Determine the distribution of shear force, bending moment and stress Essay

Determine the distribution of shear force, bending moment and stress due to bending in simply supported beams - Essay Example to Identify the measurements to be taken, they should be variables and they both should be able to be measured at the same time (the measurements should be as specific as possible to reduce variation and increase the chance of higher correlation). The third part is to make 50 to 100 pairs of the measurement, ensure that the measurements are as steady as possible so as they do not interfere with the final figures. The next step will be to plot the measured pairs on a scatter Diagram, plot them to give maximum visual spread points; this may involve using different scales and making the axes cross at non-zero value. The last step is that the diagram will be seen and it should be interpreted and action taken accordingly Sketch graphs of shear force and bending moment distribution and validation of calculations by alternative checking methods, plus analysis of safety factor for a chosen material, incorporating referenced additional data, are required for M/D criteria. The strength of a correlation is determined in various statistical angles. It is in this aspect that this Correlation, which is represented by the value that fall between, values of -1.00 to +1.00. If the value is 1 positive or negative it means it is a perfect correlation, this rarely occurs as it means that when the variables both change with the same magnitude, while a correlation of 0 means that there is no relationship between the two variables. A correlation of .8, .9 or even .7 is a strong correlation and it means that there is a great relationship between the scores of one variables and the other, while a correlation of .2 or .3 is a weak correlation meaning that there are some relationships between two variables a but it is a weak one. Q1: Select a standard rolled steel I-section for the simply supported beam shown in figure below. Select an appropriate factor of safety and material strength. Include references for all source information employed. The self-weight of the beam itself may be

To Kill a Mockingbird Essay Example for Free

To Kill a Mockingbird Essay Good morning/afternoon Executives of the Board of Studies. In the topic of powerful to powerless, To Kill A Mockingbird is a classic novel that is relevant and appropriate. It possesses many admirable qualities that prove its worth to be on the new curriculum. The novel explores many ideas regarding the use and abuse of power, different forms of power, the consequences of power, and how the composer has used language to portray power. To Kill A Mockingbird explores a number of different types of power throughout. There are four types of power: personal, instrumental, projected and official power. One clear example of power is that of Atticus Finchs regarding his children. As their father, Atticus has official power over Scout and Jem. He also has instrumental power as he provides a home, as well as other basic necessities for his children. Another example of power, although it is negative, is the projected power that Bob Ewell possesses over Tom Robinson. Tom Robinson highlights his fear of Bob as he testifies Mr. Finch, if you was a nigger like me, youd be scared too. Bob Ewells power demonstrates that power can be taken and abused by others. Despite whether if you have an abundance of power of you are miserably lacking so, there will always be certain consequences that follow. Bob Ewell, as an example, believed that he was better than the African Americans despite the fact that he was considered the lowest class in white society. Bob Ewell abused his power, although it was still lacking. Ewell, was too prideful, that after being humiliated in court and stripped of dignity by Atticus, he decided to attack Atticus children. Furthermore, Arthur Boo Radley can depict a lack of power. Boo Radley had lived most of his life trapped inside his home by his oppressive family members. He was feared because of the negative connotations that surrounded him. The stories that were told of him portrayed his character as a monster, or something to fear. Furthermore, another figure in the novel that lacked power was Tom Robinson. In society, African Americans were looked down upon by the white society. Tom Robinson was racially discriminated against by Bob Ewell, who framed him for a crime he did not commit. As white people were the superior race, they had power over the African Americans. As Tom Robinson lacked power, he also lacked the ability to act against the threats of Bob Ewell because of his fear. Even though Tom Robinson was a man of great stature, and seemed adequate to engage in a physical brawl despite his injury, he was still afraid. Harper Lee employs a range of language techniques in order to convey ideas about power. Lee has described Arthur Boo Radley as having cheeks that were thin to hollowness, gray eyes that were colourless and hair that was dead and thin. It has been acknowledged that Boo is considered one of the novels most powerless figures. His name is an aptronym, it portrays his character and highlights his mysterious nature. It is also an example of onomatopoeia, hinting at negative connotations. Additionally, there are other aspects that can also assist the portrayal of his character. The author describes the Radley house as droopy and sick, this parallels to the descriptions made of Boo. Harper Lees many descriptions of Boo Radley creates a vivid picture in the readers mind, the reader is immediately drawn to the connotations that surround Boo. It is because of ideas explored previously that prove To Kill A Mockingbird to be a worthy contender on the new school curriculum. It explored the concept behind power and powerless and therefore is relevant.

