 2009. The Washington Post. Economy Made Few Gains in Bush Years: Eight-Year Period Is Weakest in Decades. http://www. washingtonpost. com/wp-dyn/content/story/2009/01/12/ST2009011200359. html National Organization for Women. 27 August 2004. Bushs Economic Failure Weakens Middle Class, Deepens Poverty and Harms Women and Families. 10 March 2009. http://www. now. org/press/08-04/08-27. html OECD. Macroeconomic indicators. 10 March 2009. http://stats. oecd. org/mei/default. asp? lang=esubject=15country=USA Robinson, Woodward, Gellman. Timeline: Bushs Eight Years in Office. 10 March 2009. http://www. washingtonpost. com/wp-srv/politics/bush/legacy/timeline Shi, Leiyu and Stevens Gregory D. Vulnerable Populations in the United States. New York: John Wiley and Sons, 2004 The High Cost of Health Care. 25 November 2007. The New York Times. 10 March 2009. http://www. nytimes. com/2007/11/25/opinion/25sun1. html? _r=1 United states Department of Labor Bureau of Labor Statistics. 10 March 2009 http://www. bls. gov/.

Walk Across America Response Paper -- essays research papers

Walk Across America Response Paper   Ã‚  Ã‚  Ã‚  Ã‚  In Walk Across America, Peter Jenkins takes a cross country walk to rediscover himself and the nation. In his journeys, he crosses through various states and meets many different kinds of people. From New York to New Orleans, Peter treks around this great country of ours and falls back in love with the place that he has called home for his entire life. After losing faith in the hypocrisy of America and how we are perceived around the world, Pete wants to find out what everyone thinks is so great about the country. He and his dog Cooper are set to give the country one last chance before they pack up their worldly goods and change scenery for good. After being introduced to the humble livings of a moon shiner in the Tennessee mountains, living with an African American family and finally settling down in a dorm room in New Orleans, Peter finds what he is looking for, but continues his journey onward (though not in this book). The book to me is all about the relations hips that he forms and the friends that he makes along the way.   Ã‚  Ã‚  Ã‚  Ã‚  The relationship shared between this man and his dog is one of intense love and mutual admiration. Cooper and Peter are a match made in heaven. The Alaskan malamute is what he calls his â€Å"forever friend†. On many different occasions, Coop saves his life. From a run in with a pack of wild dogs to the inspiration that he provided to Peter on a daily basis, Coop... Walk Across America Response Paper -- essays research papers Walk Across America Response Paper   Ã‚  Ã‚  Ã‚  Ã‚  In Walk Across America, Peter Jenkins takes a cross country walk to rediscover himself and the nation. In his journeys, he crosses through various states and meets many different kinds of people. From New York to New Orleans, Peter treks around this great country of ours and falls back in love with the place that he has called home for his entire life. After losing faith in the hypocrisy of America and how we are perceived around the world, Pete wants to find out what everyone thinks is so great about the country. He and his dog Cooper are set to give the country one last chance before they pack up their worldly goods and change scenery for good. After being introduced to the humble livings of a moon shiner in the Tennessee mountains, living with an African American family and finally settling down in a dorm room in New Orleans, Peter finds what he is looking for, but continues his journey onward (though not in this book). The book to me is all about the relations hips that he forms and the friends that he makes along the way.   Ã‚  Ã‚  Ã‚  Ã‚  The relationship shared between this man and his dog is one of intense love and mutual admiration. Cooper and Peter are a match made in heaven. The Alaskan malamute is what he calls his â€Å"forever friend†. On many different occasions, Coop saves his life. From a run in with a pack of wild dogs to the inspiration that he provided to Peter on a daily basis, Coop...