History of Printing Press and its Current Usage Research Paper

History of Printing Press and its Current Usage - Research Paper Example Printing in that era involved duplication of images, which were known as cylinder seals and involved trolling an impression of a certain image on tablets that were made up of clay. This was common among the Mesopotamia people who enjoyed civilization as early as 300bc. These people relied on the works of art for their livelihoods. Their works involved beautiful and complex images, which they would sell to trade partners. The use of printing in other countries such as china and Egypt was also practiced whereby they use small stamps to seal their proceeds of large blocks. In other countries such as India and most counties of Europe, the use of printing involved cloths and was widely practiced before they would turn to printing papers. An example of these countries in Europe was papyrus and Germany. Printing of images in clothes was mostly done using silk. This was practiced up to the seventeenth century.1 The history of printing can be traced back to areas given by in different stages. One of the foremost stages was the use of block printing. This is a technique that involves printing texts, patterns or images and was a common way of printing in Europe and East Asia whereby in Asia it was used on textiles under the influence of the Buddhism. In Europe, the art of printing was known as woodcut, which was used on paper to cover art team, with the exception of block-ups, which were mainly produced in the fifteenth century. The majority Christian Europe on cloths practiced the use of printing in Europe. This trend was common in the 1300s. They used these printings on cloths for religious purposes. The printings were normally large and elaborate that was used to convey a certain form of information. However, as time passed by, the use of paper became common by the 1400s. This was because of the ease of portability compared to the small woodcuts where they would paint religious images and cards. The use of paper became popular by the year 1425. The use of these forms o f printing became more popular in the mid 1400 century with the use of block books, woodcuts books that incorporated both texts and images. Typing was done on the same block, and was a cheaper alternative to the traditional forms of manuscripts and the books, which were printed using movable types. The movable type books were involved short heavily illustrated works that were repeated in many different versions of block-books. Some common examples of these printings in Europe were Ares Moriiendi and Biblia Pauperum.2 Printing in that era used various tools, which were made specifically for that purpose. It used stencils, which were used to add color to clothes that would last for a longer time. The use of stencils was ladder on advanced by the Japanese in their use of the Katazome on silk of cloths during a period known as Edo. The use of this stencils’ in Europe gained momentum in 1450s where they were commonly used to color old master prints that were printed mostly in blac k and white colors. This technique was mostly common in playing cards that continued to be colored using stencils even though other forms of printing had stopped using that form of printing. The colors used in this stencils was a mostly gotten from plants and flowers such as color green, purple indigo, violet. However, the people would advance further and derive color blue from the same plant extracts. These tools were mostly used for mass publications since they did not have to be handwritten.3 After the stencils era, printing moved to the movable type

Should People Do Things That They Do Not Like Essay Example for Free

Should People Do Things That They Do Not Like Essay In my primary schooling, my teacher always taught us to be honest, partially ourselves. However, our lives are full of regretting and compromising, we often need to dosomething that we do not enjoy. Many people think that we should be true to ourselves, so that we should choose what weenjoy most, regardless of what other people think. For example, if we do not want tostudy anymore, just give up and try to do what we really want to such as being an artist or a dance. It is meaningless for us to continue studying if we have no talents and no interest in it. Somebody consider health as an excuse for not doing anything that they do not enjoy. For a person who wants to be a teacher or an accountant this occupation may not he likes because of some reasons. Every day he needs to face the numbers and calculators. He isunder stress because he does not enjoy what he is doing. Few years later, maybe he willget some serious diseases or even so mad. Therefore, doing things that we do not want bevery dangerous. However, although most of us do not enjoy studying we know that we can gain from that. The most obvious is that we can obtain a high education level and have a better career prospect. Maybe many people oppose this view especially during the economicdownturn, but they should realize that there are some potential benefits that we haveforgotten for a long time. That is through studying, your knowledge can be strengthened. Besides, we will think that our knowledge is not enough when we have the chance tomake use of it. In spite of the importance of health, self-discipline is very essential and so we cannot dowhatever we want to. Otherwise, marriage between relatives, cloning of my murders, burglaries†¦ all the bad things you can think of may happen from time to tome. All theseare immoral and many other people will be effectual if you do them. Moreover, one`s interest in one thing may not exist when he was born. Taking part in thatactivity, Yundi Li, a Chinese pianist, did not like playing piano when he was small, butnow he is an excellent and well-known pianist in the world can develop interest. Primaryschool teachers teach us to be honest; it is true to look into a thing on different aspects. We will try to love what we are doing if we try to find out the lovely things of it. To conclude with, everyone wants to do what he or she enjoys most, but because of theabove reasons, we should learn how to live in the real lives in a happier way.

