Constitution vs. Articles of Confederation

M. S. 226 Syed Faridi 701 3/16/13 Constitution Vs. The Articles of Confederation were the first governing policy for the United States of America and were in place from 1781-1789. However it is governing power was extremely limited. There were many differences between the Articles of Confederation and the Constitution. At the end of the American Revolution the free states needed some sort of control that would generate to a unified country. Issues arose such as: How should power be divided between local and national governments? How should laws be made, and by whom?Who should be authorized to govern those laws? How could the government be designed to protect the unalienable individual rights? Their first attempt at solving this issue was the Articles of Confederation, which was a failure for the most part, but not completely. After the failure of the articles, the state delegates tried to revise the articles, but instead, constructed the Constitution. There were so many changes made and very little remained the same. The states attempted to limit the power of the national government because they feared that it would become a monarchy.In an effort to limit the power of the national government, Congress created one without enough power to govern effectively, which led to serious national and international problems. One of the main weaknesses under the Articles of Confederation was its incapability to regulate trade and levy taxes. The states controlled all of their â€Å"cash flows. † Sometimes, the states were in debt because of tariff wars that they would engage in with one another. Because of these debts, the states refused to give the national government the money it needed.Hence, the government could not pay off the debts it had gained during the revolution, including paying soldiers who had fought in the war and citizens who had provided supplies to the cause. Congress could not pass needed measures because they lacked the nine-state majority require d to become laws and couldn’t amend articles because unanimous consent of the all states was required. The states largely ignored Congress, which was powerless to enforce cooperation, and it was therefore unable to carry out its duties.The national government could not force the states to adhere to the terms of the Treaty of Paris of 1783 ending the American Revolution. Foreign countries saw lack of unity in states. Because of the lack of income the national government collected, the new nation was unable to defend its borders from British and Spanish abuse because it could not pay for an army when the states would not contribute the necessary funds. The country would not get rich as a whole because states controlled all interstate commerce.States coined their own money and regulated its supply, so values of currency varied from state to state. In conclusion, In 1781 American colonists took hold to the Articles of Confederation, their first outline of democracy. The Articles set up a good base for government, but it was soon realized that it needed a lot of work. In Philadelphia a group of the most well educated and experienced men of America met to revise the Articles of Confederation. The result of this meeting was not a revised Articles of Confederation, but a new document that outlined the government we have today. This was the Constitution.

Comp 2 Argumentive Essay

Argument Essay To be able to complete a family most couples have children after marriage. I believe that a child should complete a parent’s life. On the other hand I don’t believe that it is biblically right for homosexual couples to be able to adopt a child and raise that child. In the bible God created man and woman for a purpose. This purpose was to be able to reproduce the population and for one man to be in love and with one woman. I do not believe that in a homosexuality house hold that a child would be raised properly and normally like most children are able to be raised.I feel putting children in that environment is suggesting that homosexuality is okay and it truly isn’t when in terms of the bible. This sin was so important to God that he directly approached the subject in the bible saying it is a sin and that a man should be with a woman and a woman should be with a man. Being a huge supporter of the Christian faith because I am apart of that faith, I b elieve that being a homosexual is dishonorable and truly upsets God.On the other hand I am aware that not every heterosexual home in the world is a stable and a suitable home to raise a child in. In many homes in this world there are children that are beaten, raped, hungry, and also very poorly supported. In those terms and in those cases I do believe that it may be acceptable for a child that are in those conditions to be placed in a home where they will be loved and supported and be loved. I do also agree that a homosexual couple is very capable of loving and providing and taking care of a child.If the child is being beaten and unloved and raped and other extreme conditions I would be supportive and feel that it was okay for a child to be adopted into a homosexual home. I also feel that it is hard for the children that are being adopted to be able to accept what is going on and being able to know what is natural and taboo. Same-sex couples raising children must stand ready to prov e to the world they are a family, just one that happens to have two mothers or two fathers. For example I would like to share this one homosexual couple’s tory. This constant burden of proof is especially difficult for families like the Muzingos, who live in a state that doesn’t allow them to establish legal ties to each other. Michelle Muzingo was in the delivery room when her wife, Katrina, gave birth to each of their three children, who are now 7, 4 and 1. She cut their umbilical cords and was the first to hold the children, who call her â€Å"mommy. † Yet because they live in Ohio, a state that does not allow gay couples to adopt, she is unable to make that title official. We are always scanning the circle around us to see what we need to put in place to protect ourselves,† said Katrina, 37. A report released earlier this week illustrates just how vulnerable these couples and their children are, both legally and financially. After all, 30 states do not have laws that allow same-sex parents to either adopt, while six states restrict them or impose outright bans. Even families who live in states that recognize their relationships can run into trouble if they travel or move.And if something were to happen to a parent who was unable to adopt or otherwise establish legal ties, the child might be denied certain federal benefits something that children of most heterosexual parents receive automatically. When having a child normally, with one man getting one woman that is married pregnant, it can be an extremely rocky road. Also I believe that not every home is perfect and there are many problems within each family. But I just think that too many complications can come from homosexual couples adopting a child.

Educational Tour Essay

Educational Tour gives us ideas likewise opportunities to visit prestigious agencies that may help us visualize what we are learning at school. This activity helps us develop our personality since social graces and etiquette are learned too by experience. Moreover, important to every student since it is a part of our learning process to acquire more knowledge through actual exposure to the different agencies. Narrative Report: On July 4,2013 ,the faculty of World Citi Colleges held an educational tour for the Bachelor of Science and Tourism Management students. The locations are the Cultural Center of the Philippines, Resort World Manila and Island Cove. July 4, 2013, the day when I have to wake up early because it should be a big No for rush and the call time is 6:00 to 6:30. I have to commute to go to our school. It is around 5:00 in the morning when I left my house and started to wait a jeep in waiting area going to Cubao. Sadly, I wait for 15 minutes just to ride in a jeep. When I rode a jeep, I paid going to Anonas and dropped to our school. When I got there, I saw my classmates and we went to Bus no. 3. While waiting for others, I and my classmates sit in the vacant sit . We started to travel around 7:00 but of course we pray first for a safe trip. After the pray, here it goes! We already started talking, laughing, picture taking and of course we cooperate in our tour guide to answer some questions and he gives some rules. We arrived at Cultural Center of the Philippines (CCP). Our tour guide in CCP gives us knowledge about the history of the Cultural Center of the Philippines and about some Arts that in the place who made it and why he/she made it. I recognized some of my classmates didn’t listening to our tour guide while some of us listening. He showed us the theater. He said, â€Å"I didn’t showed this to some groups but because you’re listening I will show you the theater. † We were in at a dark place and I saw the theater. It’s so big! It’s my first time to see a big theater. After that, we continued the tour again and of course we take pictures. After the CCP, we went again to our bus. We arrived at the Resort World but before we go out on a bus, a tour guide in Resort World showed and gave us some of the rules. We gave our member information to get a member card. He said that only 29 students will get the member card on a day of our tour. Luckily, I got it. After that, we toured in the resort world. Actually, that’s my first time to go to a luxury mall. We entered to a theater and then they showed us the rooms in hotel. We played games in Game zoo. They gave us a Game zoo Card for free play. After we played, we bought our lunch in Mc Donald. Then, we went back to our bus and ate the lunch while moving the bus going to Island Cove. We arrived at Island Cove which was our last destination. We walked in a bridge. There, we have a seminar with other branch of World Citi Colleges – Caloocan, Antipolo and Cubao. The seminar started. I learned many things about Tourism and of course being a tourist guide. After the seminar, we toured around the island cove. We saw a swimming pool and some slides. Too bad, we didn’t know that we can bring some clothes so we can swim. Because of that, we just took some pictures and toured the place. When we got tired, we went back to our bus. I and my classmates were talking, laughing, and taking pictures. Then all my classmates were got in the bus so we were going back to school. We left the Island Cove around 5:00 pm and arrived at the school at 8:00 pm because of the traffic. I got home safely around 9:00. The tour for me is great! I learn many things that I will I hope we have a tour again in a great place and an educational.

Collaborating Community Nursing and Faith Based Nursing Essay

Collaborating Community Nursing and Faith Based Nursing - Essay Example In the same way community based entities offer sensitive patient care and high quality health care to cater for the diverse health care needs in the population. The idea of faith nursing is widely referred to as parish nursing was started in 1985 and has developed immensely to date into one of the most popular forms of the nursing practice in the community setting (DeHaven, 2004). The revolutionary concept works towards incorporating healing and faith and concentrates on promotion of health within the confines of the values, beliefs and practices of the church. More importantly the concept links parishioners to the church through the provision of respect and compassion to the basics of health care. Cooperation between faith-based communities and parish nurses is beneficial to all members of society especially those that are marginalized as well as those that have not been covered by a health insurance cover (Burns and Grove, 2010). To start with this cooperation facilitates access to health care mainly to the individuals that have been isolated in society. This includes the elderly, the homeless and individuals from minority groups in the population (DeHaven, 2004). For instance, a parish nurse visited an elderly woman who was locked up and was ailing from pneumonia and found that no one had visited her or even tried to call her in a period of two months. This is a highly common occurrence especially when dealing with homebound individuals that cannot access health care. This cooperation facilitates the development of a medical schedule through the warm presence of the parish nurses. They go ahead to explain the purpose of the schedule and the anticipated results (Burns and Grove, 2010). At the end of every session recite a prayer. This is important in the overall healing process as well as patient participation (DeHaven, 2004). The current health care

Business Ethics Assignment Example | Topics and Well Written Essays - 3750 words

Business Ethics - Assignment Example My spiritual well being can be defined from the knowledge that I hold and my conscience that helps me to distinguish between the right and the wrong. This has helped me to become a person of principles and sane mind and soul who can benefit other fellow human beings without any benefit or personal-interest. 2. Mental Well Being: How Would You Like To Be Described in this Role? My mental well being represents the strong connection between my heart, my soul and my mind. Without maintaining a sound balance between my mental well being and my spiritual well being, I am unable to benefit and impart my knowledge to other fellow human beings. I cannot think of benefitting the people around me without a healthy mindset and positive thinking approach. 3. Physical Well Being: How Would You Like To Be Described in this Role? My physical well being helps me to fulfill my various roles and responsibilities. The well being of my physical health enables me to take care of the people around me and to fulfill my responsibilities in a more defined and active manner. 4. Relationships/Family: How Would You Like To Be Described in this Role? I am the kind of a person who cherishes relationships in life. To me, my family members and my loved ones are the most important people in my life, regardless of anything. I do not evaluate or judge them on the basis of their character or qualities they possess; in simple words, my world revolves around my family. I am very protective and concerned about their well being.