Heart Of Darkness :: essays research papers

1. Does Conrad really "otherize," or impose racist ideology upon, the Africans in Heart of Darkness, or does Achebe merely see Conrad from the point of view of an African? Is it merely a matter of view point, or does there exist greater underlying meaning in the definition of racism? 2. How does Achebe's personal history and the context in which he wrote "An Image of Africa: Racism in Conrad's Heart of Darkness" reflect the manner in which he views Conrad's idea of racism in the novel? 3. Taking into account Achebe's assumptions and analysis of racism in Heart of Darkness, how does this change Conrad's novel as a literary work, if it does at all? The literal heart of darkness in Conrad's novel Heart of Darkness does not merely incorporate the Belgian Congo, the African savages, the journey to the innermost soul, and England as the corruptor in its attempted colonization of the African people for selfish and commercial purposes. In "An Image of Africa: Racism in Conrad's Heart of Darkness ," Achebe accuses Conrad of racism as the essential "heart of darkness." Heart of Darkness projects the image of Africa as 'the other world,' the antithesis of Europe and therefore of civilization, a place where man's vaunted intelligence and refinement are finally mocked by triumphant bestiality...it is not the differentness that worries Conrad but the lurking hint of kinship, of common ancestry. For the Thames too 'has been one of the dark places of the earth.' It conquered its darkness, of course, and is now in daylight and at peace. But if it were to visit its primordial relative, the Congo, it would run the terrible risk of hearing grotesque echoes of its own forgotten darkness, and falling victim to an avenging recrudescence of the mindless frenzy of the first beginnings. (4) One might contend that this attitude toward the African in Heart of Darkness does not belong to Conrad, but rather to Marlow, and that far from endorsing it "Conrad might indeed be holding it up to irony and criticism." (9) According to Achebe "Conrad appears to go to considerable pains to set up layers of insulation between himself and the moral universe of his story." (9) For example, Conrad has a narrator behind a narrator -- he gives us Marlow's account through the filter of a second person. Achebe thus elucidates how "Conrad seems.

