1,115 research outputs found
Merlin W. Call Reflects on Fuller Seminary
No full textA talk delivered to the Board of Trustees
September 16, 2006
Pasadena, Californi
Merlin and Nimiane : the unifying force for the national unity of Britain at the waning of the Middle Ages as depicted by an anonymous author of the fifteenth-century "Prose Merlin"
No full textThe article analyses a special portrayal of the relationship between Merlin and Nimiane in the English fifteenth-century Prose Merlin. The power couple escapes from their previously distinct and usually dubious renditions to perform a new function that serves the nation-building of a reviving civilization. The political and religious inclinations of the anonymous author are visible in their almost impeccable conduct towards their sovereigns, God, and themselves. The article analyses the unique presentation of the two in the light of the political and social circumstances of the waning of the Middle Ages in Britain and contrasts them with a short analysis of other medieval portrayals of the couple
Precarious Labour in Portuguese Call Centres: An Anthropological Study
No full textThis thesis explores the themes of alienation and exploitation within the Portuguese call centre sector by focusing on the nature of value-creation in the organisation of labour, the effects this regime has on workers’ consciousness and agency, and how these effects are expressed in terms of class, gender and age. These questions are examined within the broader political and economic context.
In recent years the ‘call centre domain’ in Portugal has been transformed into the main symbol of precariedade laboral (labour precariousness). The categories of trabalho precário (precarious labour), trabalhador precário (precarious worker) and precariedade laboral (labour precariousness) have recently entered into everyday language in Portugal. They are used by politicians and journalists as well as social movements and citizens as a way of protesting against the growing insecurity, contingency and vulnerability of formal wage employment as is found, for instance, in the increase of ‘atypical forms of employment’ such as temporary agency work. Call centres have been described as ‘electronic sweatshops’ because of such characteristics as repetitive tasks, high turnover, stress and burnout, psychological aggression from ‘angry’ customers, low autonomy in work tasks and automatism (scripting), leading to the stereotype of call centre workers as ‘human answering machines’.
My research argues that, in the call centre labour regime workers are subjected to management by tight surveillance which robs humans of their defining characteristics of creative/symbolic thinking and complex communication and language. This management also imposes a gendered division of labour which separates men working in technical support help lines from women working in commercial help lines. The dispossession of call centre operators from what they do comes both from the gap between their expectations of and aspirations to social mobility, which were inculcated through their circles of socialization (family, state, school), and the feeling of ‘falling from grace’ after finishing their college degrees and having to enter into call centre
work. This is a form of work which is not only socially perceived as unskilled, inferior and lacking career options, but most importantly as a form of work in which humans are disguised as robots. I conclude by situating my main findings within the anthropological and sociological scholarship related to the nature of value-creation in the capitalist labour process, gender commodification and the subjective experience of dispossession, downward class mobility and stigma
"Thank me therefore": Social Prestige, Probity and Self-determination of Nymue's character in Malory's "Le Morte Darthur"
No full textThe power of laughter and laughter in power : the presence and purpose of Merlin’s laughter in the English medieval romance "Prose Merlin", and the French "Roman de Silence"