Exemplification Essay, Kozol, Zinsser, and MacFarquhar Essay

Exemplification , Kozol, Zinsser, and MacFarquhar - Essay Example In my teens, I helped unearth mysteries and solve crimes with the Hardy Boys and Nancy Drew. Later on, I sat in the courtroom and watched Atticus Finch deliver a riveting closing argument in defense of Tom Robinson in Harper Lee’s To Kill a Mockingbird. Recently, through Freakonomics by Steven Levitt, I learned that what passes for conventional wisdom in the society is not necessarily truth. This reading albeit for fun was quite instrumental in laying a foundation for more serious academic work as well as arming me with knowledge that helped me make sense of the various issues I encountered in life. Having profited from the knowledge I gained, I second Mark Twain in his classic assertion that he who cannot read good books has no advantage over him who cannot read at all. College students today are more concerned with grades than they are with acquiring knowledge. Students have realized the importance of having good papers in order to succeed in the outside world. They therefore endeavor to ensure that the grades they get are spick and span, which is often in great detriment to the knowledge gained in the courses that they pursue. As a result, untold hundreds of students roll out of campus half-baked but with excellent grades at which most employers cannot help but marvel. Zinssner quotes a fellow professor who bemoaned that in previous years, the key question he would get from students was on how they could make a difference in the world. However, over the years, this question changed to the kind of subject combinations that would be favorable to enable one to pursue a particular kind of course. Such students almost certainly end up not benefiting the society one single bit since all they did was to cram for the sake of passing an exam. He further highlights such problems by pointing out to students pursuing reputable courses such as

The Holy Grail Essay Example | Topics and Well Written Essays - 1000 words

The Holy Grail - Essay Example Nevertheless, they would say the Holy Grail was not only a mystery, secrecy, or adventure but it also required much valuable knowledge from people if they shared the same historical background. A brief discussion on the historical background of the Holy Grail however, may be of some help in understanding the thesis. In the modern day, a majority will agree that the Holy Grail is a cup or a goblet that is related to Christ. However, we should not assume that the Holy Grail is merely an object. People also have other ideas about the Holy Grail that it could be a Blood Line, figure of Christ, or even Christ himself. The Holy Grail is a symbol of blood from Christ and that it was also the cup used while they were drinking wine. In addition, it was also used to gather the blood of Christ while he was hung on the cross. Some people believe that this cup has lots of miraculous powers.. For instance, it has the privilege to communicate with God, which, some believed, might bring them treatme nt, recycling, even immortality. There is also testimony to the assumption that the Holy Grail is the Blood Line of Christ. The word Holy Grail has changed a couple of times and Sangreal is just one of the words which referred to Christs cup before the advent of the word Holy Grail. The word Sangreal connotes a word San Greal that also suggests the meaning of Blood Line of Christ. The evidence of this theory is comes from the belief of some people that a baby was actually born to Christ and Mary Magdalene. Some theorists proclaim that this royal bloodline still remains today. The theory that we can finally come to about the Holy Grail is that the Holy Grail is just a cup, which simply symbolizes Christ. This is what the Catholics believe. In Catholicism, it is believed that Christ is sanctity, therefore, he did not marry Mary Magdalene nor did he have any children or any sort of bloodline.

Defibrillators Essay Example | Topics and Well Written Essays - 2500 words

Defibrillators - Essay Example Per the European Union legal framework, a medical device is an apparatus that is used in diagnosis, prevention, or treatment of diseased conditions where its mode of action is not through chemical action in a patient’s body. Medical devices consist of enormous variations with regard to their sophistication and scope of use, which ranges from tongue depressors to medical robots and cardiac pacemakers. Biomedical engineering involves fundamental aspects of the device production including designing, system analysis, and practical application. This is in line with ensuring that quality and reliable devices. This paper seeks to highlight defibrillators as medical devices with regard to their history, scope of application and safety aspects of the device in terms of human factors engineering. It is estimated that about 30,000 people in the United Kingdom experience cardiac arrest away from the hospital annually and they are assisted by medical emergency response units (Resuscitation Council, 2010). Such assistance is facilitated by the availability of portable medical devices, which prove essential in the delivery of the critically required services. Among the crucial devices required in relieving the effects of cardiac arrest is the defibrillator. Defibrillators are apparatus, external or implanted, that deliver an electric shock to the heart via the chest cavity in order to restore normal heart rhythms. Defibrillators function by delivering a joust of electric current to the heart in order to polarise the muscles and nerve cells, allowing them resume a normal rhythm (Street, 2012). Implanted Cardioverter Defibrillator (ICD) constantly monitors the heartbeat rate as well as its rhythm to detect abnormal and life threatening rhythms, which on detection an electric shock is sent to the heart to restore a normal rhythm (Defibrillation, n.d). The device also works as a pacemaker to curb the effects of the electric shock, which slows down the rate of the heartbeat . The above is illustrative of a monitoring and feedback mechanism, where the defibrillators function based on signals taken from the patient after its analysis. Among the external defibrillator units are automated external defibrillators (AED), which automate the patient’s heartbeat rhythms for monitoring as electric shock is administered to normalise the rhythm. AEDs consist of in-built computer systems that examine the patient’s heartbeat in order to assess the need to administer defibrillation (Sciammarella, n.d.). One of the common causes of cardiac arrest is ventricular fibrillation, which is characterised by chaotic, unorganised electrical malfunction of the heart resulting in a less effective heartbeat (Khandpur, 2003). This chaotic electrical activity can be stopped and its effects reversed by the application of an electrical counter shock where heart assumes a normal and organised rhythm. Disorders in the generation of a normal pulse by the heart results irre gular heartbeats manifested in arrhythmias. Abnormal automaticity and triggered activity are characteristic of conduction abnormalities that trigger ventricular tachycardia. In addition to the use of medication and surgical procedures in the management of arrhythmias, defibrillation comes in handy in resolution of ventricular tachyarrhythmia and atrial fibrillation. This is especially so for medical emergencies that occurs away from healthcare facilities.

The relationship between transformational leadership and innovation in Literature review

The relationship between transformational leadership and innovation in the Bahraini banking system - Literature review Example The intention of this study is innovation as a quality which has become increasingly important to the survival of all kinds of companies in the fast changing and globalised world of today. The many articles in the media following the death of Steve Jobs in late 2011 have reminded businesses of the competitive advantage that innovation brings to a company, but at the same time there is much discussion about the type of leadership style that this innovator inflicted upon his colleagues. Some theorists claim that there is such a thing as an â€Å"innovation leader†: â€Å"Innovation leaders are senior executives –whatever their functions or positions – who spontaneously instigate, sponsor and steer innovation in their organizations.† This view suggests that the job of innovation one that belongs at the top of the organisational hierarchy. Other theorists, leaning on the earlier work of Weber, stress the importance of charisma, theorizing that some individuals have personal traits that mark them out as special, and allow them to play a particularly dynamic and effective leadership role, athough there have been some debates about how to define this elusive quality. Charismatic leadership engages the emotions in a positive way, making the members of the organisation feel that they belong, and in a best case scenario also increasing their motivation and efforts towards the corporate aims. It does this by building trust, creating shared beliefs, engendering positive feelings about the leader, and getting workers and managers alike to feel involved in the project. (Yukl, 1981) It has been pointed out that there is also a downside to the

Utilitarian and Kantain Ethics Essay Example | Topics and Well Written Essays - 250 words - 1

Utilitarian and Kantain Ethics - Essay Example Most humans act in a certain manner for their self-preservation and interests. Once an individual acknowledges and comprehends the fact that society as whole benefits and perishes more rather than own self-interests; chaos is eliminated and harmony is achieved. Utilitarianism theories are excellent in moral dilemmas as it enhances the scope of cases that it can manage. One can question this dogmatic approach to this theory. One cannot deny that it creates a solid foundation of benefitting the society as whole. However, utilitarian ethics ignore the struggles of people living in a micro level. One must acknowledge that minorities are essential part of society as they compromise. A prime example of this could be seen in this example. For instance, a train conductor is letting a bridge down for a train to cross. Suddenly, he sees his girls playing with the gears. Does he save his daughter or does he allow millions of people to be victims of death? These are crucial decisions that utilit arian ethics fail to answer. Similarly, Kant’s moral theory is not necessarily to focus in consequences necessarily, but rather focusing on an issue that should be done regardless of the burden it creates. The theory automatically assumes that an individual should naturally execute an action regardless of the consequences. An individual should commit to an action even it causes unhappiness and is not logical. This concept is extremely essential base on the fact that humans should not care if their actions are moral as long as they are ethical. For instance, one cannot blame someone else if they attempt to be nice but instead end up hurting the other individual. One must comprehend that that person had good intentions and meant well. Again, this is vital in the society that we live in because it creates diffusion and a moral viewpoint on conflicts and tensions that occur every day. Moreover, if the outcome that an

