Women s Brain, And Marjane Satrapi s The Veil - 985 Words

Tools as an instrument define an individual s identity and reality by forming distinction methods through several circumstances. Intelligence, Language, Media, Religion, Science, Status, Class, Gender, Race and Ethnicity are various tools which are used to define people in the society. In this community, individuals do not get a chance to define themselves through actions because the way tools define them, then, there is no chance left to show their power which is why these tools define them by damages. As of the writings, Anne Fausto-Sterling’s â€Å"Society Constructs Biology; Biology Constructs Gender†, Stephen Jay Gould’s â€Å"Women’s Brain† and Marjane Satrapi’s â€Å"The Veil† illustrates and shows clear view of how gender can be effective in the ways that can bring differentiation in an individual’s life. The negative effect of how tools define, one has a huge influence among people’s point of view. In Societ y Constructs Biology; Biology Constructs Gender by Anne Fausto-Sterling, who attempted to prove that differences between men and women are still remain in societies. Scientists researched and found out that male are more dominant than women. We live in the society, where people still think that males are stronger physically, because they have more power. It is authentic that, males are stronger physically, but that is not the reason why women should be considered weak. Women don’t have the same power as a man would and that is why men are trying to control the

Mozart, Also Known As Johann Chrysostom Wolfgang Amadeus

Mozart, also known as Johann Chrysostom Wolfgang Amadeus Mozart was an Austrian composer who was recognized as one of the greatest composers of the Western Hemisphere. Mozart was considered equal to Haydn and beethoven for he improved upon the Viennese Musical School. Some of the things that made Mozart different from other composers was that he wrote and practiced all genres of music, and was quite skilled at it as well. He also had a great amount of skill in his every one of the genres he has practiced. There are many factors that have influenced his music. For example, his childlike personality and other factors such as his life experiences, caused by his father, which are the primarily causes of the nature of his music. Mozart was†¦show more content†¦In addition to uttered vulgar platitudes, 34 Mozart s frequent facial grimaces, inadvertent repetitive movements of hands and feet, and jumping, 43,44 have been regarded by some as phonic and motor tics and used to support the diagnosis of TS, for example: Mozart s sister†in†law, wrote in one of her letters that he often used to touch his napkin to his lips, make grimaces, tap his hands or feet on objects, or play with hats, pockets, tables and chairs seemingly playing clavier, and so this shows how some of his actions were very much impulsive much like a child. Mozart also used to write letters to his family members, especially his sister and wife.† The content of the letters that he used to send was different from other things that he used to send to family members and other loved ones, for example: Milan, Oct. 5, 1771: â€Å"I AM in good health, but always sleepy. Papa has snatched from my pen all that I had to write about, which is, that he has already written everything. Signora Gabrielli is here, and we are soon going to see her, as we wish to become acquainted with all distinguished singers.† His use of words such as â€Å"Papa† shows the childish aspect of his personality. Children tend to change action quickly and act in different ways, they live in their heads most of the time and enjoy life to the fullest, Mozart also actedShow MoreRelatedWolfgang Amadeus Mozart, A Moral Law1440 Words   |  6 Pagesthere is one that stands out the most. Wolfgang Amadeus Mozart, a child prodigy and composer at the age of six, who played and composed so effortlessly, would change music styles and influence many great composers that would come years afterwards. Wolfgang Amadeus Mozart, in full Johann Chrysostom Wolfgang Amadeus Mozart, was born on January 27, 1756 in Salzburg, Austria. He was the son of Leopold and Maria Pertle Mozart and younger brother to Maria Anna, also known as Nannerl. His mother was born toRead MoreMonteverdi, Vivaldi, Pachelbel, And Handel1708 Words   |  7 Pagesor chest pain due to heart disease caused by his heart not gaining enough oxygen, he was also born with asthma. Due to these conditions, he was known for running out of the church, but he was also known to run out due to a composition idea he would have. Once Vivaldi started to work he worked in a place called the Ospedal Della Pieta where he would teach women to play the violin. This place would later be known as an orphanage since noble men would drop off the female children that they would have