Accounts Receivable and Correct Marks

Which of the following events involves an accrual? Choose one answer. | a. Recording interest that has been earned but not received | | | b. Recording supplies that have been purchased with cash but not yet used. | | | c. Recording revenue that has been earned but not yet collected in cash. | | | d. A. and C. | | Correct Marks for this submission: 5/5. Question 2 Marks: 5 Which resource provider typically receives first priority when resources are divided as part of a business's liquidation? Choose one answer. | a. stockholders | | | b. owners | | | c. the company's managers | | | d. creditors | |Correct Marks for this submission: 5/5. Question 3 Marks: 5 Which of the following transactions involves a deferral? Choose one answer. | a. Recording salaries of employees earned but not yet paid. | | | b. Recording the interest earned (but not received) on a CD. | | | c. Recording interest accrued on a note payable. | | | d. Recording the prepayment of three months rent. | | Correct Marks for this submission: 5/5. Question 4 Marks: 5 Which of the following groups has the primary responsibility for establishing generally accepted accounting principles for business entities in the United States?Choose one answer. | a. Internal Revenue Service | | | b. U. S. Congress | | | c. Governmental Accounting Standards Board | | | d. Financial Accounting Standards Board | | Correct Marks for this submission: 5/5. Question 5 Marks: 5 The left side of a T-account is known as the: Choose one answer. | a. Debit Side | | | b. Credit side | | | c. Claims side | | | d. Equity side | | Correct Marks for this submission: 5/5. 1 Marks: 5 Product costs are matched against sales revenue Choose one answer. | a. in the period immediately following the sale. | | | b. when the merchandise is purchased. | | c. when the sale is made. | | | d. in the period immediately following the purchase. | | Correct Marks for this submission: 5/5. Question 2 Marks: 5 The left side of a T-account is known as th e: Choose one answer. | a. Claims side | | | b. Equity side | | | c. Credit side | | | d. Debit Side | | Correct Marks for this submission: 5/5. Question 3 Marks: 5 When prices are rising, which method of inventory, if any, will result in the lowest relative net cash outflow (including the effects of taxes, if any)? Choose one answer. | a. weighted average. | | | b. FIFO | | | c. LIFO | | | d.None of these; inventory methods cannot affect cash flows. | | Incorrect Marks for this submission: 0/5. Question 4 Marks: 5 Which of the following is considered a period cost? Choose one answer. | a. Transportation cost on goods received from suppliers. | | | b. Cost of merchandise purchased. | | | c. Packaging costs for merchandise to be sold. | | | d. Advertising expense for the current month. | | Correct Marks for this submission: 5/5. Question 5 Marks: 5 Which of the following is considered a product cost? Choose one answer. | a. Salaries paid to employees of a retailer. | | | b.Utility ex pense for the current month. | | | c. Transportation cost on goods received from suppliers. | | | d. Transportation cost on goods shipped to customers. | | Correct Marks for this submission: 5/5. 1 Marks: 5 Receivables are normally reported on the balance sheet at net realizable value. In contrast, payables are carried at face value. Which accounting principle requires this treatment of payables? Choose one answer. | a. Matching concept. | | | b. Monetary unit assumption. | | | c. Going concern assumption. | | | d. Materiality concept. | | Correct Marks for this submission: 5/5.Question 2 Marks: 5 The amount of accounts receivable that is actually expected to be collected is known as: Choose one answer. | a. Bad debts expense. | | | b. Net realizable value. | | | c. Allowance for doubtful accounts. | | | d. The present value of accounts receivable. | | Correct Marks for this submission: 5/5. Question 3 Marks: 5 The practice of reporting the net realizable value of receivables in the financial statements is commonly called: Choose one answer. | a. the cash flow method of accounting for bad debts. | | | b. the direct write-off method of accounting for bad debts. | | | c. he allowance method of accounting for bad debts. | | | d. Both a and b are correct. | | Correct Marks for this submission: 5/5. Question 4 Marks: 5 What does the accounts receivable turnover ratio measure? Choose one answer. | a. How quickly the accounts receivable balance increases. | | | b. How quickly inventory turns into accounts receivable. | | | c. How quickly accounts receivable turn into cash. | | | d. Average balance of accounts receivables. | | Correct Marks for this submission: 5/5. Question 5 Marks: 5 Which of the following businesses would most likely have the longest operating cycle? Choose one answer. a. A national pharmacy chain. | | | b. A discount store. | | | c. A producer of wine. | | | d. A chain of pizza restaurants. | | Incorrect Marks for this submission: 0/5. 1 Marks: 5 What is the name used for the type of secured bond that requires a pledge of a designated piece of property in case of default? Choose one answer. | a. Debenture Bond | | | b. Indenture Bond | | | c. Mortgage Bond | | | d. Registered Bond | | Correct Marks for this submission: 5/5. Question 2 Marks: 5 Which of the following would be classified as a long-term operational asset? Choose one answer. | a. Accounts Receivable | | | b.Treasury Stock | | | c. Inventory | | | d. Goodwill | | Correct Marks for this submission: 5/5. Question 3 Marks: 5 Jocelyn Corporation recorded the following in its general journal on 1/1/06: Cash  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  98,000 Discount on Bonds Payable  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     2,000 Bonds Payable  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   100,000 Which of the following answers correctly describes the transaction on 1/1/06? Choose one answer. | a. Jocelyn issued bonds at 98. | | | b. Jocelyn issued bonds at 102. | | | c. Jocelyn issued bonds at a $2,000 premium. | | | d. Jocelyn signed a note payable for $98,000. | Correct Marks for this submission: 5/5. Question 4 Marks: 5 Which of the following terms is used to identify the process of expense recognition for property, plant and equipment? Choose one answer. | a. Amortization | | | b. Depletion | | | c. Depreciation | | | d. Revision | | Correct Marks for this submission: 5/5. Question 5 Marks: 5 Which method of depreciation is used by most U. S. companies for financial reporting purposes? Choose one answer. | a. Straight Line | | | b. MACRS | | | c. Double Declining Balance | | | d. Units of Production | | Correct Marks for this submission: 5/5.