Field Programmable Gate Array based Digital Module

Field Programmable Gate Array based Digital Module Field Programmable Gate Array based Digital Module for Laser Frequency Stabilization A.Rastogi1, N. Batra, S.De2, S.Panja and A. Sen Gupta Introduction Frequency stabilized lasers are a crucial part in variety of atom-photon experiments such as atomic spectroscopy [1], laser cooling [2], probing the excited states of atoms [3] etc. Depending on the application, a stability in bandwidth from few MHz to sub Hz maybe required. It is therefore, essential to stabilize the frequency of a laser source to an absolute reference. Atoms or ultra stable fabry- perot cavities are used for this purpose [4]. Such stabilization schemes require electronic feedback / servo loops that allow for a correction in laser frequency deviation. At CSIR-NPL, we are developing the first optical frequency standard in India with a single trapped Ytterbium ion (171Yb+). The project aims at trapping a single Yb ion in a Paul trap, laser cooling the ion to about mK temperatures for a precise frequency measurement of the ultranarrow octupole transition at a wavelength of 467 nm. The 171Yb+ frequency standard will require a simultaneous operation of five lasers for photoionization (399 nm), cooling (369 nm), repumping (935 nm and 760 nm) and probing the clock transition (467 nm) [5]. All the laser lights for our experiment would be produced from extended cavity diode lasers (ECDL) which drift in their frequencies due to environmental factors as temperature fluctuations and mechanical vibrations. Such drifting renders them unstable and hence, incorporating frequency stabilization systems becomes an essential requirement for precise frequency standards. In general a frequency stabilization of a laser, as for example using saturated ab sorption spectroscopy [6], requires the use of a frequency synthesizer for scanning and modulation of the laser frequency , lock-in amplifier for phase sensitive detection, low / high pass filters, and servo electronics for feeding control signals to the piezo / current terminals of the laser. Instead of procuring these analog modules for each of the lasers used in our experiment, we have taken an effort of developing them indigenously with an all digital control using field programmable gate array technology(FPGA). Hence, the functionality of all the hardware components can be embedded inside a single chip. In this paper, we present an FPGA based laser frequency stabilization design and show some preliminary results of the performance of the FPGA design modules. An active laser feedback control loop mainly consists of a lock-in amplifier (providing phase sensitive detection) and a PID controller. As mentioned earlier, the controller generates correction signals that drive either a piezo attached to the laser cavity (as in case of ECDL lasers) or a current so as to adjust the laser frequency. Using FPGAs the entire functionality of a laser frequency locking system can be implemented in a single chip with an area of few mm2 . Moreover, the truly concurrent nature of FPGA processing algorithms results in the FPGA design modules behaving like dedicated hardware circuits. Minimal use of hardware leads to lesser probability of picking up noise from the surroundings and also reduces cost. The FPGAs could always be reprogrammed to incorporate extra adders, multipliers, filters i.e. they provide re-configurability. FPGAs are programmed using hardware description languages (HDL) such as Verilog-HDL or VHDL. We have implemented the laser frequency locking modules using VHDL. A schematic of various VHDL design modules implementing a laser frequency locking setup is shown in Fig.1. In our module, the FPGA chip (Xilinx Spartan 6 XCSLX16) receives an input signal either from an atomic spectroscopy or from a fabry-perot cavity[4] [6] .As shown in Fig.1, the acousto-optic modulator (AOM) does amplitude modulations of the laser signal resulting in variations in the intensity of light at the photodetector output. This modulated signal at the photodiode output is the derivative of the laser absorption signal i.e. proportional to the slope of a resonant feature. At a resonant frequency, the derivative signal is zero and on both sides of resonance, the derivative signal is 180 degrees in phase. This signal is the input to the FPGA systemwhich is then digitised using a 12-bit A/D converter (AD7476) and then passed through a high pass filter component. High pass filtering extracts the high frequency modulated features from the input signal. The filtered signal then goes to the input of the lock-in amplifier component (that implements phase sensitive detection). The reference signal for the lock-in amplifier comes from a VHDL component that implements a square DDS generator. A phase shifted version of this reference signal can be used by the AOM to amplitude modulate the laser signal. The lock-in amplifier component demodulates the modulated photodiode signal by multiplying it with the reference signal followed by low pass filtering thereby generating what is called an error signal. The error signal contains information as to which side of resonance, the laser frequency is. This signal is then processed by a PID controller component. The control signals generated by the PID component adjust the laser piezo and current signals in such a way so as to ensure that the error signal is always zero (which corresponds to a resonant frequency).Many a times, it is needed to just scan over the complete laser spectrum or to zoom in on a