We Real Cool Stay in School Free Essays

Wednesday on the final week of senior year and the only thing happening in my classes was the exchanging of yearbooks. I had already gotten signatures from all of my closest friends, except one who hadn’t been at school the past two days; his name was Frank Gritty. He was a childhood friend who was always known for being a trouble maker, so it wasn’t unusual for him to ditch. We will write a custom essay sample on We Real Cool: Stay in School or any similar topic only for you Order Now After not having seen him In any of the classes we had together, I decided to pay him a visit after school, since he TLD live very far. As I was approaching his house, I noticed a police car parked outside with someone sitting In the back. It was Frank and he had Just been arrested for taking a Joyride in a stolen car with some guys who were â€Å"cool,† very much Like the characters In Gondolas Brook’s poem, ‘We Real Cool,† which tells the story of seven rebellious dropouts who play pool at a bar and live a fast lifestyle full of crime. Brooks’ poem Is an attempt to teach readers the Importance of education, and the consequences that people who choose a life of crime must ultimately face: death. Brooks explores these themes through his use of rime, symbolism, imagery, and tone. In the first stanza of the poem alone, Me real cool. We Left school. † Brooks exercises the uses of both rime and irony. As each word is a single syllable, it gives the poem faster rhythm, much like the fast life of someone who chooses a lifestyle of crime over education. He is suggesting that people who choose to leave school are living too fast for their own good. The first line is used to show reader’s the narrator’s ego, while the second quickly provides us with us with realization that these â€Å"cool† pool players are actually dropouts. Brooks is using irony to illustrate the idea that rebellion, and the desire to abandon education is commonly seen as a desirable and â€Å"cool† thing to do mongo the youth, when people who choose to drop out are actually harming themselves and not allowing themselves to live up to their full potential. Brooks then goes on to list the crimes that the narrator his gang commit and makes use of sound in attempt to make the read a pleasurable experience while still delivering a powerful message. An example of this can be seen in lines such as â€Å"Lurk late† and â€Å"Strike straight. † This use of alliteration gives the poem an essence of sound, almost like a song, which gives much more emphasis to the idea that the speaker believes he Is â€Å"cool† for the foul acts they commit. The line â€Å"Strike straight† suggests that the gang commits perfect crimes and is therefore proud of getting away with them. Assonance can also be seen in each stanza of the poem with words such as â€Å"sin/glen† and â€Å"June/ soon. † After painting a â€Å"cool† picture of the speaker’s actions through a rhythmic sound, Brooks goes on to illustrate the ultimate consequences that one must face for such a lifestyle. Though the musical aspect of the poem creates a somewhat cheerful vibe, the poem ends with the two words â€Å"Del soon. † Brooks Is attempting to Imply that those who choose to live a carefree life of crime, such as the pool players, over a life f education Is sure to live a short one. In short, while It may seem a long tedious task to go to school and receive and education, the long term benefits far outweigh the short-lived sensation of being â€Å"cool. † This style of this poem was written strategically to make an underlying message an enjoyable and interesting read. It is important for becomes educated and reaches his/her full potential. Works Cited Brook, Gondolas. â€Å"We Real Cool. † Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Deed. X. J. Kennedy and Dana Tioga. 12th deed. New York: Pearson, 2013. 1948. Print. How to cite We Real Cool: Stay in School, Papers