No full textThe article deals with the figure of Merlin, most famously associated with the Arthurian medieval chivalric romances, who is a prominent representative of the high court as its important contributor due to his supernatural skills. However, amidst his numerous accomplishments as a prophet or royal advisor, his laughter constitutes a mysterious reaction that appears at surprising times. Represented in the two works, the thirteenth-century French Roman de Silence and the fifteenth-century English Prose Merlin, the scenes of Merlin laughing uncontrollably serve particular yet different purposes. This article aims to present, compare, and analyze the significance of Merlin’s laughter arguing that these scenes should not be dismissed as mere entertainment, as its author contends, they contribute significantly to Merlin’s roles within the narratives and his general portrait
Alinhamento operacional: um mosaico de interesses, conhecimento, ações e resultado
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.O alinhamento operacional nas organizações é uma alternativa de gestão para assegurar maior performance aos processos. O presente trabalho é um estudo de caso em uma concessionária de distribuição de energia elétrica brasileira, utilizando como contexto o call center e os seus processos sustentadores, sobre os quais foi estudado o alinhamento operacional. Tem por objetivo propor um modelo de verificação de alinhamento operacional com base no alinhamento integrado de resultado, conhecimento, ações e interesses para fomentar o alinhamento operacional de processos. Na abordagem teórica preocupou-se em reunir aspectos associados ao alinhamento estratégico (vertical) e operacional (horizontal) sob diversas nuances, para convergir em um modelo que possibilite experimentar, avaliar e concluir sobre a aplicação prática desse tipo de alinhamento. A pesquisa consistiu na observação assistemática em 25 reuniões durante 5 anos, em um grupo, em média, de 20 gestores de call center de outras empresas do setor elétrico onde foi estruturado o conhecimento e experiência para fundamentar a variável base e os fatores de influência na performance do call center. Em uma concessionária brasileira foi realizado experimento envolvendo três áreas sustentadoras do call center pelo período de um ano, caracterizando o grupo do experimento e outras duas áreas como grupo de controle. O modelo submetido ao experimento consistiu na formação de equipe com atribuições tais que naturalmente apliquem os conceitos de equipes autogerenciadas e das quatro variáveis propostas: resultado, conhecimento, ações e interesse. O resultado do experimento foi verificado pela evolução da variável observada, na performance do call center e pela percepção dos agentes, confirmando os conceitos aplicados e o resultado do experimento. Seguiu-se a pesquisa modelo envolvendo os grupos do experimento e de controle para observar e concluir sobre o alinhamento operacional. Para viabilizar tal pesquisa foi utilizado um ambiente de processos críticos, cujas equipes possuam: a) competências para desenvolver suas atividades; b) bom nível de desempenho anterior ao experimento; c) subordinações distintas; d) exigência de alinhamento estratégico; e) envolvimento em atividades operacionais intensivas; f) exigência de elevado conhecimento e envolvimento multidisciplinar; g) a fundamental necessidade de entendimento entre as partes. Como resultado prático visa demonstrar, que processos cujas equipes estejam alinhadas pelas quatro variáveis são mais produtivas e seus resultados são aceitos de forma coletiva. As conclusões foram positivas, o resultado obtido no experimento pôde ser comprovado por meta e reconhecido pelo cliente final dos processos como eficazes. Permitiu de forma complementar concluir sobre aspectos associados ao tipo de atividade das equipes envolvidas, assim como que o fomento do alinhamento operacional evidenciou a contribuição para o alinhamento estratégico constatado pelo modelo de verificação experimentado
Scholarly Program Notes for Graduate Percussion Recital: Javier Alvarez\u27s Temazcal, Andrew Thomas\u27s Merlin, David Lang\u27s Anvil Chorus, Toshio Ichiyanagi\u27s Rhythm Gradation, Kevin Put\u27s And Legions Will Rise, and Ben Wahlund\u27s Hard Boiled Capitalism and the Day Mr. Friedman Noticed Google is a Verb
No full textJAMES VILSECK, for the Masters of Music degree in MUSIC PERFORMANCE, presented on APRIL 4, 2017, at Southern Illinois University Carbondale.