particular spectral feature. In this case, the PID action is disabled and a slow triangular scan signal (generated by a scan generator component) is fed to the laser piezo.All signals coming out of the FPGA are converted into the analog form via 12-bit DAC (DAC121S101). Moreover, to aid in the flexible tuning of locking parameters such as the lock-in gain, PID parameters, modulation frequency and phase, scan amplitude and frequency ; we are working on developing a graphical user interface (GUI) that would allow easy access to and modification of the parameters values inside the FPGA registers. Figure 1: A schematic of an FPGA based closed loop laser frequency locking system. The experiment (atomic spectroscopy setup) and the electronic feedback servo (implemented using FPGA) are shown separately. On the right is shown the image of our FPGA development board with the Xilinx based FPGA chip at the centre. All the feedback components have been implemented as programmable VHDL modules . Results of Some of the VHDL design modules Operation of the individual VHDL modules as well as of the entire system as shown in Fig.1.have been verified, as for example, by observing the physical signals generated from the software implementation of lock-in amplifier, high pass filter , square DDS , scan generator etc. Here we are showing some of these results from our prototype setup. Function Generation:We have implemented the functional behaviour of a square DDS generator and a triangular generatorby developing VHDL components for them. The output of the square DDS module is used as a reference signal for the lock-in detection stage and a phase shifted version of the reference signal is used in the amplitude modulation of the laser frequency by the AOM. The output of the triangular generator is used as a scan signal that drives the laser piezo for observing the laser absorption spectra over a wide range of frequencies. The signals generated from these VHDL components are shown in Fig.2 (a-b). Figure 2 : (a) Shows a square wave of 20 KHz. This would be used as a reference signal for lock-in detection and for modulation by the AOM. (b) Shows a triangular scan of 10 Hz. This would be given to the laser piezo for scanning over a huge range of laser spectrum. (c) A sine wave of 100 Hz (red) was distorted by a high frequency pseudo random sequence resulting in a distorted signal (blue). The high pass filter module filters out the low frequencies and only high frequencies remain (green). For the response shown, the cut-off frequency was kept at 1 KHz. High Pass Filter:Our high pass filter implements a first order IIR digital filter. As shown in Fig.1.the high pass filtering is needed to extract the high frequency amplitude modulations of the photodiode signal superimposed over the slowly scanned doppler absorption profile. As a way of verifying the functionality of this component, a low frequency sine way (100 Hz) was added to a pseudo-random number sequence (10-bit maximal sequence) which was generated at 1 MHz. The result is a highly distorted sine wave comprising high frequency fluctuations superimposed over a slowly varying sine wave. When such a signal is passed through the high pass filter component, the slow sinusoid is removed and only the fast fluctuations appear at the filter output. The cut-off frequency determines the signal at the output. The high pass filtering is shown in Fig.2 (c). Lock -In Amplifier(Phase Sensitive Detector):Software implementation of a lock-in amplifier constitutes developing a binary multiplier in conjunction with a low pass filter. The binary multiplier multiplies an input signal with a reference signal The product is then passed to the low pass filter of a suitable cut-off frequency such that only the portion of the input signal that occurs at the reference frequency remain while the rest are filtered out. Moreover, the output of the lock-in amplifier (i.e. the low pass filtered signal) is directly proportional to the amplitude of the input signal and inversely proportional to the relative phase difference between the input and reference signals. Hence, for a given phase relationship, theoutput increases with increase in input signal amplitude. Similarly, for a fixed amplitude of input signal, the output is maximum when the reference and input signals are in phase (0 degrees) ; minimum when the two are out of phase (180 degrees) and averag es to zero when they are 90 degrees phase separated. In Fig. 3, we demonstrate the amplitude and phase dependence of a lock-in amplifier circuit whose behaviour we have implemented in VHDL. The input signal to this component was an internally generated sine wave (5 KHz) and the reference signal was a square wave (5 KHz). From Fig.3 (a) , it is clear that as the amplitude of input signal (red) increases, the output signal (blue) shifts in the upward direction. For very small input signals (near to zero) , the output is also close to zero. From Fig.3(b), it is clear that the outputs of the lock-in amplifier are equal and opposite for phase separation of 0 (blue) and 180 degrees (red) between the input and reference signals. Moreover, the output signal averages to zero (green) when the corresponding phase difference is 90 degrees. Figure 3 : (a),(b) and (c)show the dependence of the lock-in amplifier output (blue) upon the input signal (red). As the input signal amplitude increases from (a) to (c), the output level also shifts up(d) The mean of the lock-in amplifier is minimum when the phase difference between the reference signal and input is 180 degrees (red), maximum when the two are in phase (blue) and lies in the middle of the two extremes when the phase difference is 90 degrees (green). Implementation of Frequency Locking Using Simulated Atomic Spectroscopy Reference frequency from the laser driven atomic spectroscopy is currently not available due to in- availability of the laser.Therefore, to overcome this practical situation and test the FPGA based frequency locking modules,we describe an elegent simulation scheme for testing the closed loop FPGA based frequency control by simulating the atomic spectroscopy experiment described in [6] inside the FPGA chip itself. Essentially, inside the FPGA chip , there would be two main modules : (1) An experiment module that simulates a saturated absorption spectroscopy setup and (2) A feedback module that implements lock-in detection and a PID control action. The experiment module would include three components : A laser piezo scan / control block that receives a voltage at its input and generates a frequency as a predetermined function of that voltage ; an atomic spectroscopy block which generates a derivative intensity profile as a function of the frequency from the piezo block . This in effect results in a derivative feature as a function of the input voltage to the piezo block. In addition , there is a modulation block that mimics an AOM driver. The block modulates the derivative signal in a certain algorithm such that the positive and negative cycles of the derivative signal are 180 degrees out of phase. The modulated signal then goes to the feedback block. The functions for voltage to frequency conversion and for frequency to derivative intensity conversion can be carefully chosen such that over one complete scan cycle , the derivative is zero at a particular voltage. The frequency corresponding to this voltage is the desired freque ncy and the feedback loop should effectively generate a voltage corresponding to this frequency by making the error signal zero. In this sense, the feedback module includes the basic components as high pass filter (for removing the slow doppler profile features from the modulated derivative signal) , lock-in amplifier (for phase sensitive demodulation of the derivative signal thereby giving an error signal) , a PID controller loop that fixes the error signal to zero and a scan generator that is used for observing the derivative over a complete scan range. Also, the reference signal for lock-in detection and the modulation signal from the AOM block are generated from a square DDS (implemented inside the feedback module). The output of the feedback module is either a scan voltage or a PID control voltage. In either case, the voltage signal goes to the piezo component of the experiment module. In this way, a closed feedback scheme is achieved as shown in Fig.4 At the time of writing th is paper, the experimental module has been successfully implemented and we are able to simulate both the scan and lock conditions. In the scan mode, PID loop is disabled and the error signal is observed over a defined sweep span. Under the locking condition, the PID loop is enabled which pins the error signal down to the zero value. In this way, the system gets locked to the frequency corresponding to zero error voltage. After the first order confirmation of frequency locking , we next plan to charcterise the lock quality , add facilities of scan offset and error signal offset to the existing simulation scheme as well as introduce noise into the system . Figure 4 :(Left) A closed loop scheme simulating an atomic spectroscopy experimental setup and a feedback system both implemented inside the FPGA chip. (Right) A falling edge of scan signal (blue) with an error signal (red) simulating a spectroscopic feature is shown. A mirror image of the feature is observed on the rising scan edge . When in lock mode, the error signal falls flat to zero voltage (green) demonstrating that the system gets locked to a particular frequency. Conclusion We have developed an all digital laser frequency stabilization module using field programmable gate array technology as against traditional bulky and expensive analog controllers. The VHDL design modules developed, imitate the functionality of typical hardware electronics used in a laser frequency locking system. The design modules were tested both individually as well as end to end through different testing methodologies. Some of the results were presented in this paper.Also, before incorporating the design modules into locking an actual laser, we have developed a scheme that simulates an entire atomic spectroscopy experiment with an electronic feedback system, both implemented inside the FPGA chip. We have successfully shown the frequency locking action of our feedback modules through this scheme and plan to test them more rigorously by making enhancements in the existing simulation scheme. Acknowledgement S. De acknowledges support from Board of Research in Nuclear Sciences (BRNS) for funding this project under the project code :34/14/19/2014-BRNS/0309. References [1] K.B. Mac Adam, A Steinbach and C. Wiemann, Am. J. Phys. 60 , 1098 (1992). [2] D. J. Wineland and H. Dehmelt,Bull. Am. Phys. Soc.20, 637 (1975). [3] Chien-Nan Liu, Toru Morishita and Shinichi Watanabe, 2009 J. Phys.: Conf. Ser. 194 032014. [4] W. Z. Zhao, J. E. Simsarian, L. A. Orozco, and G. D. Sprouse, Rev. Sci. Instrum. 69, 3737(1998). [5] S. De, N. Batra, S. Chakraborty, S. Panja, A. Sen Gupta, .Current Science 106, 1348 (2014). [6] Hall,J.L.;Hollberg,L.;Baer,T.;Robinson,H.G., ApPhL,39,680 (1981).