Operation Management at Hard Rock Cafe free essay sample

Hard Rock Cafe © carefully trains and develops their crew to excite the customers and provide entertainment. The enthusiasm of the entire staff as they engage the customers is one of the reasons people keep going back. Scheduling the large staff Of bartenders, kitchen and wait staff, hostesses, and retail clerks is done based off of tracking sales. When planning the schedule, they look at the prior years sales and the trends for the last couple of weeks. They will also take into consideration any events that may be planned in the area during the time frame.The collection of over 60,000 pieces of rock n roll memorabilia is a major draw for the customers. Inventory Management has the responsibility of cataloguing the entire inventory in all the cafes. They have developed a system that tells them exactly what is in each cafe ©, where it is in the cafe ©, and what the story is behind each item. Maintenance of the inventory is done every 5-7 years when the memorabilia is taken out of a cafe © and refurbished. The cafe © is then restocked with new items.The layout strategy of each cafe © includes the careful placement of items so that the display IS attractive but also allows for easy circulation for the consumer and exposes them to merchandise available for purchase. The kitchens are designed efficiently for easy food preparation. Even though customers come to see the famous collections, they are also there to enjoy the food. Before a meal is placed on the menu, product design will test the meal, analyze the cost of each ingredient versus labor requirements, and survey the customers.Quality evaluates the food and service regularly by surveying the customers on their satisfaction on a scale of 1-7. If the food or service does not rank a 7, it is considered a failure. Supply management assists in product sign and managing quality by only ordering from qualified suppliers that have proven that they have needed ingredients and that they deliver on time. To make sure that customers are attracted to the Hard Rock Cafe ©, management has developed a smart location strategy.Before deciding on a location, they will carefully research a market and look for an exact location. They will also study the timing to make sure that the economy will support a new cafe © in that area. Once a cafe © is opened, it is watched carefully and process and capacity design will modify the menu, inventory, and layout as customers tastes change. Productivity of the kitchen staff and wait staff at Hard Rock cafe © is determined by the use of the surveys that are given to the customers. If the staff does not earn a 7, they have not properly done their job. Also, how efficiently a table is turned or served and emptied would reflect on the production of the wait staff. When a service company such as Hard Rock Cafe © applies the 10 decisions of operational management to its business, it is looking to run a business that will entertain the customers and keep them coming back. All the decisions are made based on what does the customer want to see and eat and how can the staff make sure that the experience is efficient.When an automobile company such as Ford applies those same decisions, they also want to satisfy the customer and keep them coming back, but Fords decisions are based on what is going to be more convenient, safer, and desired by the consumer. For example, in making the popular Ford Explorer SUB, the company has to make sure the design and layout is practical, quality is safe, the car is easily maintained, and inventory In 1 971, when Hard Rock Cafe © ini tially opened, it was meets the demand. Just a nice London Pub that served a casual American meal and had a theme that was devoted to Rock n Roll music. The customers enjoyed the theme and kept going. Since then Hard Rock Cafe © has realized that to stay on top Of the competition and keep the customers, it has to be more than a themed restaurant but it has to create an experience for the customer. Hard Rock has changed their strategy from just providing good food and memorabilia to look at but providing an entire experience of museum quality collections, live sic and concerts, an engaging staff, and retail stores for customers to purchase seven IRS of their visit.To achieve their goal of an ultimate experience for the consumer, Hard Rock Cafe © has changed its responses to how they apply sore of the operational management changes. Location management has chosen to franchise certain cafe ©s to avoid risk and so the business will run smoother. They have also stopped marketing just target cities well known for their tourism and have targeted smaller, less touristy cities to avoid being hit so hard by the changes in economy. Design of goods ND services takes the culture where the cafe © is in consideration by changing up the menu to what is more fitting for that area. They have also stocked the retail stores with merchandise that is specific for that cafe © only. A customer cannot purchase a Hard Rock Cafe © Madrid when they are visiting Hard Rock Cafe © London. In addition, process and capacity design has branched out to hotels and casinos to broaden the customer experience. Hard Rock Cafe © fits into the multiplicities international strategy. Each cafe © has its own autonomy with nearly half of them being franchised. Instead of just having en menu that each cafe © serves, the menu is adjusted to fit the local tastes.