TITLE: SCHOLARLY PROGRAM NOTES FOR GRADUATE PERCUSSION RECITAL: JAVIER ALVAREZ’S TEMAZCAL, ANDREW THOMAS’S MERLIN, DAVID LANG’S ANVIL CHORUS, TOSHIO ICHIYANAGI’S RHYTHM GRADATION, KEVIN PUT’S AND LEGIONS WILL RISE, AND BEN WAHLUND’S HARD BOILED CAPITALISM AND THE DAY MR. FRIEDMAN NOTICED GOOGLE IS A VERB
MAJOR PROFESSOR: Dr. Christopher L. Butler
This research paper examines the works performed by the author in his graduate percussion recital. Works include Javier Alvarez’s Temazcal, Andrew Thomas’s Merlin, David Lang’s Anvil Chorus, Toshi Ichiyanagi’s Rhythm Gradation, Kevin Put’s And Legions Will Rise, And Ben Wahlund’s Hard Boiled Capitalism And The Day Mr. Friedman Noticed Google Is A Verb. Topics covered for each work included a brief composer biography, background information of the work, analysis, and performance tips
Theta Phi, April 11, 1961
No full textA group of men stand on stage in a chapel. Written on verso: Inauguration service for Theta Phi chapter at ITC. April 11, 1961. Left to Right: Dr. Ellis H. Richards, Dr. Harry V. Richardson, Dr. Charles B. Copher, Bishop Ivan Lee Holt, Dr. Joseph A. Johnson, Jr., Dr. Lester R. Bellwood, Messrs: John Alexander, Stephen Nagbe, Merlin Conoway, Dr. Ralph L. Williamson, and Dr. Mack B. Stokes.The Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the National Endowment for Humanities - Humanities Collections and Reference Resources Implementation Project Grant in supporting the processing and digitization of a number of its major archival collections as part of the project: Spreading the Word: Expanding Access to African American Religious Archival Collections at the Atlanta University Center Robert W. Woodruff Library.</em
W. R. Myers High School 1965
No full textThe annual publication of the students of W. R. Myers High School Taber, Alberta. (Volume 1964-1965)pdfSOCIRL
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SIR WINSTON CHURCHILL
Sir Winston Leonard Spencer Churchill was born on Nov. 30, 1874 in Blemheim Palace in Oxfordshire, England. He became one of the greatest statesmen in world history. Churchill reached the height of his fame as the heroic prime minister of Great Britain during World War II. Churchill was also a noted speaker, author, painter, soldier, and war reporter.
Sir Winston Churchill's personal courage, the magic of his words, and his faith in victory inspired the British to "their finest hour. " The mere sight of this stocky, determined man - a cigar in his mouth and two fingers raised high in a "V for victory" salute - cheered the people.
Churchill not only made history, he also wrote it. As a historian, war reporter, and biographer, he showed a matchless command of the English language. In 1953, he won the Nobel prize for literature.
Churchill entered the service of his country in 1895 as an army lieutenant under Queen Victoria. He ended his career in 1964 as a member of the House of Commons under Queen Elizabeth II, the great-great-granddaughter of Queen Victoria. Few men ever served their country so long or so well.
Important Dates in Churchill's Life
1874 (Nov. 30) Born in Oxfordshire, England.
1895 Graduated from Royal Military College.
1901 Entered House of Commons.
1908 (Sept. 12) Married Clementine Hozier.
1911 Appointed first lord of the admiralty.
1915 Resigned from the admiralty.
1939 Appointed first lord of the admiralty.
1940 Became prime minister of Great Britain.
1945 Became leader of the opposition.
1951 Became prime minister of Great Britain.
1953 Knighted. Won Nobel prize for literature.
1955 Retired as prime minister.
1963 Made honorary citizen of the United States.
1964 Retired from House of Commons.
1965 (Jan. 24) Died from stroke.^cljoal
®oard
Mr. J. B. Percevault
Superintendent
Mr. F. Sauter Mr. L. Wright Mr. G. Gillespie
Mr. L. Harding Mr. J. Roberton
Asst. Superintendent Secretary Treasurer
Sorry:
Picture not
A vailable.
Mr. H. Anderson Mr. C. Oddie Mr. C. Rushford
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principal’s pcttcr
Dear Students:
At the time of writing two days have elapsed since the announcement of my resignation from the staff of the
Taber School Division. In a few weeks time I shall be entering the Provincial Superintendency and leaving
Taber for what is still an unknown destination.
Wherever we go we shall consider ourselves extremely fortunate to find a home as happy as the one we are
leaving, to find a community as friendly as Taber, and to find schools developing as rapidly as W.R. Myers.
During the two years I have been here I have often heard remarks to the effect that big schools like ours lose
the personal touch of smaller centres and therefore are bound to have a lesser degree of success. But you know,
this is nonsense. Of course we cannot get to know one another as well as in much smaller schools, but this is a
minor disadvantage when compared to the many great advantages our school offers its students and its teachers.
What are these advantages? First there’s the quality of the teaching. Most teachers prefer to specialize and
in our school they can do this. Secondly there is the question of physical plant and equipment. How far
superior are our facilities than those of smaller centres! Thirdly there is the matter of the wide and varied programme.