My Personal Management Plan Essay Example for Free

My Personal Management Plan Essay This plan will help with the discipline aspect of the classroom and helping students know what expectations are when entering into the classroom if done on a consistent basis. In the beginning of the school expectation should be given so that students are aware of the goals that are expected of them collectively and individually. With this classroom management plan there are a few things that should be taken into consideration in order for the plan to be of success. Shown below are a few steps that could be used in the classroom: Step 1, It’s Easier to get Easier, Step 2, Fairness is key, Step 3, Deal with disruption in the classroom as little as possible, Step 4, Avoid confrontation in front of students, Step 5, Stop disruptions with a little humor, Step 6, Keep High Expectation in your Classroom, Step 7, Over plan, Step 8, Be Consistent, Step 9, Make Rules Understandable and Step 10, Start everyday fresh. Having a classroom management plan set in place for your classroom will give students goals to look forward to accomplish with taking their education seriously for their future. My Personal Classroom Management Plan My personal management plan will start off with a motivational quote of the day that will encourage students daily. With this motivational quote daily will be followed along with the ten steps that makes up a successful classroom management plan. The first step is called it’s easier to get easier and this is simply setting the tone of your classroom day one with your students because believe it or not students come in scoping to see what they can and cannot get away with in their classroom. Secondly, fairness is key this is making sure that all students are treated the same overall unconditionally because they pick up on favoritism within the classroom. Thirdly, deal with disruptions with as little interruption as possible. This is saying instead of stopping completely in the middle of your lesson to chastise a student for not paying attention try calling on the student with a question in reference to what the class discussion is to alert them that you do see them off task and this should help them get back on task. Fourthly, it is important to avoid confrontations in front of students even though in some cases you can make your point that way but every disciplinary action should be handled on a personal note so that you don’t lose a chance of teaching that student because of embarrassment. Fifthly, stop disruptions with a little humor. Sometimes classrooms can seem so serious all the time and even though that student may have disturbed the flow of the teaching the class may need that moment of laughter to break the ice for second and then get back on track. Sixthly, keep high expectations in your classroom. Always expect nothing but the best from your students academically. Expect nothing but positive behavior in the classroom. Expect for your students to know that there is a time and place for everything and that they know when to determine that time at the sound of your voice when you start the day off with what the expectations are for the day. Seventhly, over plan each day so that there is no free time for the classroom to go another route in a way that you do not intend for you class to go. There is never too much work on one topic just in case the lesson doesn’t go as long as intended you will always have extra activities. Eighthly, be consistent being consistent is what makes the flow of the classroom go smoothly throughout the day and throughout the school year. As a teacher being strict one day and lenient the next day will cause for your students to lose respect for you and will tend to now try and run over you because they now feel like they can get away with misbehavior. Ninthly, make rules understandable, all rules should be short simple and precised of what is expected and what is not expected of them and consequences should be known ahead of time so that no surprises are made and when inappropriate actions are made they already know what is going to happen to them because of that action. Last but not least, start fresh every day, each day is a new day and should be handled in such a manner no action from the day before should role over into the next day. Me as a Teacher!!! As an educator I see myself as a positive role that students can look up to. As an positive role model I must conduct myself with a positive and respectful attitude. My students will know the importance of giving respect to receive respect and this is something that I go by no matter what the age is everyone deserves respect. I see myself as an educator that is passionate about what it is that I do. I want nothing but the best for my students and want to see each and every one of them prosper in success with their future endeavors. As a teacher I feel that it is my duty to go the extra mile in making sure that they are successful to face society and whatever else that may be put up against. As an educator it is my duty to nurture and love these students as if they were my own being that they are with me majority of the time in a day and five days of the seven days in a week. It is important for me to understand that all students are not coming from positive households and to make the time at school meaningful and worthwhile that there is hope and another look of life than what they may see each day when leaving school. It is my duty to be a responsible leader and educator because I have influential students’ lives in my hand. What’s expected from the Students!!! What I have come to realize is that students/ children like structure. It is important for them to know that they cannot run over their teacher or any adult. Everyday my students will be greeted and at the starting of the class they will be reminded of classroom expectations. Students will be required and held accountable for the following responsibilities: †¢ Self- Control †¢ Positive attitude as a person and in the classroom overall †¢ Saying I CAN’T is not an option †¢ Quitting is not an option when something is challenging †¢ Respect one another as they respect all adults Respect their classroom as their learning academic environment space †¢ Encourage one another!!! Atmosphere of the Classroom!!! It is important to make sure that your classroom is conducive for learning. This is simply having your classroom free of clutter. If the classroom is chaotic with mess and everything is all over the place then nine time out of ten then students and t he classroom will be ran in chaos because the brain is clouded with the unorganized materials that is around the individuals. Classrooms should display the way of learning that students take on. As the leader of your classroom sanctuary it is important that you make sure the atmosphere is positive, welcoming and comfortable for your students. Student Conduct!!! It is important that you get your students to understand the importance of their education, how valuable it is and beneficial for their future. Students must know how to conduct there selves accordingly in how they want others to see them as behaved students. I believe when students are included in making decisions in the classroom that you get a different response from them as a hold. This gives students a responsibility and makes them feel included in how they believe the classroom should be run. This helps to cherish the rules more in the classroom because they feel that they had something to do with the decision made for the rules. It is important to make sure that lessons are exciting to your students so that the lessons keep their attention throughout. Behavior Intervention Strategies!!! Behavioral strategies are very important because all students are not going to behave in a way that you expect for them to behave. In some cases you always have one student that want to see how far they can push you with their behavior. With this plan you can nip it in a bud right away and let them know that their behavior is unacceptable and will not be tolerated in the classroom. Also, there are positive and negative behaviors that either needs to reprimand or praised for what it is that they have done. Strategies that can be used are as follow: †¢ Rewarding a student when they have followed instructions or done something that was worth bringing attention to so that they know what it is that they you are expecting from them. †¢ Being consistent with consequences when rules are broken. †¢ Be mindful that some students do things because they need that extra attention that they may not be getting at home from their parents. †¢ Always, be ready for change in case the way you intended to correct a situation does not work with this particular student. Introducing the Plan!!! Introducing the classroom management plan to the classroom will simply discuss expectations of them as a group and individually. They will know and understand that our academics will not be taken lightly and should be done to the best of their ability. They know in the beginning that we all will respect one another collectively and no one will be disrespected in the classroom. This plan will be presented at the beginning of the school year to the parents and the students and expectations will start each school day so that students know that I am serious and take what it is that I do serious as well. Overall, having a classroom management plan in place for your classroom will help the day by day and school years go so much smoother. Not only having the plan makes the classroom run smoother but being consistent with what you stand by keeps students in place and in line and have a better success rate. It is important and okay for your students to know that you will do whatever it takes for them to above level but they must do their part as well and that’s with will power, courage and motivation.