Mis Advance free essay sample

Advantage Energy Technology Data Center Migration Brain Smith, network administrator at Advanced Energy Technology (AET), has been given the responsibility of implementing the migration of a large data center to a new office location. Careful planning is needed because AET operates in the highly competitive petroleum industry. AET is one of five national software companies which provide an accounting and business management package for oil jobbers and gasoline distributors. A few years ago, AET jumped into the â€Å"application service provider† world.Their large data centre provides clients with remote access to AET’s complete suite of application software systems. Traditionally, one of AET’s primary competitive advantages has been the company’s trademark IT reliability. Due to the complexity of this project, Brian will have to use a parallel method of implementation. Although this will increase project costs, a parallel approach is essential if reliability is not to be compromised. Currently, AET’s data center is located on the second floor of a renovated old bank building in downtown, Corvallis, Oregan. We will write a custom essay sample on Mis Advance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The company is moving to a new, one-level building located in a recently developed industrial complex at the Corvallis International Airport. On February 1, Brian is formally assigned the task by the Vice-President of Operations, Dan Whitmore, with the following guidelines: †¢From start to finish, it is anticipated the entire project will take three to four months to complete †¢It is essential AET’s 235 clients suffer no downtime. Whitmore advises Brian to come back to the Executive Committee on February 15, with a presentation on the scope of the project that includes costs, â€Å"first-cut† timeline, and proposed project team members. Brian had some preliminary discussions with some of AET’s managers and directors from each of the functional departments and then arranged for a full-day scope meeting on February 4 with a few of the managers and technical representatives from operations, systems, facilities, and applications. The scope team determined the following: †¢Three to four months is a feasible project timeline and first-cut estimate is $80,000-$90,000 (this includes the infrastructure upgrade of the new site). †¢Critical to the â€Å"no-downtime† requirement is the eed to completely rely on a AET’s remote disaster recovery â€Å"hot† site for full functionality. †¢Brian will serve as project manager of a team consisting of one team member each from facilities, operations/systems, operations/telecommunications, systems applications, and customer service. Brian’s Executive Committee report was positively received and, after a few modifications and recommendat ions, he was formally charged with responsibility for the project. Brian recruited his team and scheduled their first team meeting (March 1) as the initial task of this project planning process.Once the initial meeting is conducted, Brian can hire the contractors to renovate the new data centre. During this time Brian will figure out how to design the network. Brian estimates that screening and hiring a contractor will take about one week and then the network design will take about two weeks. The new center requires a new ventilation system. The manufactures requirements include an ambient temperature of 67 degrees to keep all of the data servers running at optimal speeds. The ventilation system has a lead time of three weeks.Brian will also need to order new racks to hold the services, switches, and other network devices. The racks have two weeks delivery time. The data centre supervisor requested that Brian replace all the old power supplies and data cables. Brian will need to order these as well. Because Brian has a great relationship with the vendor, they guarantee that it will take only one week lead time for the power supplies and the data cables. Once the new ventilation system and racks arrive, Brian can begin installing them. It will take one week to install the ventilation system and 3 weeks to install the racks.The renovation of the new data center can be as soon as the contractors have been hired. The contractors tell Brian that the construction will take twenty days. Once the construction begins and Brian installs the ventilation system and racks, the city inspector must approve the construction of the raised floor. The city inspector will take two days to approve the infrastructure. After the city inspection and after the new power supplies and cables have arrived, Brian can install the power supplies and run the cables.Brian estimates that it will take five days to install the power supplies and one week to run all of the data cables. Before Brian can assign an actual date for taking the network off line and switching to the hot remote site, he must get approval from each of the functional units (â€Å"Switch-over Approval†). Meetings with each of the functional units will require one week. During this time, he can initiate a power check to ensure that each of the racks has sufficient voltage. This will require only one day.Upon completion of the power check, he can take one week to install his test servers. The test servers will test all of the primary network functions and act as safeguard before the network is taken off line. The batteries must be charged; ventilation installed, and test servers up and running before management can be assured that the new infrastructure is safe, which will take two days. Then they will sign off the Primary Systems check, taking one day of intense meetings. They will also set an official date for the network move.Brian is happy that everything has gone well thus far and is convinced that the move will go just as smoothly. Now that an official date is set, the network will be shut down for a day. Brian must move all of the network components to the new data center. Brian will do the move over the weekend-two days- when user traffic is at low point. Tasks Deliverables:- 1. Identify the major tasks to be carried out. Please note, you might need to do bit more independent research in finding out all required tasks in migration projects. marks 2. Identify the order the tasks have to be developed. Can some tasks be done in parallel (at the same time) or serially (one task must finish before the next task starts) and break down the major tasks to the lower levels (as far as work package). 10 marks 3. Identify any major risks that could affect the delivery of the project or cause to exceed the project budget, time scale or increase the required resource. Construct a risk assessment table that will rate the impact of each risk that you identify. 5 marks 4.Determine the costs and provide a WBS containing these costs. The WBS should also contain a set of estimates that are mirrored on the WBS and should be capable of rolling-up to demonstrate the overall cost of the project and the individual cost of each sub deliverable. 10 marks 5. Create a work breakdown structure (WBS) for those tasks which have tangible outcomes such as build an office and a process breakdown structure (PBS) for those tasks which are process oriented. 10 marks 6. Can you link the two structures, i. e.WBS and PBS so one project manager can manage the project or do you have other suggestions? 5 marks 7. Develop a project plan using Project 2000 or other suitable software. 10 marks 8. Include an organisational Breakdown structure (OBS) to demonstrate the communication channels. 5 marks 9. Include critical path analysis to demonstrate the beginning to end of the project. 10 marks 10. Include a responsibility matrix. 5 marks 11. Write a report about your experiences, difficulties and challenges in solving this project. 5 marks

Prostitution.

Prostitution. Prostitution is an issue which has caused controversy cross-culturally and historically and which has many individuals reexamining the logistics of it. If prostitution is decriminalized it will become economically profitable and feasible for not only the prostitutes, but also western society as a whole. Without the 20th century western laws, which force prostitution underground, the profession of prostitution could become a clean and safe occupation. Prostitution laws are unconstitutional and deny the prostitutes what the American constitution allows them. Prostitution is an illegal act in Canada and large portions of the United States, which, if legalized, would protect and benefit 20th century western society. If sanctioned, prostitution will become economically lucrative for the governments involved. The colossal amount of money spent each year on prostitute prevention could be spent on more urgent issues, which is exactly what the San Francisco Task Force on Prostitution found.Th e total costs accounted for in this report amounts to $7,634,750.00.2009 March For Life in Washington, DC), photo by J...Given the many areas in which we found that information is not available, or there are hidden costs, the over all expense to the taxpayer exceeds $7.6 million annually.1 The San Francisco Task Force is a group of researchers, police officers, members of the San Francisco community, government officials and prostitutes, who frequently meet to discuss the issues of prostitution and to try to come to some solution. Although they may not always agree, two issues they are in agreement about are that the $7.6 million dollars would be better spent elsewhere and that prostitution should be legalized. Robert Noce of Manitoba city council wants reform of the Canadian Justice System and he would like to see prostitution become worthwhile to Canadian taxpayers. Instead of pretending these establishments don't exist, instead be logical about this and try to use the profits tha t we could...