Only in the major cities can students have a more varied programme than ours, and this means that
practically every student obtains a grade XII diploma in one subject field or another. There can be no doubt
whatever that the students at W. R. Myers have greater opportunity and greater chance of success than any students
in smaller schools, and each year the opportunities and the possibilities of success are increased.
Next year Mr. George will take over the principalship. I know he will do a fine job and I know the staff and
students will give him every support. I wish him every success and I know that he will find, as I have, a great
deal of personal satisfaction in guiding W. R. Myers on its road to becoming a bigger and better school.
I have one final word of advice to all. It is time to stop talking about the problems we have had, the lack
of spirit we once showed, the poor morale we used to display. Those days are gone for Myers. The future is
brighter and more promising than ever before. We must think positively and the ghosts of problems-past will no
longer haunt us.
Good-bye and good fortune to all.
Mr. A. Baker Mr. W. Terriff Mr. H. Jepson
Senior
Mr. J. C. Bailey
Miss H. Betner
Mr. M. C. P. Thomas Mr. J. Mahnic Miss J. Evanson
Mr. F. Semaka
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Mr. R. Anderson
Mr. H. Terson Mr. Pinkney
Mrs. H. West Mr. B. Jenson
Miss M. Morris Mrs. B. Terriff Mr. W. M. Prendergast
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Mr. D. Nelson Mr. W.E. Litchfield Mr. H. Jepson
Mrs. L. Rolfson Mrs. L. Jensen
^Junior t
Mrs. R. Knibbs Mrs. G. Hart Mrs. H. Alexander
Mr. L. Hoogerdijk Mr. M. Weir
Mr. R. Francis
Miss Kozdrowski
Mr. F. Sudol
Mrs. M. McLeod
^Jtce-^rinctpal’s ^Message
James M. Small
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At the time of writing this message a chemistry club is being formed at W. R. Myers High School, and the
whole of the North American continent is mourning the needless death in Alabama of a Boston clergyman.
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You may be wondering who two obviously unrelated events have apparently been linked together. If your c
curiosity has been roused then read on. You may yet see that there is, in fact, a connection. tl
o
The study of chemistry is full of many fascinations. Chemicals are wonderful things. They fuel our engines sc
clothe our backs, improve our farms, and fight our diseases. You name it—chemicals do it! Chemicals are all
around you----- in fact chemicals ARE you. Your origins were two cells made of chemicals arranged variously
into patterns called genes and chromosomes. You had no say in how these patterns were formed, neither could w
your parents control them; yet in an instant of time they decided whether you would be short or tall, stout or thin,
blue-eyed or brown-eyed, of high intelligence or not so high, white-skinned or black-skinned.
It would be very strange if the tall people in W. R. Myers school dissociated themselves from the short people
or the blue-eyed from the brown-eyed. It would be made disturbing if the suggestion was ever made that one
group was worthier than the other. This would be generic prejudice, the product of ignorance.
It is easy for us in Canada to malign our southern neighbours for such behavior, but we must not forget that behind the gene of skin colour are many differences of culture, established and perpetuated by generations. Recognizing this, it would be foolish to allow a new cult to develop in our own midst—the cult of intelligence, based as it is on similar chemical factors.
Teachers have been criticized for placing too much importance on intelligence, but other public groups are more to blame. A world wide club exists membership of which is open to persons of very high I. Q. only; parents have been known to regard high I.Q. 's in their children as the latest status symbol; and, alas, some students in our own school, who see themselves as "smarter,” have adopted lordly attitudes over their classmates. Such self- glorification must surely breed prejudice.
It is high time that the whole question of intelligence and worth be viewed in clearer perspective. Intelligence alone will not guarantee a free pass to a worthwhile life.
There is the story of the student who was smart enough of mind to realize that by acting stupidly he would not be expected to produce at school. It was only after he "dropped-out" that he realized that undisciplined smartness produced little more than unemployment.
Real smartness is knowing our own capabilities and working towards their realization. This smartness of personality is the key to the worthy life; it is not an accident of birth, but the sum total of every word we have ever heard, sight we have ever seen, and thought that has ever crossed our mind. It is something which develops continuously through life, and which is nurtured by good habits especially during the formative early years.