Comparing Two Charity Advertisements Essay Example for Free

Comparing Two Charity Advertisements Essay In this essay I will be comparing the advertising leaflet for Christian Aid with the leaflet produced by The Royal Society for the Prevention of Cruelty to Animals (RSPCA). This essay will be analysing how the different charities try to persuade us, the audience to change our views, make the people want to do something to help them and the difficulties these charities face. I will be examining and commenting on the effectiveness of these adverts. The RSPCA are a charity organization set up to help animals in Britain and Christian Aid helps out people and children Worldwide. We need these charities because they help people in need and they also support communities. We need charities to help people who cannot support themselves because everyone deserves to have a life of their own which they can enjoy. We give to charities for many reasons, but the main reason we give to charities is because we feel guilty. We feel guilty because we are so well off and we take our houses, Television and having food and water for granted. However, people in third world countries can not even afford to have a roof above their head and in some extreme cases of poverty they can not afford food and clean water. Some people give for compassion. This is when they sympathise with these people and animals and they feel sorry for them so they give money because they want to help them. However, some people give because of their religious belief. Muslims give to charities because of Zakat, one of the pillars of Islam. It reminds Muslims of the fact that whatever wealth they may possess is due to the blessings of Allah and it should be spent according to the His commands. Some people give to charity because they believe it is their moral duty to give to charity. In addition some people give to charities because they want people to think they are generous and they want to be recognized as that and get praise for it. There are hundreds of different charities which help out in different ways. These different charities include charities that support animal rights, environmental agencies and pressure groups, humanitarian charities, medical charities and child protection. The spectrum of human emotion can be manipulated visually and imaginatively. Pictures can be formed mentally from descriptive words or even statistics. Charities use this to their advantage, this works extremely well. It is their greatest technique for persuasion. Charities constantly need to advertise due to competition. There are hundreds of charities which help different causes and this is why there are so many different charities to give to which shows there is so much competition. On top of this there is the National Lottery. Since the national lottery there has been a decrease in the number of people giving to charity. The National Lottery is a huge profit making organisation and out of this they profit they do give to charity. However they only give a small proportion of their money to charity and recently there has been some controversy on which charities they give to. Most charities also do not get government funding which means they rely on the public to donate money to keep their charity running. Charities advertise in various ways. These include the broadcast media which could be television or Radio, Print Media which consists of billboards, posters, newspaper (tabloids and broadsheets) and magazines; we can also include advertising on the internet. Advertising is very important in our culture and is always around us. Everything is advertised varying from houses to the clothes we wear and films we watch. Advertisements are a way to persuade people to do what you want them to do, whether it is to donate to tour charity or to buy your product. Advertisements have been around for centuries, one of the first advertisements was in a newspaper in 1704. This shows how long they have been around and how long people have had to learn how to manipulate them to their advantage. Charities mainly use the print media option because it cheaper than television and radio advertisement. Also print media is more easily accessible to everybody unlike radio and television. This may also be advantageous because instead of having to write out a cheque the print media will probably have a tear off slip which can be more convenient to send off. This has been used in the RSPCA leaflet. Charities target people who are financially stable and socially and globally aware of the problems people face in the world. This is because these sorts of people are more likely to give because they are likely to feel guiltier than others and if they know about global issues then are also likely to empathise with these people. Charities can target their audience by advertising in certain newspapers such as broadsheets for example The Guardian or The Telegraph. The type of people who read these sort of papers are more likely to give than people who read The Sun or The Daily Sport because they are probably more likely to be globally aware and they are probably better educated, so they have better jobs and would therefore would have a more disposable income to give to charities. The main purpose of the RSPCA is to prevent cruelty to animals. We know this because it says The aims of the RSPCA are to prevent cruelty and promote kindness to animals. The main purpose of Christian Aid is to help people, regardless of their race or religion, to tackle the causes of poverty and injustice. We know because the information inside the leaflet shows us that they are trying to help people like Valliamma and Shashore have a life before Death. From the name Christian Aid people tend to believe that this charity only helps people who are Christian but this is not true, this name was made centuries back when this was not a multi-cultural society, as it is today, but it had to the name because they were to well known to change it. The Christian Aid leaflet uses an image of a canned drink on the front cover. This is a red colour, with the title Fresh Air. The words Fresh air are very strong as their slogan and also very emotive, as it makes us think of those people in undeveloped countries, who do not have anything but air. This image of a can is very effective because it reminds people of Coca Cola and western culture and capitalism. It shows how our culture has dominated the world, and how unfortunate some people are. The colour red is very effective because it has negative connotations of blood and death which reminds us of what is happening out in the world and makes us want to donate money. On the back of the can there is a box titled Nutritional Information which is written in a large font to show that is the title, then the writing inside is a smaller font size. When we first open the poster our eyes are immediately led to the picture on the left. This is because we read from left to right so the left hand side is the primary optical area for us. The writing above the picture is in bold and in red. This is more eye-catching and we are more likely to read this before we read any of the other text because the bright red and the dominance in the size of text will probably strike our attention before the other text would. There is a caption below the picture which is in a smaller font than the one which is used for the rest of the writing. This has been deliberately made small because this information is not as important as the other text. On the right hand side, there is another photo and below it there is a caption and in an even smaller font than this there are the Christian Aid contact details. This has been put at the bottom of the page because it is the last thing that has been out on the page so it memorable. The biggest writing on this page is at the top of the page on the right. This is used to make sure that everyone reads this, even if they do not read the other text because this is the most important text. It also is the centre page of the three flaps, so it is also been put there as a big centre point. The right hand flap can then be pulled open to show more writing in the middle and on the right there are two small pictures surrounded by writing. The writing is broken into paragraphs so it seems easier to digest instead having big chunks of text which some people may find off putting. The text is split in the middle with alternating bold red text then normal text. On the right hand side each paragraph starts off in bold with the words Just à ¯Ã‚ ¿Ã‚ ½24 or à ¯Ã‚ ¿Ã‚ ½36. This is used to emphasise the amount of money, which for us is not a lot but for people in Africa is enough to build a life on. At the bottom again we have big, red, bold text, to stand out against the rest of the text as it is asking us to give us money and the CA do not want us to miss this. At the bottom we have the Christian Aid logo and below the slogan We Believe in Life before Death. This has been put here because this is the terminal optical area as it is the last thing we read on the right-hand side when we read from left to right so we will remember this. The RSPCA leaflet shows a cat on the cover, sitting on a doorstep and staring at us. This scene seems absolutely normal. The heading is in a bold white font which gives positive connotations as it makes us think of peace. At the bottom of the page on the right, we have the RSPCA logo in the terminal optical area which is effective because it makes it more identifiable and memorable. Then if we lift out the flap underneath, we see an image of what seems to be a normal house. There is a cat sitting on top of the sofa. The title on the top is written in a big black bold colour. This black colour gives negative connotations compared to the white heading on the first image because it is shows darkness. Below there is white writing which is smaller but is still in bold. It is now that we see the next picture which instantly gives very negative connotations from just looking at it. There are faeces on the floor, it looks like a very neglected area and there are tins of cat food as well. Using black and white to contrast between negative and positive features is a very clever way to easily give the effect you want. The RSPCA advert has very little text compared to the CA advert and big pictures. They have also printed their advert in black and white whereas on the other hand the CA advert has been printed in colour. This was probably printed in black and white because it is cheaper so more leaflets can be printed within their budget, informing more people of their charity. Nowadays, charities are using more and more shocking images in their adverts in order to make the audience empathise and feel sorry for these people. For example, a recent Barnardos advert showed a baby with a cockroach and a syringe in its mouth and this was banned because it was thought to be too shocking for the British public. This however is very effective, and if people were to believe that this kind of thing was happening then they would be more likely to give. However, this could have been made very shocking purposefully, to grab attention and to get publicity. When we first see the RSPCA advert we are confronted by a rhetorical question asking us whether this cat is happily watching the world go by. This makes us start to think whether something is going on and leads us to read on to see if there is anything going on. Then, when we open up the leaflet this question is answered, but in the form of another rhetorical question and in the background there is an image of a room. Then below this tile is writing. This writing is telling us what actually happened in this room. It talks about the cat Boots being soiled with faeces. They have used the name Boots to make it seem more personal to us. The faeces could have been replaced with excretion or pooh but faeces is used to make it sound more technical and scientific. This helps to make it more shocking and give the text more of an impact. Short sentence structure is used to make the reader remember, short sentences are also more effective than long sentences, which helps the reader remember what is said. Then on the back we have a zoom in on what has happened. It has information of an advice line and national cruelty helpline places next to a phone. At the end the text This was just one is placed in the terminal optical area which makes the sentence stay in the persons mind. Moving back to the middle section there is a photograph of three kittens staring at us. It seems as if they are asking for help when they look at us. This is called the look to camera technique. The title uses an opinion which is made to look like a fact when it is not necessarily true that Boots ahs found a loving new family. Below the picture there is a black box which is used to draw our attention. The writing inside this box uses triadic structure and repetition of à ¯Ã‚ ¿Ã‚ ½3 a month in bold then what this can do to help being listed three times. At the end it says Please help. This is a polite request. This is used because it is harder to decline a polite request than it is a normal request. Again in the last section we have the cat using the look to camera technique which seems as if the cat is asking us Please be my friend? The title uses emotional blackmail when it says Ill be a friend for life to defenceless animals suffering from cruelty. This is effective because it makes us want to be their friend, and protect them from cruelty. This advert uses many examples of rhetorical questions, because they are thought evoking and make us want to read on, until we reach the end, where we meet the sponsor form. Dying for a drink? Imagine if this was all you had to drink today. This opening question is a rhetorical question and has alliteration. It persuades you to imagine, a natural reaction is to do so. It gives a vibrant picture and feeling, making you sympathize with these people. There is a lot of detail given in the first sentence, which is a very good way to draw in the reader to move forth into the leaflet. On the back of the can there is a box titled Nutritional Information. Inside this box are facts. These facts are shocking but interesting and lead us to read on inside the leaflet. This is the purpose of the front cover of the Christian aids leaflet. As we open the leaflet at the top we are given the title How one well helped save a community from extinction. The word extinction seems very powerful and this title amazes us to know that just one well could make such a difference. Below the picture we see more facts about how they helped so many other people in Mali by building 500 concrete wells. The first paragraph tells us what is happening in Mali and the problems. In the second paragraph we are told about what they did about it. The chief of tonsogou, Abdoulaye Togo, is described as dynamic and determined. This is used to make people think that he is a good person and that we should send money to help him. Also, using the persons name makes it seem more personal. The third paragraph tells us the effects of them helping this village. The word flourished is used because it gives off very positive connotations. There is a quote from one of the villagers saying that now they have more time to spin cotton. This is also very positive because it shows now that they have clean water and they can work, and sell their products so they will get more money. The next flap uses a quote right at the beginning. This quote is very emotive and moving, and makes us think again, of the image we thought of from the first rhetorical question. This gets us thinking again and we empathize with these people. This next paragraph uses the word Imagine at the beginning of each sentence. This is used to involve us and to again make us empathize with these people. It uses statistics such as 1.1 billion people and one- sixth of the worlds population to shock us. The flap is then opened up and we see the centre page which is carried on talking about people like Yalaya and how they have helped the village become more self-sufficient. This makes us realize that by us helping them, we are helping them help themselves. The next part talks about how after building the well the people of tinsogou got together with 14 other villages and between them built their own health centre. This is very impressive to us and it makes us think that it is worth helping these people because they can help other people by making a health centre. It also says that they have made a school. This is good because then the future generations can be educated and may not have to struggle in life as that village once did. The next paragraph consists of the quote When we realized what we could achieve we didnt want to stop at the well. We wanted to go on and make other things happen for the village. This quote shows that CA is a charity that is very determined to help people out in every way they can. The rest of the flap says that so much was achieved by just one gift of water, and that today we can be part of these achievements by donating. This makes us want to be part of these achievements and helping other people out. It says the battle against poverty. This is a very powerful, effective sentence, full of strong words such as battle, and poverty to persuade us to give money, so that we do win the battle against poverty. It also talks about this being a difference we can make and it says please do. This is a polite request because it asks us nicely but in a way it is also telling us to do it. The last flap informs us that Just à ¯Ã‚ ¿Ã‚ ½24 buys eight bags of cement, to help a community like Valiammas in Sri Lanka. It makes it very personal now when it almost introduces her by saying she has seven children and that she only earns twenty pence a day selling rice flour. It is very emotive because she uses twenty pence to feed seven children and herself and we spend twenty pounds going out to a restaurant, eating what we want. The use of the word just is also very effective because for in a commercialized, developed country like ours twenty four pounds is not a lot of money. The same thing is repeated in the next paragraph but this time it is thirty six pounds for Shashore in Ethiopia to give money so that she can grow her own trees, because the food that she grows only lasts for five months. This also makes us think how lucky we are that we can have as much food as we like, and more whenever like as we are constantly surrounded by shops and restaurants. The last paragraph asks us to help Valliamma and Sahashore have a life before death. This is a clever way to use their slogan A life before death. This slogan is very effective because religions such as Hinduism and Buddhism, believe in re-incarnation and even Christianity believes in heaven and hell which is life after death, but CA wants people to have a life before they die. Both adverts are very effective. However, I believe that the RSPCA leaflet is more effective because they have used more persuasive devices and emotive language where as the Christian Aid leaflet mainly states facts and when it uses persuasive devices it is very blatant so it is not as effective. An example of this from Christian Aid is Please give whatever you can today and help more people like Valliamma and Shashore have a life before death. The images used in the RSPCA advert is very emotive when it has the animal looking at you, especially in the last image, because it seems as if the cat is asking for help. I believe that the RSPCA would get more support from the public because of the fact that Britain is well known for caring about animals. For example we only have a National Society for the Prevention of Cruelty to Children but we have a Royal Society for the Prevention of Cruelty to Animals. Therefore I believe that more people would give to the RSPCA than to Christian Aid.