Dialectical Shifts Writing Assignment Example | Topics and Well Written Essays - 750 words

Dialectical Shifts Writing - Assignment Example She compares her dance to swaying of the cruise ship. The dancer/singer wants each one in her company to reach the ultimate in the world of enjoyment. Her concept of enjoyment is without any limits, definitions and boundaries and singing and dancing are only the mediums. She detests the word ‘restrictions’ when it comes to pleasure-seeking. The poet reminds her audience that the weekends are meant for enjoyment. Night and enjoyment make the perfect combination and as such the poet compares herself to the queen of the night. For such people societal restrictions and cultural barriers have no meaning, and they are inclined to take over everything in the world of enjoyment. She wants them to lose their minds, beat space and time and remain engulfed in the ocean of drinks. She wants the fellow dancers to be in absolute control of their body, mind and soul. The words kenzo and benzo carry highly positive sense and the poet is willing to break all formal disciplines of dancing to achieve the final objective of enjoyment. Def jam is a hip-hop music label. The poet assures the dance lovers that she has huge collection of songs to make the night memorable. In fact, she is not willing to make any other thought pass through her mind except that of enjoyment. In this part of the poem, the poet attains a new dimension of rage, almost to the point of recklessness. The lyrics are penned down with a devil-may-care attitude. She shows awareness about the societal criticism about her questionable feminist politics and her resentment on the male authority. She tenders immediate challenge to the criticisms levelled against her through this poem and is not willing to give any latitude for reconciliation

English Essay Example | Topics and Well Written Essays - 250 words - 2

English - Essay Example Correct dressing needs sufficient time to prepare and the knowledge of correct kind of clothes that fit a particular occasion, event, or situation depending on the persons that one would communicate with or interact with. Another reason why good dressing indicates good personality is that a balanced personality would indicate that a person has enough knowledge on physical appearance. Important aspects in one’s life that need to be developed and developed to prepare one in interacting with other people, through different situations. Preparations therefore, to develop one’s character include the development of intellectual skills, emotional skills, as well as skills in good grooming to make one presentable at all times. Third reason that supports good dressing indicates good personality is that by knowing how to dress correctly, people will give due respect. It would totally be improper to show excellence in mental skills but be sloppy in physical appearance by dressing i n ill-fitted or inappropriate clothes. A businessman or head of a corporation would look bad in presenting the proposals or strategies in a business meeting, for example, if he is seen to be dressed in shorts and t-shirts.

Manipulating creation Essay Example | Topics and Well Written Essays - 500 words

Manipulating creation - Essay Example Therefore, while technology plays an important role in creating easy and comfortable lives for humanity, it is important to observe boundaries that maintain the balance of life. In the creation stories, there is a concept of God creating everything for the comfort of humankind. For example, man is in charge of all life on earth (Herzfeld 91). The implication is that man has the authority to shape the world to a shape that suits all his need. Therefore, the desire to change the nature of creation is justified by the position of man in the universe. However, this is a utilitarian view. An alternative view would mean that man has the responsibility to maintain creation as it is. In addition, changes would imply dissatisfaction with the work of the creator. Therefore, such changes would be wrong in a religious context. The illustration of the initial desire to change the nature of metals to suit the needs of humanity exposes the nature of man and his position in creation. For example, in an economic argument, the limited amounts of Gold make the metal valuable. It its quantities were to increase, its value would reduce. In addition, the other metals have more u se in building, tasks that gold cannot be used for. Therefore, the current model of creation fits the needs of humanity by availing materials in the amounts required by humankind. Therefore, the provisions of nature create a balance that makes life easier by providing the requirements of humanity at the required amounts. However, the argument of presence of diseases and other genetic disorders that complicate life and create suffering is used to challenge the principles of nature. For example, in the proposed models of nanotechnology, it is possible for doctors to remove tumors that were recently fatal to man (Herzfeld 96). In addition, the principles of alchemy were instrumental in brewing