Here we find the main reason for the existence of schools and compulsory education: to make available to all the benefits of a stimulating environment where personalities can develop.
With the right personality behind it there will be a satisfying place in the world for any ability be it low or high. Let us "look to the ant” as Socrates advised his students thousands of years ago. Man will always be more capable than ants, but we can gain by studying the selfless purposefulness in their every activity which allows them to perform amazing feats, for the benefit of the whole colony. Ants are never idle, but faithfully carry out their assigned tasks according to their various specializations. Not all can be queens; some are soldiers; some are workers; but all are worthy because they know their purpose and dedicate themselves to its achievement.
School can help you to know yourselves and to appreciate others, to identify yourselves with realistic and worthwhile goals, and to strive for these goals to your own satisfaction and for the good of your total society.
James M. SmallCaught in the Act
K P duty
Tsk, tsk
Linda Allen
'Here is a true and
industrious friend.'
Allan Anderson
'It is well to know
more than one says. '
David Archer
'The more you
learn the more
you forget. '
Tom Archer
'Sometimes I sit and
think; other times I
just sit. ’
Andy Birch
'The future belongs
to those
who prepare for
it!'
Richard Bennett
'Genius is the infinite
art of taking pains.'
Jim Birch
'The dictionary is th
only place where
success comes before
work.'
Dathan Arnett
T must give my books
and conscience a
vacation.'
Doug Bell
'A gallon of thought
to a spoonful of
words.'
Gordon Bailey
'All the world loves
a lover. '
Sarah Braun
'My thoughts and I
were in another world. ’
Arlie Bowman
t and 'Effort is an im-es
I portant duty in
life.'
Arlene Campbell
is tl
e I | 'Though she is but
efore Utile she is fierce. '
Merle Brown
’He studies but still
has time for cupid. '
Heather Bowman
'To know her is
to like her. '
Betty Cannady
'Small in stature
unique in mind,
you'll never find
her lagging
behind.'
IM Faye Clements Florian Cook
■Quiet but efficient.' ’Why do it now when
I’ve got four minutes
before the bell?’
Bob Corbett
'A good time now is
worth two in the future. '
Gwen Danforth
'Patience and diligence
like faith removes
mountains. '
Violet Derksen
T am a true
labourer. '
Mark Ellingson
'Why let studies interfere
with my education?’
Richard Ellingson
T think aloud on
all subjects.'
Linda Dumas
Rita Engwer
'Tis a thriftless thing
to be sad.'
Car
'The reward for work
well done is more
work to do. ’
•Wi
pie
wis<
thy
star
A r
von
ake
Maureen Evanson
T talk, I laugh, and if
necessary I work. '
Janet Fenton
'A lady in every way. '
;arol Friesen
Wisdom is the princi-le
thing; therefore get
isdom and with all
ly getting get under-ending.
n Holthe
ling ‘ man with few words
on't have many to
ike back. '
Allan Fletcher Ron Friesen
'One part of homework
to two parts of fun.
To my extreme mortification
I grow wiser every
day.
Bill Hamman
'His word burneth like a
lamp - - rich in good
works.
Wade Gulmick
'When business
interferes with
pleasure - - drop
business. '
Wayne Holstein
'The world turns
aside to let any
man pass who
knows where he
is going.
Pat Holtman
'Power will accomplish
much but perseverance
more.
Chris Hurdman
'The days that make us
happy make us wise.
Alma Jensen
Vicki Jensen
'The
'The sweetest garlan ball
to the sweetest maid can 1
roun<
'I am slow of
study.'
Rona
Barry Kinniburgh
'Friendship with all;
entangling alliances with
none.'
Eric Johnson
'Keen sense,
common sense,
and room for
nonsense.'
Weste Jensen
'The man who rolls up his
sleeves seldom loses his
shirt. '
Brian Kennedy
'Good humor is the
health of the soul. ' ^a1
Jo-Ann Kinniburgh
'What wisdom can you
find that is greater than
kindness?'
Sandr
Bruce Kunumoto
'The day is short; the work
is long.