Howard Schultz and the Starbucks Company

Maln Problem Statement After analyzing all aspects and factors, the main problem statement found for this case study is as follows: â€Å"The rapid and over expansion plan of Starbucks store- owned outlets to capture the maximum market share has lead to many problems† As stated above, Starbucks is facing the problem of fast and over expanding of its outlets as the company tries to gain as much market share and opportunities as possible.This, however has led to many problems such as cannibalization of usiness through clustering and low net Income margin despite achieving record sales and revenues. The problem is further complicated by other problems such as Insistence of the company to store-own outlets outside the North American region and increased number of employees at Starbucks. 3. 0 Focus Expansion Only on under-served Countries and Locations One of the alternative strategies that could help to solve the main problem Is to change the Starbucks policy on outlet openings.In this strategy, Starbucks should identify countries or locations where the company has the least presence and oothold; choosing to open outlets only at these locations while stop outlet openings in areas where the company already has established itselt. For example, Starbucks should look into the China and South Korea market as there are currently only 9 outlets and 1 outlet of Starbucks In those locations, respectively. 3. 2 Allow Another strategy is to allow the franchising of the Starbucks brand to locations outside the North American market.

Biography of Ronald E. McNair (Ph.D.) - NASA Astronaut

Biography of Ronald E. McNair (Ph.D.) - NASA Astronaut Each year, NASA and members of the space community remember the astronauts lost when the space shuttle  Challenger  exploded after launch  from the Kennedy Space Center, Florida on January 28, 1986.   Dr. Ronald E. McNair was a member of that crew. He was a decorated NASA astronaut, scientist, and talented musician. He perished along with the spacecraft commander, F.R. Dick Scobee, the pilot, Commander M.J. Smith (USN), mission specialists, Lieutenant Colonel E.S. Onizuka (USAF), and  Dr. Judith.A. Resnik, and two civilian payload specialists, Mr. G.B. Jarvis and Mrs. S. Christa McAuliffe, the teacher-in-space astronaut. The Life and Times of Dr. McNair Ronald E. McNair was born October 21, 1950, in Lake City, South Carolina. He loved sports, and as an adult, he became a 5th-degree black belt karate instructor. His musical tastes tended toward jazz, and he was an accomplished saxophonist. He also enjoyed running, boxing, football, playing cards, and cooking. As a child, McNair was known to be a voracious reader. This led to an often-told story that he went to the local library (which served only white citizens at the time) to check out books. The tale, as recalled by his brother Carl, ended with a young Ronald McNair being told he couldnt check any books out and the librarian called his mother to come get him. Ron told them hed wait. The police arrived, and the officer simply asked the librarian, Why dont you just give him the books?   She did.   Years later, the same library was named in Ronald McNairs memory in Lake City.   McNair graduated from Carver High School in 1967; received his BS in Physics from North Carolina AT State University in 1971 and earned a Ph.D. in physics from Massachusetts Institute of Technology in 1976. He received an honorary doctorate of Laws from North Caroline AT State University in 1978, an honorary doctorate of Science from Morris College in 1980, and an honorary doctorate of science from the University of South Carolina in 1984. McNair: the Astronaut-Scientist While at MIT, Dr. McNair made some major contributions in physics. For example, he performed some of earliest development of chemical hydrogen-fluoride and