Introduction To Jungle Warfare History Essay

Introduction To Jungle Warfare History Essay Jungle warfare is a military term used to define combinations of special techniques that are aimed in areas that are or similar to jungle terrains. Categorically considered as one of the most dangerous forms of warfare, the training for jungle warfare is usually specialized and separated from the traditional military education because of the differences in the approaches and tactics used. Initially, the United States was not too keen on having jungle warfare training for the military troops as they viewed jungles, as impenetrable and unsuitable for military operations. However, because of the successful attack of the Japanese Army to the British forces in 1942 through the Malaysian Jungles, this line of thinking was slowly erased, and jungle training was placed as an important form of military warfare training. Nevertheless, in a jungle environment, the combat operations of the US Army have met limited success and continue to be challenged. As evident in the 1965 to 1975 Vietnam War, the US Army faced significant challenges and struggles to be victorious. Highlighting on the Vietnam War, this paper will attempt to identify the challenges faced by the US Army. The paper will also discuss the kind of training needed for jungle warfare to address these challenges. Background on Jungle Warfare Training One of the most famous and successful jungle warfare training grounds of the United States military troops was found in Fort Sherman in Panama. Called the Jungle Warfare Training Center (JWTC), it produced about 19,845 graduates from the year 1953 to its last year of operation in 1999. It was considered as the most grueling training grounds and as John Smit, one of the products of the JWTC in 1967 put it, this training was so crucial to the militarys ability to wage war in Vietnam and short of going into actual combat situation, it was the best training warfare facility that could be established (Abel, 1999). The origins of JWTC can be traced back to April 1951, when then Commanding General received Training Memorandum 9, which later on established the Jungle Warfare Training Board (JWTB). The primary mission of the JWTB was to research, analyze and report on findings and recommend changes and additions to the established United States Army doctrine and techniques of jungle warfare and equipment designed for operations (Hudnall, 2004, p.58). JWTB emphasized and kept alive the spirit of jungle warfare in the military. The essentiality of the trainings being done in Fort Sherman was highlighted during the Vietnam War, because it was during this time that the need and importance for jungle warfare training was parallel to that of the army troops survival and victory. The results of the participation of the United States in the Vietnam War could not be thoroughly discussed without going into the condition of the troops jungle warfare training. Therefore, with this point in mind, this paper will be dealing with the results of the combat operations of the US Army in the jungle environment during the 1965 to 1975 Vietnam War, on why it has met limited success and continues to be challenged, and on the significant challenges and struggles for victory. In addition, this paper will also discuss the kind and quality of jungle warfare training, which the soldiers received in preparation for the Vietnam War and its impact to the problems encountered. The Vietnam War and the Challenges of Jungle Warfare The jungle warfare training of the United States Army in Panama held a significant but insufficient experience to the trainees especially during the onset of the Vietnam War. Swatrzlander (2002) noted that one of the biggest mistake that contributed to the loss of the United States during the war was not the type and quality of training they had to undergo before being sent off for war, although it plays a certain factor, but it was more on the sending off of sheltered American boys to fight in the guerilla or jungle war, which is by definition is an extremely strategic and deadly kind of warfare, and as such cannot be fully taught at only limited periods of time. The three-week training grueling and extensive as it may be was simply insufficient as compared to the experience and training of their Vietnamese counterparts, with the latter holding quite an advantage in jungle wars as they were practically raised in this type of environment and at young ages they were already trained to be hateful and merciless killers. It must also be pointed out that not all American soldiers who were on duty for the Vietnam War were born, trained and even liked to be soldiers. In fact, a considerable number of them were only into this situation because of the draft being put into play by the US government. All males during this time were required to sign up for the draft once they turned 18 and if they were drawn from the list, they were forced to join the military, and quite possibly be sent to a conflict or war zone with duties like that of the Vietnam War lasting for about a year. The Americans were given only a few weeks training to fight tough, experienced, hardcore guerilla fighters. The educational package provided by the JWTC included the use of weapons and tactical skills, through rigid trainings and exercises. It ran for ten three-week cycles annually, with reinforcement training exercises also occurring in addition to the ten regular cycles being promoted. The training cycle is usually composed of three steps: the training for individual soldier skills, small unit and company. Other trainings to help military troops prepare for the jungle wars and the survival in such environment included several patrols to the jungle terrains of Panama. This allowed them to experience the overall condition of being thrown into a jungle in preparation for Vietnam War. Individuals were exposed to different animals and vegetation, edible, non-edible, poisonous and non-poisonous. During this time, instructors repeatedly emphasized and stressed the various diseases and viruses which they may come in contact with in this type of environment. Shots like Gamma Globulin, a vaccine t o prevent contact of yellow fever which was quite common in central and South America, were given to the trainees (Protsch, 2004). Lindsay-Poland (2003) described the training for jungle warfare as one that served to test soldiers masculinity against savage nature and toughen them for the task of fighting civilizations Asian and Latin American enemies (p.196). Instructors taught the would-be fighters counterrevolutionary warfare with high specialized and complex tactics. Techniques designed to trap and smash enemy forces, as well as how to stage and repel ambush attacks, were just some of those items integrated into the curriculum. Afternoons were spent in the centers prized possessionthe zoo, where trainees hold and wrestle wild animals including the much-dreaded boa constrictors, just to practice dealing with the inhabitants of the jungle. Together with the curriculum being set out by the JWTC, the Jungle Operations Committee (JOC) also took certain initiatives to improve their mode and quality of instruction. Aside from conducting courses, the committee gathered questionnaires to officers and other military personnel who were assigned in Vietnam and asked for the reappraisal of the curriculum based on their experiences (Hudnall, 2004). This approach allowed them to acquire a more accurate detail on what is to be expected and therefore what is needed by the troops to prepare and survive in the jungle. It permitted the school to view its weaknesses and strengths