RPS in Galaxy Clusters Analysis

RPS in Galaxy Clusters Analysis Jellyfish:  A  spectroscopic  study  of  ram-pressure  stripping  in  massive  galaxy  clusters* ABSTRACT We continue our exploration of ram-pressure stripping (RPS) in massive galaxy clusters at z>0.3 by assessing the spectroscopic properties of RPS candidates selected previously based on their morphological appearance in Hubble Space Telescope images. We confirm cluster membership for 55 of our candidates, thereby tripling the number of RPS candidates known at z>0.2. Although many of these systems are too faint and too distant for the kind of in-depth investigation required to unambiguously confirm or refute the presence of RPS, the ensemble properties of our sample are consistent with increased star formation, and many of the selected galaxies exhibit visible debris trails. Specifically, about two thirds of all galaxies exhibit line emission ([OII]ÃŽÂ »3727AËÅ ¡ , HÃŽÂ ², and, where observationally accessible, HÃŽÂ ±) consistent with ro- bust star-formation rates that significantly exceed those expected for systems on the galaxy main sequence. We find no significant depe ndence of either the presence of line emission or the inferred star-formation rate on the relaxation state of the host cluster. Although we caution that our sample may contain not only galaxies undergoing RPS by the diffuse intra-cluster medium (ICM), but also minor mergers located at the low-density cluster outskirts and merely projected onto the cluster cores, we expect our results to facilitate and inform realistic process models of the stripping process by providing the first statistically significant sample of RPS candidates in truly massive clusters. While extremely rapid removal of the intrastellar medium is not ruled out by our findings, extended periods of triggered star formation are clearly an integral component of the physics of ICM-galaxy interaction in massive clusters. INTRODUCTION Spiral and elliptical galaxies are both commonly observed in the universe but inhabit (and dominate) very different environments. The inverse correlation between spiral fraction and density of the environment has long been established based on both galaxy mor- phology and colour (Dressler 1980; Baldry et al. 2006) and is so pronounced as to suggest causation. Since the preponderance of red, elliptical galaxies is not limited to the densest environments (i.e., the cores of massive galaxy clusters) but is notable already in groups of galaxies (Blanton Moustakas 2009), several phys- ical mechanisms may be responsible for the observed segregation of galaxy types and appear to be have been at work for several Gyr, as evinced by the steady increase in the dominance of ellipticals in  clusters from zà ¢Ã‹â€ Ã‚ ¼1.5 to the present day (Scoville et al. 2013). * Most of the data presented herein were obtained at the W.M. Keck Ob- servatory, which is operated as a scientific partnership among the California Institute of Technology, the University of California, and the National Aero- nautics and Space Administration. The observatory was made possible by the generous finical support of the W.M. Keck Foundation. Although simulations have indicated that elliptical galaxies can form directly through spherical collapse of dark-matter halos in high-density environments (e.g. Navarro Benz 1991), it is widely accepted that transformations of galaxies from late to early types are central to the creation of the Hubble sequence. These occur in a range of environments and, most likely, over a range of character- istic timescales. While slow-acting gradual effects such as galaxy harassment (Moore et al. 1996, 1998) are bound to contribute, more violent interactions have been shown to be highly effective in turning disk galaxies into spheroids. In modestly dense environ- ments with commensurately modest relative galaxy velocities, i.e., in galaxy groups and at the outskirts of more massive galaxy clus- ters, galaxy mergers as predicted by Holmberg (1941) and explored in numerical simulations (e.g., Toomre Toomre 1972; Barnes Hernquist 1992, 1996; Mihos Hernquist 1996) can create a wide range of remn ants, including spheroidal galaxies (Toomre 1977; Hammer et al. 2009). By contrast, at the extreme opposite end of the density range where galaxies move too fast to have a signif- icant cross section for merging, ram-pressure stripping (RPS) by the diffuse intra-cluster medium (ICM) has been predicted (Gunn   Gott 1972), simulated (e.g., Farouki Shapiro 1980; Vollmer et   al. 2001; Roediger Hensler 2005; Domainko et al. 2006; Kron- berger et al. 2008; Bekki 2009; Tonnesen Bryan 2010), and ob- served across a wide range of wavelengths. Numerous studies have established that RPS is capable of rapidly displacing and removing gas from spirals falling into galaxy clusters (e.g., White et al. 1991; Rangarajan et al. 1995; Veilleux et al. 1999; Vollmer et al. 2008; Sun et al. 2010). We here present new results from an observational study de- signed to identify and characterise RPS events in massive clusters at intermediate redshift. Our project is motivated by the fact that, while RPS has been well studied in the local Universe (e.g., Sun et al. 2006; Sun, Donahue Voit 2007; Merluzzi et al. 2013; Fuma- galli et al. 2014; Poggianti et al. 2016), work at higher redshift has advanced more slowly, due to the obvious challenges in attaining commensurate signal and spatial resolution (but see Poggianti et al. 2004; Cortese et al. 2007; Moran et al. 2007; Owers et al. 2012). It is only at z>0.2, however, that the volume probed by any clus- ter survey becomes large enough to contain a significant number of truly massive clusters (systems more massive than Coma), i.e., clusters that allow us to study RPS over the full range of environ- ments, from the only mildly overdense cluster outskirts to extreme densities in the core regions that are never reached in local cluster s like Virgo. In this paper we examine the spectroscopic properties of galaxies tentatively identified as undergoing RPS in massive galaxy clusters at z>0.3. All clusters considered for this work were iden- tified by their X-ray emission and optically confirmed in the course of the Massive Cluster Survey (MACS; Ebeling et al. 2001, 2007, 2010; Mann Ebeling 2012). Potential stripping events were se- lected based on the morphology of galaxies in images of MACS cluster cores obtained with the Advanced Camera for Surveys (ACS) aboard the Hubble Space Telescope (HST) (see Repp Ebeling, in preparation, for an overview of this dataset). In Ebel- ing et al. (2014, hereafter E14) we presented a first sample of six textbook cases of RPS identified visually in these data and, ow- ing to their appearance, referred to as jellyfish (Fig. 1). Our sec- ond paper (McPartland et al. 2016, hereafter M16) defined a cus- tomized set of morphological selection criteria used to compile a larger sample of 223 potential RPS candidates and examined the spatial distribution and apparent projected direction of motion of the most plausible candidates. In this third paper, we present, dis- cuss, and interpret the results of extensive spectroscopic follow-up observations of the M16 sample. Our paper is organised as follows: After a brief introduction in  §1,  §2 describes the setup and execution of our spectroscopic  follow-up observations of RPS candidates, the data reduction, as well as our criteria to assess cluster membership for any given  galaxy. In  §3 we derive fundamental spectral properties of the con-firmed cluster members, infer star-formation rates, and estimate their stellar mass.  §4 compares the properties of RPS candidates  with those of the general population of star-forming galaxies, dis- cusses physical triggering mechanisms, and investigates correla- tions between the star-formation rate of RPS candidates and the relaxation state of the host cluster. We summarise our findings in  Ãƒâ€šÃ‚ §5. Throughout this paper we adopt the concordance ΆºCDM cos-mology, characterised by à ¢Ã¢â‚¬Å¾Ã‚ ¦m= 0.3, à ¢Ã¢â‚¬Å¾Ã‚ ¦ÃƒÅ½Ã¢â‚¬ º = 0.7, and H0 = 70 km sà ¢Ã‹â€ Ã¢â‚¬â„¢1 Mpcà ¢Ã‹â€ Ã¢â‚¬â„¢1. Figure1.HST/ACS snapshot image of MACSJ0451-JFG1, a textbook case of ram-pressure stripping from the E14 sample. The red and yellow arrows mark the inferred direction of motion in the plane of the sky and the di- rection to the cluster centre, respectively. Note that the tell-tale jellyfish morphology of this z=0.43 galaxy is readily discernible only thanks to the superb resolution of HST/ACS. (Reproduced from E14) SPECTROSCOPIC OBSERVATIONS AND DATA REDUCTION The targets of our spectroscopic follow-up observations were drawn from the set of 223 galaxies tentatively identified by M16 as undergoing ram-pressure stripping. We refer to M16 for a detailed discussion of the morphological criteria applied to select these can- didates from a master catalogue of over 15,000 galaxies detected in short HST/ACS exposures in the F606W and F814W bands of 63 MACS clusters in the redshift range of 0.30.7. A comprehen- sive description of the HST observations used by M16 is provided by Repp Ebeling (in preparation). Since most of the RPS candidates from the list of 223 were targeted by us in spectroscopic observations of MACS clusters that supported several complementary research projects, compromises had to be made in the design of the observations. In order to max- imise scientific returns, clusters that feature large numbers of tar- gets for each of the different projects were given priority, resulting in a bias in favour of clusters with multiple RPS candidates. In ad- dition, the simultaneous focus on many targets made it impossible to optimise the orientation of individual slits or even the position angle of the entire mask for the study of RPS candidates. Keck/DEIMOS observations All spectroscopic data for this work were obtained with the Deep Imaging Multi-Object Spectrograph (DEIMOS; Faber et al. 2003) on the Keck II 10m telescope on Maunakea. All multi-object spec- troscopy (MOS) masks used 1//-wide slits of at least 8//length, i.e., long enough to allow sky subtraction from in-slit data. Spectra were obtained