Maturation of Jem and Scout in To Kill a Mockingbird, by Harper Lee Ess

Throughout To Kill a Mockingbird Jem and Scout change tremendously. They do not change physically, but rather mentally. Their maturation can be seen as the novel progresses and by the end of the story they seem to be two completely different people. As the novel goes on, the reader can see that Jem and Scout mature even when the rest of the town does not. In part one, Jem and Scout are terrified of Boo Radley because of stories they have heard. They have never actually seen or talked to him and yet they are still children and believe most of the things they hear. The stories about Boo eating cats and squirrels are enough to scare them out of their shoes. The children love to play the game they made called â€Å"Boo Radley† which always ends with someone getting â€Å"stabbed† in the leg, just as Boo Radley stabbed his father’s leg. In part two on the other hand, Jem and Scout stop playing their game and stop telling the stories because it no longer entertains or scares them. If they had not matured, these games and stories would still frighten them. Because they have matured however,...

Broken Homes and Marriages

Broken family happens when the two parents are not anymore living together, usually this happens through divorce, but most recently, younger generation increased in number and frequency of single parenthood and early pregnancy (Tiabuilder, 2007). Broken homes, nonetheless might range from actual broken families or instances wherein parents and children seldom meet or have time together or instances when physical/sexual/psychological abuse/s are prevalent.People from broken homes did not experience the same love and affection that can be found in a normal family. Usually, they are provided with little attention and care. Thus, they are less likely to possess the essential qualities that a successful relationship requires. It must be noted that coming from broken homes increased the chances of rebellious behavior/s and delinquency (Tiabuilder, 2007). They are inclined to demand from their partners more attention, understanding and trust, to compensate what they lost.At first the couple with one or both coming from broken homes might become successful but in the long run they are less likely to possess the relative experience and knowledge required to establish a family and work out a marriage. Marriage is about sharing, becoming parents and becoming responsible citizens (Akande, 2008). Without a proper guide, those that came from broken homes lack not only the capability and/or ability but also the knowledge of maintaining a happy and good relationship with their partner or child/ren.More likely, people from broken homes follow the same path as what they had experienced. Work Cited: Akande, J. The Devastating Effects of Divorce and Separation. Retrieved on October 21, 2008, from http://www. myeexpert. com/areasofexpertise. php? id=246. Tiabuilder. The Only Solution To High Divorce Rates and Broken Families. 2007. Retrieved on October 22, 2008, from http://tiabuilder. wordpress. com/2007/04/29/the-only-solution-to-high-divorce-rates-and-broken-families/.