especially in the improvement of their subjects making students more realistic to see the actual scenario in which they were about to face. A more concrete example of the improvements done through this practice can be traced back to October 1965, where instructors were able to observe a jungle-operations course in Hawaii, which was actually quite similar as to that in Panama but this time with an extra twist. The addition of the scene for a cordon and the search mock Vietnamese village was one point which the JWTC did not cover during their training. This theoretical enactment of possible scenes in Vietnam created a slight disadvantage to their trainees as compared to that of the other training. Such approach may help the trainees physically and mentally prepare more for the situation and believing in this as quite important to the students in training, the cadre or instructor added it into their curriculum. The condition in Vietnam was also a contributing reason why US military received minimal success. The environment was very harsh to the United States military; diseases like Dysentery, Malaria and Jungle Rot were very common and affected a lot of the soldiers. Jungles provide very little visibility with a few yards at most. Monsoon condition was also a factor as it rained straight for three to four months, making the troops wet, no matter how hard they try to keep themselves dry. Animal attacks, tigers and snakes were also situations which although were expected from the onset of their trainings were significantly different as compared to that in their training in Panama (Swartzlander, 2005). No experience in training would compensate for the actual scenario, especially when training and combat grounds differ in climatic conditions and natural resources and bounties. Aside from the lack of experience of the United States Army to jungle warfare, another item which may have caused the struggles and limited success during the Vietnam War was the training and actual stocks for the artillery. The United States and other Western countries depended on superior technology to defeat their opponents. However, in jungle warfare, the jungles erode to this blanket of superiority, making them more vulnerable (Kemp, Withington Keggler, 2008). Thick jungles can limit the use of vehicles and helicopters, which made surprise attacks, especially by those well-versed in the jungle terrain, easier. The close range battles and the barrier of trees and plants also made it more difficult to use support weapons and precision-guided ammunitions. Most of the weapons, uniforms and military ammunition used for training and actual combat during the Vietnam War were quite ill-suited for the type of fights and the tropical environment. Military issued uniforms were heavy and hot, and quite easily destroyed in the jungle environment. They were cheap, and they rot easily especially due to changes in weather condition. The high technology equipment and artillery used by the US army during the height of the Vietnam War also caused several problems for the troops on the ground. Take for example the M-14 rifle which was actually the type of armament used by the first batch of soldiers sent to Vietnam. With a weight of a little over eight pounds, it added to the sixty-five-pound weight survival kit brought by the soldier while away from camp. Furthermore, even if troops were trained in handling this equipment in jungle training centers, with shots either set to single or semi-automatic, they were not prepared for the different problems the weapons would actually pose during the actual encounter. Both the M-14 and its replacement the M-16, which although is much lighter at six pounds as compared to the former, jammed easily under wet and dry field conditions (Westheider, 2007). Grenades, which were also included in the individuals set of weapons, were still considered quite risky in the jungle environment. Fuse pins can be caught and removed by trees, shrubs, and some undergrowth resulting to possible unwarranted and unintentional deadly explosions. Another important point of jungle warfare, which added to the loss of the US to the Vietnam War, is their new strategy, which they used during the latter part of the war. Instead of following the search and destroy mission tactics to defeat the Viet Cong the more accurate name of their opponents they shifted their focus to also eliminating those that are supplying provisions to their enemy. However, with this new focus, new complications arose. Compared to US soldiers, the Viet Cong did not wear uniforms, and it was impossible to detect and identify them amongst the general public, especially together with the innocents. While US troops may have the best weapons and artillery or jungle warfare training, they were still unsuccessful because they had a difficult time identifying their opponents (Levy, 2004). This problem proved to be one of the strongest points of the Viet Cong in the Vietnam War. The US, in its desperation to end the dominance of the Viet Cong, resulted to two major search and destroy missions, the Operation Cedar Falls and the Operation Junction City, whose primary aim was to destroy the major strongholds and headquarters of the opponent. Nevertheless, in both occasions, the enemy left the targets before the American soldiers could attack and destroy the area. However, once the US military left these areas, the Viet Cong would make their way back and re-occupy the place. This was a continuous pattern all throughout the Vietnam War, resulting to difficulties for the US Army to concretely win the battles in Vietnam. The US government may have concluded these two missions as a success since they were able to take up the area but overall, it was still a negligible triumph because the degree of loss to the Vietnamese side was very small. The failure of the two major missions can also be credited to the different techniques and strategies that the Viet Cong used: they built underground tunnels to escape confrontation, questioning, and capture and with their knowledge of the jungle area; they also prepared plans, whether it was hiding behind trees and or shooting enemies from on-top. Conclusion The US army encountered many challenges during the Vietnam War. First was the lack of training and experience in jungle warfare. The three week period was simply not enough to instill the techniques and skills necessary for having a full-pledged jungle fighter. Second were the significant differences in climate and environmental conditions. Although initial training before the actual deployment to Vietnam was in a jungle terrain, the differences in seasons as well as climate, between Vietnam and Panama still held a big effect to the primary condition of the troops. Third, the weapons and equipment handed out to troops were unsuitable for jungle warfare conditions. Lastly, the tactics used by the troops were inappropriate for jungle wars. The fact that the enemies of the US during the Vietnam War were well-versed in jungle operations or warfare and that they had the support of local community was already a large challenge posed, as these are coupled together with the other four items presented above. It can be argued that the training, considering the limited time and resources, at the jungle warfare training school, was the best it had to offer. In terms of teaching basic information and letting soldiers initially feel the conditions of conducting wars, inside the terrain, the JWTC is assumed to have sufficiently and credibly spread the available information. Nevertheless, this still proved insufficient in the type of war that the US troops battled in Vietnam.