using the 600 l/mm Zerodur grating set to a central wavelength of 6300AËÅ ¡ ; the GG455 blocking filter was employed to prevent second-order contamination at ÃŽÂ »>9000AËÅ ¡ . Exposure times  ranged from 3ÃÆ'-600 to 3ÃÆ'-1200 seconds. The seeing during these  observations was typically 0.8//. All data were reduced with the DEIMOS DEEP2 pipeline (Cooper et al. 2012; Newman et al. 2013), creating sky-subtracted and wavelength-calibrated one- and two-dimensional spectra. Redshifts were determined from the one- dimensional spectra using elements of the SpecPro software pack- age (Masters Capak 2011). Overall 110 RPS candidates were observed in 26 MACS clus-ters. Cluster membership We establish (likely) cluster membership by comparing the differ- ence between an RPS candidates redshift and the systemic redshift of the cluster with the cluster velocity dispersion. The latter is com- puted from all galaxy redshifts measured for the respective cluster in the course of the extensive spectroscopic follow-up work per- formed by the MACS team; a description of the underlying data and of the procedure employed to determine robust velocity dispersions for MACS clusters is provided by Repp Ebeling (in preparation). Although it is possible that some of the galaxies for which we rule out cluster membership are in fact still undergoing RPS within their local environment in the fore- or background of the respective MACS cluster, the majority of such non-cluster members are more likely to owe their disturbed optical morphology (and thus their selection in M16) to merger events or to gravitational lensing. In the following, we thus limit the term RPS candidates to galaxies classified as likely cluster members based on their radial velocity within the comoving cluster rest frame. Spectral corrections and flux calibration The reduced spectra created with the DEEP2 pipeline are wave- length-calibrated and thus allow redshift measurements that are ac- curate to within the limits set by the instrumental setup and the pre- cision of the dispersion solution. The determination of line fluxes and, in particular, line-flux ratios across a significant wavelength range, however, require flux-calibrated spectra. In addition, flux lost during the data-reduction process (due to CCD defects, non- optimal definition of spectral apertures, and, importantly, the finite slit width) needs to be recovered, if the measured line fluxes are to be interpreted as characteristics of the observed galaxy as a whole. Whereas corrections for missing flux are fairly straightforward to apply, flux calibration is notoriously difficult for multi-object spec- trographs (especially when the respective observations were not performed at the parallactic angle), owing to spatial variations in the instrument response across the field of vie w covered by the slit mask. Before flux calibration is performed, we visually inspect the two-dimensional spectra of all RPS candidates classified as likely cluster members. We manually mask out the spectral traces of non- target sources falling serendipitously into a slit, fill in bad detector columns, and re-extract the target spectra within an aperture that maximizes the object flux at all wavelengths. We then resort to external means to calibrate these spectra by tying the latter at two wavelengths to the photometry obtained for the respective galaxy with HST/ACS in the F606W and F814W passbands. To this end, we convolve the HST images in these two filters with a Gaussian whose full width at half maximum is matched to the average seeing during our DEIMOS observations and then integrate the flux within the DEIMOS slit (Fig. 2). The re- sulting linear calibration, illustrated in Fig. 3, achieves two goals: it Figure2.Example of the procedure applied to obtain accurate absolute photometry for the flux entering a slit on our MOS masks. Left: HST/ACS image of an RPS candidate in the F606W filter; overlaid are isophotal flux contours (green) and the slit as positioned during the DEIMOS observation. Right: As left, but convolved with a Gaussian kernel that mimics the seeing of the groundbased observation and rotated to align the slit with the image axes. 80 3000 250060 2000 40 1500 1000 20 500 00 40005000600070008000900010000 wavelength (A) Figure 3.DEIMOS spectrum of one of our RPS candidates before and af- ter flux calibration and slit size correction. The green and red lines show the throughput (in arbitrary units) of the ACS/F606W and F814W filters, respectively, used to anchor the flux calibration. (1) crudely corrects for wavelength-dependent variations in the to- tal throughput of our observational setup; and (2) extrapolates the spectrum actually observed through the slit to the spectrum of the entire galaxy. Note that the validity of the latter correction rests on the implicit assumption that the spectrum recorded within the slit is representative of that of the galaxy as a whole. Although this as- sumption is not necessarily well justified, it is widely applied and ensures consistency and comparability between line fluxes (and de- rived properties like star-formation rates) obtained in studies using different instrumental setups and observational strategies. PHYSICAL PROPERTIES OF RPS CANDIDATES Stellar mass In order to establish the locus of our RPS candidates within the general population of star-forming galaxies, we need to ensure that comparisons are made only between galaxies of comparable stellar mass. While the stellar mass of galaxies in our sample cannot re- liably be determined from only the HST/ACS data in the F606W  and F814W used for their original selection by M16, or from the optical spectroscopy within the à ¢Ã‹â€ Ã‚ ¼5000 à ¢Ã‹â€ Ã¢â‚¬â„¢9000AËÅ ¡ range described in Section 2, photometry across a wider spectral range that extends into the near-infrared (NIR) regime is well suited to constrain the spectral-energy distribution (SED) of galaxies and thus their stel- lar masses. For a significant fraction (QUANTIFY) of our cluster fields, the required data are available thanks to imaging observa- tions of MACS clusters with the NIR channel of HSTs Wide-Field Camera 3 (WFC3) performed for the CLASH project (Postman et al. 2012) and the MACS SNAPshot programs GO-12188 and -12884 (PI: Ebeling) described in Repp Ebeling (in preparation). The resulting photometry in the XXX passbands (CLASH) for 15 of our RPS candidates, and in the F606W, F814W, F110W, and F140W filters (SNAPshot programs) for an additional 17 galaxies, is fit with synthetic spectral templates using LePhare (Arnouts et al. 1999; Ilbert et al. 2006), an SED modeling code developed pri- marily for the determination of photometric redshifts of galaxies in the COSMOS field. Emission-line fluxes and star-formation rates 3.2.1   Extinctioncorrection DISCUSSION BPT diagram RPS candidates and the galaxy main sequence Properties of the host clusters CONCLUSIONS ACKNOWLEDGEMENTS We thank Elke Roediger for helpful discussions on the latest in nu- merical simulations of ram-pressure stripping and how to further constrain them via imaging and spectroscopic observations. Most of the data presented herein were obtained at the W. M. Keck Ob- servatory, which is operated as a scientific partnership among the California Institute of Technology, the University of California, and the National Aeronautics and Space Administration. The observa- tory was made possible by the generous finical support of the W. 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Essay --

Impact of the Radio The invention of the radio had an immense impact, revolutionizing the unity of society. â€Å"I live in a strictly rural community, and people here speak of ‘The Radio’ in the large sense, with an over-meaning,† said E.B. White in 1933. â€Å"When they say ‘The Radio’ they don’t mean a cabinet, an electrical phenomenon, or a man in a studio, they refer to a pervading and somewhat godlike presence which has come into their life and homes† (Lewis). The radio became a mighty weapon whose power involved spreading ideas to millions of listeners, who may otherwise never have heard those inspirational messages. Religious fanatics used to stand at the back of churches shouting radical nonsense, while others would ignore. Now, those fanatics have the opportunity to mass communicate their ideas to a much larger pool of people, furthering the chance for ideas to spread. The morality behind the messages of these ideas, however, is up for contention. The invention of the radio exposed the dual nature of the ability to mass communicate to millions of people instantaneously. President Franklin D. Roosevelt held a series of thirty evening radio addresses between 1933 and 1944 dubbed â€Å"fireside chats†. These fireside chats were the first media development that allowed for direct communication between the president and the citizens of the United States. Roosevelt spoke with a smooth demeanor in these chats, and â€Å"millions of people found comfort and renewed confidence in these speeches,† (â€Å"The Fireside Chats†) skyrocketing his popularity. On air, â€Å"he was able to quell rumors and explain his reasons for social change slowly and comprehensibly,† (Yu, 2005). Especially useful for Roosevelt, the radio helped him to hide his polio symptoms help... ...ughlin and Hitler managed to use it to spread hatred. The four have in common that each was listened to and supported by millions of listeners. In 1933, the Reich Minister of Propaganda in Nazi Germany, Josef Goebbels, said, â€Å"The radio will be to the twentieth century what the press was to the nineteenth.† The radio not only sped up communication, but also the words took on more personality as they were spoken with declamatory, fully animated voices. Issues with anonymity arose, as listeners over the radio can never truly be aware who speaks to them. At the very least, the invention of the radio exposed the influence of having emotion portrayed through voice as opposed to words read by the literate populace. So now, not only could the illiterate and literate be equally influenced, the persuasion could appeal more directly to the emotions instead of the intellect.