high-pressure carbon monoxide lasers. His later experiments and theoretical analysis on the interaction of intense CO2 (carbon dioxide) laser radiation with molecular gases provided new understandings and applications for highly excited polyatomic molecules. In 1975, McNair spent time researching laser physics at   E’cole D’ete Theorique de Physique, Les Houches, France. He published several papers in areas of lasers and molecular spectroscopy and gave many presentations in U.S. and abroad. Following his graduation from MIT, Dr. McNair became a staff physicist with Hughes Research Laboratories in Malibu, California. His assignments included the development of lasers for isotope separation and photochemistry utilizing non-linear interactions in low-temperature liquids and optical pumping techniques. He also conducted research on electro-optic laser modulation for satellite-to-satellite space communications, the construction of ultra-fast infrared detectors, ultraviolet atmospheric remote sensing. Ronald McNair: Astronaut McNair was selected as an astronaut candidate by NASA in January 1978. He completed the one-year training and evaluation period and qualified for assignment as a mission specialist astronaut on space shuttle flight crews. His first experience as a mission specialist was on STS 41-B, aboard Challenger. It was launched from Kennedy Space Center on February 3, 1984. He was part of a crew that included spacecraft commander, Mr. Vance Brand, the pilot, Cdr. Robert L. Gibson, and fellow mission specialists, Capt. Bruce McCandless II, and Lt. Col. Robert L. Stewart. The flight accomplished proper shuttle deployment of two Hughes 376 communications satellites, and the flight testing of rendezvous sensors and computer programs. It also marked the first flight of the Manned Maneuvering Unit (MMU) and the first use of the Canadian arm (operated by McNair) to position EVA crewman around Challenger’s payload bay. Other projects for the flight were the deployment of the German SPAS-01 Satellite, a set of acoustic levitation and chemical separation experiments, Cinema 360 motion picture filming, five Getaway Specials (small experimental packages), and numerous mid-deck experiments. Dr. McNair had primary resp onsibility for all of the payload projects. His flight on that  Challenger mission  culminated in first landing on the runway at Kennedy Space Center on February 11, 1984. His last flight was also aboard Challenger, and he never made it to space.  In  addition to his duties as a mission specialist for the ill-fated mission, McNair had worked up a musical piece with French composer Jean-Michel Jarre. McNair intended to perform a saxophone solo with Jarre while on orbit. The recording would have appeared on the album Rendez-Vous with McNairs performance. Instead, it was recorded in his memory by saxophonist Pierre Gossez,  and is dedicated to McNairs memory. Honors and Recognition Dr. McNair was honored throughout his career, beginning in college. He graduated magna cum laude from North Carolina AT (‘71) and was named Presidential Scholar (‘67-’71). He was a Ford Foundation Fellow (‘71-’74) and a National Fellowship Fund Fellow (‘74-’75), NATO Fellow (‘75). He won the Omega Psi Phi Scholar of Year Award (‘75), Los Angeles Public School System’s Service Commendation (‘79), Distinguished Alumni Award (‘79), National Society of Black Professional Engineers Distinguished National Scientist Award (‘79), Friend of Freedom Award (‘81), Who’s Who Among Black Americans (‘80), an AAU Karate Gold Medal (‘76), and also worked up Regional Blackbelt Karate Championships. Ronald McNair has a number of schools and other buildings named for him, plus memorials, and other facilities. The music he was supposed to play onboard Challenger does appear on Jarres eight album, and is called Rons Piece.   Edited by Carolyn Collins Petersen.