To waste a moment would
be wrong. '
Frances Kurina
'The best mirror is an old
Friend. '
onald Layton
The man who hits the
rla all over the fences
iai( n take it easy going
bund the bases.'
Merlin Litchfield
'A lion among
ladies is a most
dreadful thing.'
andra Mackenzie
'Little strokes fell
great oaks. ’
he
1.'
Marilyn Lloyd
'Reserved, studious and
sincere. '
Lawrence Marriot
T meant to do my work
today—but--.'
Lorna Maggs
'To do a common
thing uncommonly
well brings
success. '
Judy Marose
Tn nice balance she
weighs truth with gold. '
Geraldine Murphy
'Charm is a woman's
strength.'
Pauline Nakahama
'She's winsome and she's
shy but there's mischief in
her eye. '
Bob Newman
'A live wire with
high voltage.'
Marie Norquist
'I am not afraid of t
morrow, for I have
seen yesterday and 1
love today. '
Neil Norquist
'Quiet but not asleep.' if IA
Charles Oseen
'With the help of
a surgeon he
might yet
recover. '
Rick Parker
'Hold the fort for I
am coming.'
Linda Paterson
'Enthusiasm makes heavy
work lighter.'
Gerald Pierson
'The best time to study is
between bells. '
Vai Shworan
'Mildest manners and
gentlest heart. '
Barbara Stevens
Tull of spirit as the
month of May.'
Brian Silzer
'The great end of a reasonable
education is to form
a reasonable man.'
Garth Smith
Tull of laughter, his
work comes after.'
A git Thomas
'Still waters run deep.
David Snell
'Member of the
school 'bored. '
Jerry Snell
'Good humor is the result
of congenial spirits and
lively wit. '
Ruth Thiessen
'Five foot two;
Eyes of blue.
Randy Weiss
'The rest of your days
depend on the rest of
your nights. '
Ron Friesen
Myrna Windberg
Ctlase grains ^ost |upul ar
1965 ^al!D
^Beet funking
Jieet ^ense of jHunwr Wfst Rancors
tj| f ^amc
^ssi Citizens
^esi pressed ^wt ^H ^ound
R.E.
B. S.
^akdktorg ^Message
Madame Chairman, honored guests, parents, and fellow students:
Graduation is a word that has several connotations or meanings. Each person
thinks of graduation in different terms. To the student, graduation is a time of
celebration, now that he is truly on his own in the adult world. He is also apprehensive
of the future, not knowing what lies ahead. The parents are proud--
proud that their child, who started school only yesterday (so it seems), has
achieved this momentous step in his life. With this proudness, the parents feel a
little remorse and have a few misgivings about their child now having the chance
to make his own in life. Teachers are happy at graduation--happy that we students finally made it out of Grade
Twelve.
The twelve years of schooling before graduation have been compared to the climbing of a previously unconquered
mountain, to the arduous plight of a small boat which eventually reaches harbor after being caught in
a storm at sea, and to the journey of an explorer, who, following years of diligent search, finally attains his
goal. Graduation is all these and more. Each graduate has a different concept of graduation. But they all have
one thing in common; namely, each encountered snares and pitfalls as he struggled toward his goal--graduation.
Tonight marks the leaving of a familiar way of life and heralds the beginning of a new way of life. During
the first years of our lives, our teachers and parents have bravely attempted to instill some knowledge in us, the
students. They realized the importance of our school years, for upon them depends the future. We students ofte
fail to realize this until it is too late. Graduation is only the first small hill in a range of goals, tasks, and
achievements. The hills will become mountains with steeper slopes and wider precipices. But these obstacles ol
the adult world need not be feared; we have only to apply the skills of learning and reasoning garnered in the pas
twelve years to find a solution to these problems.
Not every oneofuswillbean Einstein or a Rockefeller, but we graduates must endeavour to make somethin!
of ourselves according to our individual abilities. Never has a generation had so much to look forward to, to
anticipate. These anticipations will only be realized if we, tomorrow's society, make it so. Herein lies our
responsibility to man and to God. We may fail in fulfilling some of our goals and responsibilities. But the
values of life should not be measured by material success. If we have done our best in an honest and truthful
manner, we need not be ashamed of our failures.