Othello: Themes Essay -- Othello essays

Othello: Themes  Ã‚        Ã‚   How many themes course through the Shakespearean tragedy Othello? Let us in this essay analyze the variety and depth of the themes in this play.    Lily B. Campbell in Shakespeare’s Tragic Heroes indicates that hate is the theme on which this play opens:    It is then on a theme of hate that the play opens. It is a hate of inveterate anger. It is a hate that is bound up with envy. Othello has preferred to be his lieutenant a military theorist, one Michael Cassio, over the experienced soldier Iago, to whom has fallen instead the post of â€Å"his Moorship’s ancient†. Roderigo questions Iago:    Thou told’st me thou didst hold him in thy hate.    And the reply is a torrent of proof of the hatred for Othello that has almost exceeded the envy of Cassio because he possesses the prize which Iago has sought to obtain for himself. (153)    Is hatred the only theme in the work? Hardly. Campbell categorizes Othello as a â€Å"study in jealousy†:    Othello has suffered less in its modern interpretation than any other of Shakespeare’s tragedies, it would seem. So insistently did Shakespeare keep this tragedy unified about the theme of jealousy and the central victims of the passion, so obviously did he mould his plot about the black Moor and the cunning Iago and the victims of their jealousy that no interpreter has been able to ignore the obvious intention of the author. Yet if we study the contemporary interpretations of the passion here portrayed, we find that Shakespeare was following in detail a broader and more significant analysis of the passion than has in modern days been understood. The play is, however, clearly a study in jealousy and in jealousy as it affects those of ... ...are: Four Tragedies. New York: Bantam Books, 1980.    Campbell, Lily B. Shakespeare’s Tragic Heroes. New York: Barnes and Noble, Inc., 1970.    Ferguson, Francis. â€Å"Two Worldviews Echo Each Other.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970.    Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.          Othello: Themes Essay -- Othello essays Othello: Themes  Ã‚        Ã‚   How many themes course through the Shakespearean tragedy Othello? Let us in this essay analyze the variety and depth of the themes in this play.    Lily B. Campbell in Shakespeare’s Tragic Heroes indicates that hate is the theme on which this play opens:    It is then on a theme of hate that the play opens. It is a hate of inveterate anger. It is a hate that is bound up with envy. Othello has preferred to be his lieutenant a military theorist, one Michael Cassio, over the experienced soldier Iago, to whom has fallen instead the post of â€Å"his Moorship’s ancient†. Roderigo questions Iago:    Thou told’st me thou didst hold him in thy hate.    And the reply is a torrent of proof of the hatred for Othello that has almost exceeded the envy of Cassio because he possesses the prize which Iago has sought to obtain for himself. (153)    Is hatred the only theme in the work? Hardly. Campbell categorizes Othello as a â€Å"study in jealousy†:    Othello has suffered less in its modern interpretation than any other of Shakespeare’s tragedies, it would seem. So insistently did Shakespeare keep this tragedy unified about the theme of jealousy and the central victims of the passion, so obviously did he mould his plot about the black Moor and the cunning Iago and the victims of their jealousy that no interpreter has been able to ignore the obvious intention of the author. Yet if we study the contemporary interpretations of the passion here portrayed, we find that Shakespeare was following in detail a broader and more significant analysis of the passion than has in modern days been understood. The play is, however, clearly a study in jealousy and in jealousy as it affects those of ... ...are: Four Tragedies. New York: Bantam Books, 1980.    Campbell, Lily B. Shakespeare’s Tragic Heroes. New York: Barnes and Noble, Inc., 1970.    Ferguson, Francis. â€Å"Two Worldviews Echo Each Other.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970.    Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.         

East Asian Civilization :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Civil Service Examination System of Imperial China served as a qualification system for scholars who wanted to become officials in the Chinese government. Many young men spent their entire lives studying the Four Books, the Five Classics, and memorizing Chinese characters in order to attempt to pass these examinations. The book, China’s Examination Hell, written by Ichisada Miyazaki and translated by Conrad Schirokauer, describes the lengthy, and often rigorous process of taking Civil Service Examinations.   Ã‚  Ã‚  Ã‚  Ã‚  The book begins by giving an account of how a young boy prepares for the examinations, learning his first Chinese characters at the age of three. Girls could not take the Civil Service Examinations, and from birth were treated in a way such that they would learn to be submissive. Boys began their formal education at age seven. From that point on, they spent every moment memorizing the Four Books, which included the Analects, Mencius, the Great Learning, and the Doctrine of the Mean, and the Five Classics, which included the Book of Changes, the Book of Documents, the Book of Poetry, the Book of Rites, and the Tso Chuan. Young men had the opportunity to take their first Civil Service Examination around the age of fourteen or fifteen, and particularly bright males would most likely continue taking different levels of examinations for the rest of their lives.   Ã‚  Ã‚  Ã‚  Ã‚  Also described in the book are the hardships endured by both the candidates for examination and the examiners themselves. The test-taking compounds were not very conductive to rational thinking, as each man was assigned a small, door-less cubicle in which he had to spend three days and two nights at a time. The examiners, by the end of an examination session, had thousands of papers needing to be graded. As a result, even the smallest mistake, such as a stain on the paper or a misprinted character would lead to failure of the examination. The book describes in detail how the Chinese believed in, and in some cases relied on, supernatural intervention in passing the examinations. There are many accounts throughout the book telling about candidates and examiners alike being visited by ghosts, and dreaming about the King of the Dead and the King of Heaven. It was believed that if a candidate was virtuous and performed good deeds, he would be rewarded by passing the Ci vil Service Examinations. Conversely, if a candidate did not have a good moral character, he would fail the examinations, regardless of the quality of his work. East Asian Civilization :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  The Civil Service Examination System of Imperial China served as a qualification system for scholars who wanted to become officials in the Chinese government. Many young men spent their entire lives studying the Four Books, the Five Classics, and memorizing Chinese characters in order to attempt to pass these examinations. The book, China’s Examination Hell, written by Ichisada Miyazaki and translated by Conrad Schirokauer, describes the lengthy, and often rigorous process of taking Civil Service Examinations.   Ã‚  Ã‚  Ã‚  Ã‚  The book begins by giving an account of how a young boy prepares for the examinations, learning his first Chinese characters at the age of three. Girls could not take the Civil Service Examinations, and from birth were treated in a way such that they would learn to be submissive. Boys began their formal education at age seven. From that point on, they spent every moment memorizing the Four Books, which included the Analects, Mencius, the Great Learning, and the Doctrine of the Mean, and the Five Classics, which included the Book of Changes, the Book of Documents, the Book of Poetry, the Book of Rites, and the Tso Chuan. Young men had the opportunity to take their first Civil Service Examination around the age of fourteen or fifteen, and particularly bright males would most likely continue taking different levels of examinations for the rest of their lives.   Ã‚  Ã‚  Ã‚  Ã‚  Also described in the book are the hardships endured by both the candidates for examination and the examiners themselves. The test-taking compounds were not very conductive to rational thinking, as each man was assigned a small, door-less cubicle in which he had to spend three days and two nights at a time. The examiners, by the end of an examination session, had thousands of papers needing to be graded. As a result, even the smallest mistake, such as a stain on the paper or a misprinted character would lead to failure of the examination. The book describes in detail how the Chinese believed in, and in some cases relied on, supernatural intervention in passing the examinations. There are many accounts throughout the book telling about candidates and examiners alike being visited by ghosts, and dreaming about the King of the Dead and the King of Heaven. It was believed that if a candidate was virtuous and performed good deeds, he would be rewarded by passing the Ci vil Service Examinations. Conversely, if a candidate did not have a good moral character, he would fail the examinations, regardless of the quality of his work.