Stephen F. Austin, Founding Father of Texan Independence

Stephen F. Austin, Founding Father of Texan Independence Stephen F. Austin (November 3, 1793–December 27, 1836) was a lawyer, settler, and administrator who played a key role in the secession of Texas from Mexico. He brought hundreds of U.S. families into Texas on behalf of the Mexican government, which wished to populate the isolated northern state. Fast Facts: Stephen F. Austin Known For: Key role in the U.S. colonization of Texas and its succession from MexicoBorn: November 3, 1793 in VirginiaParents: Moses Austin and Mary Brown AustinDied: December 27, 1836 in Austin TexasEducation: Bacon Academy, Transylvania UniversitySpouse: NoneChildren: None At first, Austin was a diligent agent for Mexico, but later he became a fierce fighter for Texas independence and is today remembered in Texas as one of the most important founding fathers of the state. Early  Life Stephen Fuller Austin was born in Virginia on November 3, 1793, the third child and first of two sons of Moses Austin and Mary Brown. Moses was a businessman and lead mine owner, and he began his working life in Philadelphia, where he met in 1784 and married Mary Brown, known as Maria. Moses ran a mercantile business in Richmond, Virginia with his brother Stephen. Moses and Marys first daughter Anna Maria was born and died in Richmond in 1787. In 1788, Moses and Stephen and their families moved to Wythe County, Virginia to own and operate a lead mine. In a settlement which would become known as Austinville, Moses and Mary had Eliza (1790–1790), Stephen (1793–1836), and Emily (1795–1851). In 1796, Moses Austin traveled to the Spanish colony of St. Louis on the Mississippi River now in eastern Missouri, where he finagled permission from the commandant to search for a new lead mine near Ste. Genevieve. He moved his family to Ste. Genevieve in 1798, where the last Austin sibling, James Elijah Brown, was born (1803–1829). Education In 1804, Stephen, age 11, was sent off by himself to Connecticut, where relatives found him a good school to attend: the Bacon Academy in Colchester, where he studied English grammar and writing, logic, rhetoric, geometry, geography, and a little Latin and Greek. He graduated in 1807 and was then sent to Transylvania University in Lexington, Kentucky, where he studied math, geography, and astronomy. He then in 1810 with a certificate. Stephen arrived back in Ste. Genevieve in 1810, where his father put him in a prominent role in the mercantile business. For the next several years, Stephen Austins informal education included time spent in New Orleans with a shipment of lead during the War of 1812, as a militiaman harassing Native Americans in what is today central Illinois, and taking over the lead mine when his father grew too ill to continue. In New Orleans, he contracted malaria, which he never fully recovered from. And, in 1815, Stephen Austin ran for a seat in what was now the Missouri territorial legislature, taking his position in the lower House in December. Moses Austin eventually lost his fortune in lead mining and traveled westward to Texas, where the elder Austin fell in love with the ruggedly beautiful lands of Texas and secured permission from Spanish authorities- Mexico was not yet independent- to bring a group of settlers there. Moses fell ill and died in 1821: His final wish was that Stephen complete his settlement project. Settlement of Texas Stephen Austin’s planned settlement of Texas hit many snags between 1821 and 1830, not the least of which was the fact that Mexico achieved independence in 1821, meaning he had to re-negotiate his father’s grant. Emperor Iturbide of Mexico came and went, leading to further confusion. Attacks by Native American tribes such as the Comanche were a constant problem, and Austin very nearly went broke meeting his obligations. Still, he persevered, and by 1830 he was in charge of a thriving colony of settlers, nearly all of whom had accepted Mexican citizenship and converted to Roman Catholicism. Although Austin remained staunchly pro-Mexican, Texas itself was becoming more and more American in nature. By 1830 or so, mostly Anglo-American settlers outnumbered Mexicans in the Texas territory by almost 10 to 1. The rich land drew not only legitimate settlers, such as those in Austin’s colony, but also squatters and other unauthorized settlers who simply moved in, selected some land, and set up a homestead. Austin’s colony was the most important settlement, however, and the families there had begun raising cotton, mules, and other goods for export, much of which went through New Orleans. These differences and others convinced many that Texas should leave Mexico and become part of the U.S. or independent. The