Tomorrow we take our place in the world where we must either learn and work by ourselves or fail. Life is
now our school; may it be as happy and rewarding an experience as our school years have been.
Ron Friesen
Valedictorian
^ardxtcll—
The pupils and teachers of W.R. Myers High School were very distressed recently, to learn
of Mr. Jepson's departure from Taber at the end of the present school term. In the two years
that Mr. Jepson was with us, he advanced the status and well-being of pupils and teachers alike.
His wise counsel, sound judgment, keen insight and delightful sense of humor instilled a sense
of confidence and purpose in the entire school. Never was morale as high as during his
principalship!
Mr. Jepson came to us from Cold Lake, Alberta where he was vice-principal and principal
for five years. He took most of his schooling in Manchester, England which accounts for most
of his old world charm. He is quite fluent in French and Spanish among many other personal
accomplishments. It is with a sincere sense of loss that we wish Mr. and Mrs. Jepson happiness
and success in the former's new position as Superintendent with the Department of Education.
Frank Semaka
Vice-principal
Sponsored by :
CANADIAN WESTERN NATURAL GAS
®rade Stoltie
Ackerman, Phil
Anderson, Robert
Archer, Robin
Baker, Bill
Biem, Calvin
Bohnet, Brian
Captaine, Barbara
Conrad, Larry
Conrad, Norman
Cook, Marya
Crawford, Joan
Debona, John
Donick, Cheryl
Ellingson, Roger
Grant, David
Goodfellow, Chris
Hahin, Lydia
Howells, Lynn
Kinniburgh, Allan
Kennedy, Jean
McLaughlin, Grant
Nagy, Leslie
Perini, Robert
Platt, Deveny
Smith, Bryan
Tanner, Jim
Tinsley, Ron
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Fundamental differences in the radio properties of red and blue quasars: kiloparsec-scale structures revealed by e-MERLIN
No full textRed quasi-stellar objects (QSOs) are a subset of the quasar population with colours consistent with reddening due to intervening dust. Recent work has demonstrated that red QSOs show special radio properties that fundamentally distinguish them from normal blue QSOs, specifically a higher incidence of low-power radio emission (1.4 GHz luminosities L1.4 ≈ 1025–1027 W Hz−1) that is physically compact when imaged by arcsecond-resolution radio surveys such as FIRST. In this work, we present e-MERLIN imaging of a set of intermediate-redshift (1.0 2 kpc). We report a statistically significant difference in the incidence of extended kpc-scale emission in red QSOs. From an analysis of the radio size distributions of the sample, we find that the excess radio emission in red QSOs can be attributed to structures that are confined to galaxy scales (10 kpc). Our results indicate that the primary mechanism that generates the enhanced radio emission in red QSOs is not directly connected with the nuclear engine or accretion disc, but is likely to arise from extended components such as AGN-driven jets or winds. © 2021 The Author(s) Published by Oxford University Press on behalf of Royal Astronomical Society.DJR and DMA acknowledge support from the UK Science and Technology Facilities Council (STFC) through ST/T000244/1. JM acknowledges financial support from the State Agency for Research of the Spanish Ministry of Science, Innovation and Universities (MCIU) through the ‘Center of Excellence Severo Ochoa’ award to the Instituto de Astrofísica de Andalucía (SEV-2017-0709) and from the grant RTI2018-096228-B-C31 (MICIU/FEDER, EU). e-MERLIN is a National Facility operated by the University of Manchester at Jodrell Bank Observatory on behalf of STFC, part of UK Research and Innovation. Funding for the SDSS and SDSS-II has been provided by the Alfred P. Sloan Foundation, the Participating Institutions, the National Science Foundation, the U.S. Department of Energy, the National Aeronautics and Space Administration, the Japanese Monbukagakusho, the Max Planck Society, and the Higher Education Funding Council for England. This work has made use of data from the European Space Agency (ESA) mission Gaia processed by the Gaia Data Processing and Analysis Consortium (DPAC). Funding for the DPAC has been provided by national institutions, in particular the institutions participating in the Gaia Multilateral Agreement.Peer reviewe
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