Synthesis of Diphenylacetylene

Anthony Felix 10/27/11 Che12ALR Synthesis of Diphenylacetylene Observation of Results: 1,2-dibromo-1,2-diphenylethane| 0. 204g| Diphenylacetylene| 0. 087g| Theoretical yield| 0. 107g| Percent yield| 81. 3%| Melting point range of diphenylacetylene| 57- 60Â °C| Average melting point| 58. 5Â °C| Average literature melting point| 60. 0Â °C| Percent error of melting point| 2. 5%| Calculations: Theoretical yield: Limiting reagent (LR) x M. W. (LR) x Mole to Mole ratio x M. W. (product) = Theoretical yield of product. 0. 204g 1, 2-dibromo-1, 2-diphenylethane x (1mol 1, 2-dibromo-1, 2-diphenylethane/340. 5g 1,2-dibromo-1,2-diphenylethane) x (1mol Diphenylacetylene/1mol 1,2-dibromo-1,2-diphenylethane) x (178. 24g Diphenylacetylene/1mol Diphenylacetylene) = 0. 107g Diphenylacetylene Percent yield: Actual yield/ Theoretical yield x 100% = Percent yield (0. 087g Diphenylacetylene/0. 107g Diphenylacetylene) x 100% = 81. 31% Average melting point: (start of melting degree + completion of melti ng degree)/2 = Average melting point Average melting point (59+ 61)/2 = 60Â °C Average literature melting point Percent error: Absolute value (Abs) (actual yield – theoretical yield)/ theoretical x 100% = percent error Abs. 58. 5 – 60)/ 60 x 100 = 2. 5% Scheme of the Reaction (Exp. 12a/12b): Analysis of Results: In this experiment, the compound diphenylacetylene was made by using potassium hydroxide to take the bromine off of the 1, 2-dibromo-1. 2-diphenylethane. Pyridinium bromide perbromide was used rather than Br2 due to it being a volatile and highly corrosive substance. Calculate the theoretical yield which was 0. 107g of diphenylacetylene. Calculate the percent yield of the reaction which was 81. 31%. Calculate the average melting point, so that percent error of the melting point can be produced. The experimental melting point range of diphenylacetylene is 57 – 60Â °C, and the literature value range of diphenylacetylene is 59 – 61Â °C. The averages of each of the melting points respectively are 58. 5Â °C and 60Â °C, so the percent error is 2. 5%. Some error that could have occurred was that some of the product was left in the round bottom and could not be taken out to be dried. The error in the melting point could have occurred from either 1,2-dibromo-1,2-diphenylethane or potassium hydroxide being present in the final crystalline product when the melting point was being tested. Propose Mechanism of Reaction:

Rhetorical Analysis Essay

Do you struggle to find equilibrium between excelling at work and spending productive, quality time with loved ones at home? With the technology that is available in the twenty first century, it is now possible for educated professionals to decide whether they would like to work from home and collaborate with family members to meet work demands. Alesia Montgomery is an African American Ethnographer who wrote â€Å"Kitchen Conferences and Garage Cubicles: The Merger of Home and Work in the 24-7 Global Economy†. This study was one of many published in 2008’s book entitled The Changing Landscape of Work and Family in the American Middle Class: Reports From the Field, which focused on â€Å"providing insights into the changing nature of working families in the United States† (1008). Montgomery’s main argument is that today’s modern society and global economy have enabled families to â€Å"merge work and home in quasi-entrepreneurial ways† (1018), which will in turn deepen the attachment between family members. Her secondary claim is that the merging of these two worlds does not come without a downside; your home will no longer â€Å"serve as a refuge from job pressures† (1018) and job demands may be â€Å"made more invasive by the use of innovative communication technology† (1019). The main purpose of this essay is to identify and analyze Montgomery’s main and secondary arguments, to describe two types of support she uses, how they help her claims, and to identify her intended audience. Montgomery proposes that â€Å"transformations in gender relations, management strategies, and technological practices† (1018) play integral roles in the opportunities for families to decide how to combine or balance their home lives with work demands. She goes on to state that women’s access to equal education and equal employment opportunities have â€Å"expanded the possibilities for spousal collaboration in technical professions† (1010), and that being able to collaborate on work projects at home will create a more intimate and interdependent family. She then provides statistics showing the percentage of women graduating with a degree in engineering jumped 16. 5% in just 30 years (1011). The statistics provide hard evidence to her claim that women are gaining increasing access to technology based jobs, and appeals to the reader’s logos. Montgomery spent a period of five years in the field following a couple in their thirties, who were living in one of these collaborative, â€Å"job-sharing† (1012) middle class families in order to obtain â€Å"a view of the world from their perspective† (1008). Basing her argument off this research provides a stronger emotional connection to the writing than if Montgomery were to use sweeping generalizations throughout. Montgomery structures her essay in a narrative format, writing in the first person. She was successful at attempting to appeal to her audience’s ethos by making her writing less formal while keeping an educated voice. The writing opens with an introduction to Marjenah and Steve, who share a home with Marjenah’s parents in Silicon Valley. Montgomery appeals to her readers’ pathos by illustrating the family’s world: â€Å"Emails, faxes and phone calls linked their home to high-tech firms within Silicon Valley. Although there were no parking lots or numbered suites, their neighborhood†¦was, in some sense, a busy industrial park† (1009). Montgomery recalls the different ways in which they rely upon each other, and states that the interdependence this family possesses is an opportunity for each member help one another handle job demands. She details the countless nights Steve spent on his wife’s projects after getting home from his job as well as the way Marjenah was needed to proof read Steve’s reports and to review her mother’s paperwork for her department store job. The father worked at an outside tech firm, but served as the family’s technical support (1016). This ethnographic research directly relates to her main point that equality in the education within a family has enabled collaboration in the home, and allows us to spend more time with those we love. Combining the statistics that show women gaining access to technical jobs are increasing with the representation of a modern, job-sharing family that include both sexes collaborating on high-tech projects helps validate the essay’s argument. Montgomery’s goal is to inform families of new opportunities on how to balance work and home life, so in order to provide a full picture; she explores the potential downsides to living in a modern job-sharing family. Montgomery’s secondary claim states that working collaboratively on â€Å"job tasks at home† (1018) will increase â€Å"family cohesion† (1018), but that this combination will in turn eliminate the idea of your home being an escape from job pressures. She helps substantiate this argument by referring again to the subjects of her study, an emotional appeal. Steve summarized his perception of the situation, explaining that â€Å"job demands limited the control that they had over the time and space of family life† (1019). Montgomery makes her audience connect to this point on an emotional level by describing the conflicts the couple experienced because of the stresses their job-sharing created. She details Marjenah having to â€Å"constantly manage sounds† (1015), as well as the couple getting into arguments over the amount of energy each puts into one another’s work, citing that sometimes the main incentive for them to make up was the pressure of work calling again. It is clear to the reader that Montgomery is simply making an argument to explore this alternative lifestyle. She uses many different types of support throughout her writing in order to make her argument more informative; two will be analyzed further. Montgomery continuously includes professional opinions with quotes from past studies that are on the same topic as her own work. This gives the reader necessary background knowledge on the topic, by allowing the audience to have a more complete understanding as to how the economy has been playing a role in the decisions we make regarding how we balance our lives, since the Industrial Revolution. She opens with a quote from nineteenth century writer John Ruskin, which states home will only be home, until â€Å"the anxieties of the outer life penetrate into it† (1008). This grabs her reader’s attention, and provides a possible thesis for her writing. Montgomery explains separating work and home life has not always been the normal ideal, giving her reader a brief history on the â€Å"transformation of family labor from agrarian to high-tech work† (1010). She does this with quotes and ideas from over ten different sources, many of the sources she chose are known in the fields of Anthropology and Sociology. This is extremely helpful for her ethical appeal, because it shows Montgomery took the time to gain an understanding of the contextual relevance of her selected topic. Some of the work she cites claims things such as â€Å"In the early twentieth century, corporations supplanted many family firms, credentialed engineers replaced informally trained mechanics, and ‘big science’†¦rose to prominence. †(1011) and that â€Å"Industrial transformations†¦increasingly removed production from the home, while cultural transformations valorized home as a haven from the harsh work world† (1010). This relates to the quote she opens with, because Ruskin was one of the numerous writers pushing to get the â€Å"rising middle class to embrace this new ideal† (1010), raising the question of the motives behind said quote. Including other pieces of writing that claim technology is what played a key factor in changing the way individuals and families balanced their two lives, historically, helps her introduce the idea that â€Å"separate spheres are not necessarily the most desirable family and work forms† (1018). Montgomery uses examples to support her arguments, which helps create a mental image in her audience’s mind while reading her work. Her research gathered while with Marjenah’s family, is her most used example, and is a very effective form of support. In Montgomery’s eyes, â€Å"Marjenah’s family exemplifies how new technologies, management strategies, and gender relations are changing the possibilities for work collaborations within households† (1012). She refers to their specific situation as a way to personalize Montgomery’s generalized emphasis on women’s equality in education and job opportunities as being the main factor in society once again giving families the option to â€Å"draw in† and collaborate on work. She uses examples while giving her audience background knowledge of this topic. She starts with an example describing how â€Å"employers relied upon fathers to discipline family work units in some early factories† (1010). She makes the claim that shop-keeping families saw â€Å"kin as sources of income† (1010), more specifically using examples such as â€Å"the baker’s wife iced cakes a few steps from her husband, the butcher and his son chopped meat on the same counter, and for the family of grocers home and work merged† (1010). These examples support her statement that â€Å"the separation of spheres was neither decisive nor abrupt. † (1010). Montgomery does a sufficient job regarding the amount of support she provides her audience with to back up her argument. Every writer has an intended audience. Montgomery’s study was published in a book that has a goal to highlight how culture shapes family life during shifting social and economic landscapes, so it should address a fairly educated audience. The background information provided implies that she was keeping in mind the fact that not everyone who picks up her book will have an understanding of the different norms our society has gone through regarding the separation of work and home life. To conclude, Montgomery was very successful in presenting her argument that â€Å"contemporary gender relations, management strategies and technological practices enable divers family and work forms†¦Far from weakening family bonds, these mergers of work foster family cohesion† (1010). She appealed to her audience’s logos by providing facts, statistics, expert opinions, and by citing other pieces of work on her topic. This also helped her ethical appeal, as did the personal afterward detailing her background and her credentials. Using the example of Marjenah’s family, along with the baker, butcher and grocers, helped Montgomery emotionally appeal to her audience, and to get her point across. Overall, Montgomery presented her argument very clearly; it was fact based, and very informative which makes her exploratory purpose a success.