Trip to Mexico City In 1833 Austin went to Mexico City to clear up some business with the Mexican Federal government. He was bringing new demands from the Texas settlers, including separation from Coahuila (Texas and Coahuila were one state at the time) and reduced taxes. Meanwhile, he sent letters home hoping to placate those Texans who favored outright separation from Mexico. Some of Austin’s letters home, including some telling Texans to go ahead and begin to declare statehood before the approval of the federal government, made their way to officials in Mexico City. While returning to Texas, Austin was arrested, brought back to Mexico City, and thrown into jail. Austin was in jail in Mexico City for a year and a half: he was never tried or even formally charged with anything. It is perhaps ironic that the Mexicans jailed one Texan who was at least initially inclined to keep Texas part of Mexico. As it was, Austin’s jailing probably sealed Texas’ fate. Released in August of 1835, Austin returned to Texas a changed man. His loyalty to Mexico had been ground out of him in prison, and he realized now that Mexico would never grant the rights his people desired. Also, by the time he returned in late 1835, it was clear that Texas was on a path destined for conflict with Mexico and that it was too late for a peaceful solution. When push came to shove, Austin would choose Texas over Mexico. The Texas Revolution Not long after Austins return, Texas rebels fired on Mexican soldiers in the town of Gonzales: the Battle of Gonzales, as it came to be known, marked the beginning of the military phase of the Texas Revolution. Not long after, Austin was named commander of all Texan military forces. Along with Jim Bowie and James Fannin, he marched on San Antonio, where Bowie and Fannin won the Battle of Concepcià ³n. Austin returned to the town of San Felipe, where delegates from all over Texas were meeting to determine its fate. At the convention, Austin was replaced as military commander by Sam Houston. Even Austin, whose health was still frail after 1812 bout with malaria, was in favor of the change: His brief stint as General had proven decisively that he was no military man. Instead, he was given a job much better suited to his abilities. He would be the Texas envoy to the United States, where he would seek official recognition if Texas declared independence, purchase and send weapons, encourage volunteers to take up arms and head to Texas, and see to other important tasks. Return to Texas Austin made his way to Washington, stopping along the way at key cities such as New Orleans and Memphis, where he gave speeches, encouraged volunteers to go to Texas, secured loans (usually to be repaid in Texas land after independence), and met with officials. He was a big hit and always drew a large crowd. Texas effectively gained independence on April 21, 1836, at the Battle of San Jacinto,  and Austin returned not long after. Death He lost the election to be the first president of the Republic of Texas to Sam Houston, who appointed him Secretary of State. Austin fell ill of pneumonia and died on December 27, 1836. Legacy Austin was a hardworking, honorable man caught up in times of sweeping change and chaos. He was a skillful colony administrator, a canny diplomat, and a diligent lawyer. The only thing he tried that he did not excel at was war. After leading the Texas army to San Antonio, he quickly and happily turned command over to Sam Houston, who was much more suited to the job. Austin was only 43 when he died: the young Republic of Texas could have used his guidance in the years of war and uncertainty that followed its independence. It is a little misleading that Austins name is usually associated with the Texas Revolution. Up until 1835, Austin was the leading proponent of working things out with Mexico, and at that time his was the most influential voice in Texas. Austin remained loyal to Mexico long after most men in Texas were rebelling. Only after a year and a half in jail and a first-hand look at the anarchy in Mexico City did he decide that Texas must set out on its own. Once he made the decision, he threw himself wholeheartedly into revolution. The people of Texas consider Austin one of their greatest heroes. The city of Austin is named after him, as are countless streets, parks, and schools, including Austin College and Stephen F. Austin State University. Sources: Brands, H.W. Lone Star Nation: The Epic Story of the Battle for Texas Independence.New York: Anchor Books, 2004.Cantrell, Gregg. Stephen F. Austin: Empresario of Texas. New Haven, Connecticut: Yale University Press, 1999.Henderson, Timothy J. A Glorious Defeat: Mexico and its War with the United StatesNew York: Hill and Wang, 2007.