Differences and Similarities Essay

What are the differences in narrative and descriptive essays? This is a question many students ask. Having experienced writing both, I can tell that there are plenty of similarities as well as some very big differences between the two types of writings. Both narrative and descriptive essays provide great details. A narrative tells a story about an event, while descriptive creates a picture of a person, place, thing or event for the reader. I think that a descriptive essay gives a clearer picture of the story that’s happen or been created in someone life. A narrative essay often reflects your personal experiences, explaining what happened during some sort of experience. For example in the narrative essay â€Å"Homeless† the author was telling the story of how a women was homeless staying a bus terminal for several weeks and she had a home before but she lost it. The author explained the women explained â€Å"They were pictures of a house. It was like a thousand houses in a hundred towns, not suburb, not city, but somewhere in between, with aluminum siding and a chain-link fence, a narrow driveway running up to a one-car garage and a patch of backyard. The house was yellow.† The author was narrating the home that she once had before. This is what is meant by narrative essays have a purpose of telling the events to the reader. Narrative essay topics can include recounting an experience where you learned something significant, your first fight, your first job interview, or a frightening encounter. Narration is not always a personal experience, a book report can be consider a narrative since it spells out a plot. On the other hand descriptive essays uses sensory detail like sight, sound, smell and taste to describe a scene, person or feeling to the reader. In the descriptive essay â€Å"I want a wife† you can clearer visualize how the  man wanted his cloths to be kept up to part. For instance when the autho r said â€Å"I want a wife who will keep my cloths cleaned, ironed, mended, replaced when need be, and who will see to it that my personal things are kept in their proper place so that I can find what I need the minute I need it.† As you describe, you can create a three dimensional picture so the reader can experience the item, place, person or emotion along with the reading. Descriptive essay topics can include your favorite place, your basement, your bedroom, your best friend, an odd object that you own, an art exhibit, the best or worst teacher you ever had, your ideal job or your dream home. When it comes to the similarities between narrative and descriptive essay they have a lot in common. Just as in the narrative essay â€Å"Homeless† the author explained that â€Å"it’s not the size or location but pride of ownership†. Where as in the descriptive essay † I Want a Wife† the author explained † I want a wife who is a good nurturant attendant to my children, who arranges for their schooling, makes sure that they have an adequate social life with their peers, takes them to the park, the zoo, etc†. That writer was detailing what it was he wanted in a wife. Both wri ters were explaining specific details. Both narrative and descriptive essays should follow essay format with an introductory paragraph, body paragraphs and a concluding paragraph. At the end of the introduction, place a thesis, a sentence that explains the overall purpose of the paper. Give a reason for the narration or description in the thesis explaining why the event, person, place or thing is important enough to write about. In both, the thesis should express that you are telling a story because something was learned or that you are describing a place that creates a sense of clam in your life. Also, in both narration and description essay, including specific details in the body paragraphs to support the idea set forth in the thesis. However, there are some big differences between narrative and description writings. Narration often employs first person point of view, using words like â€Å"I† and â€Å"me†, while description do not. For example, the author of â€Å"Homeless† said â€Å"I’ve never been very good at looking at the big picture, taking the global view, and I’ve always been a person with an overactive sense of place, legacy of an Irish grandfather.† This is her using the word â€Å"I† explaining to the reader this is how she is. Another big difference between the two is that a narrative essay includes action,  but the descriptive essay does not. Narration follows a logical order, typically chronological. In contrast, description typically contains no time elements, so organize descriptive essays by some other reasonable means, such as how you physically move around in a space or with a paragraph for each of the senses you use to describe. When it comes to the descriptive essay â€Å"I want a wife† the author describes what he want his wife to do for him and the kids and the household by saying â€Å"I want a wife who will take care of my physical needs. I want a wife who will keep my house clean. A wife who will pick up after my children, a wife who will pick up after me.† He states know order as to how he wants it all done, he just know this is the way that he want his wife to be. In conclusion, Narrative and description writings have a similarities and difference. Both writings can be interesting to write and read about because the point of the writings is to grab the reader’s attention. On the other hand, both essays have different writing techniques to use to catch the reader attention. After getting a better understanding and examples in the similarities and differences between the two writings one will be more exciting to write on a topic then the other one. Depending on the style of the writer or what experiences and places or people that have encounter in your life this will determine which essay style you will choose. Like me if you enjoy painting a picture in someone head to make them feel like they can see, smell or even taste what your are writing about then descriptive essays is the way to go. References: Brady, J. (1971). I want a wife. Retrieved from http://bcs.bedfordstmartins.com/everythingsanargument4e/content/cat_020/Brady_I_Want_a_Wife.pdf Quindlen, A. (n.d.). Homeless. Retrieved from http://pers.dadeschools.net/prodev/homelesstext.htm Connell, C. M., & Sole, K. (2013). Essentials of college writing (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.