Essay on The Holy Bible - Role of God in the Book of Job

The Changing Role of God in the Book of Job The Book of Job shows a change in God's attitude from the beginning to the end.  At the beginning of the book, He is presented as Job's protector and defender. At the end He appears as the supreme being lecturing and preaching to Job with hostility, despite the fact that Job never cursed his name, and never did anything wrong.   Job's only question was why God had beseeched this terrible disease on him. I intend to analyze and discuss the different roles God played in the Book of Job.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the book opens, Job is God's "pride and joy", so to speak. Job was free of sin, he "feared God and shunned evil"(1:1). God apparently thinks higher of Job than any other mortal.   This is evidenced when he tells Satan that "There is no one on Earth like him; he is blameless and upright . . ."(1:8).   When Satan questions Job's faith God allows him to test Job, as if to show off his favorite servant.   This is an almost human quality in God--pride.   Satan's test involves the total destruction of everything Job owns and lived for:  Ã‚   his children his animals, and his estate.   Everything was destroyed but his wife, and of course the Four Messengers of Misfortune.   "In all this, Job did not sin by charging God with wrongdoing"(1:22).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   God shows more of the human characteristic of pride when He meets with Satan again.   God is almost gloating in this brief scene.   He praises Job further and maintains that Job is loyal:   Ã‚  Have you considered my servant Job?   There is no one on   Ã‚  Earth like him; he is blameless and upright, a man who fears   Ã‚  God and shuns evil.   And he still maintains his integrity, though   Ã‚  you incited me against him to ruin him without any rea... ...tried to make sense out of something they could not possibly understand.   God's anger could have also been instigated by the assumption that Job was getting closer and closer to cursing Him.   With each step of questioning, Job's faith might have been starting to be questioned.   This would embarrass God to Satan.   The former seems to be the more obvious reason however, the later, my own observation can not be ignored.   God exhibited human qualities in the beginning, like pride, and integrity, why would this God be immune to embarrassment?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In any case, acknowledging that Job did not curse him in all of his misfortune, God once again returned to the status of Job's protector, and Job once again became God's favorite servant.   God blessed the later part of Job's life with double the fortune he had before and another ten children.   Job lived a full life.

Bakhtin’s Theory of Self Knowledge

Mikhail Bakhtin in his theory of Self-Knowledge was primarily concerned with the freedom that a â€Å"fictional† character could have and its connection to the author. Accordingly, Bakhtin have suggested, what he calls, the theory of â€Å"surplus-vision† which corresponds to the inability of the character to obtain a self-knowledge which is only possible through having the chance to observe him self.In a more simple terms, Bakhtin explained that the character could or any other human being for that instance that exist outside of a person’s mind could not contemplate and think about the same things that the person who is contemplating has been thinking. Thus, when a person is contemplating about someone else, he would â€Å"see and know somethingâ€Å"that the character that the person has been contemplating could never see and know†.In such case that someone whom the person is contemplating, or that character that the person have been thinking could not act independently on his own without author, as its creator could have thought. Put plainly, this means that the character could never be in a situation wherein he can decide and write about himself without the authors will or foreknowledge. Bakhtin have further discussed that the character’s ability to act liberally would depend upon his being able to act in surprising manner. Such that, a free action is an action that no one else have thought of or have predicted.However, in the case of the character in its relation to its author, it seems to be very impossible for it to be able to act freely from the author’s wishes. This is where Bakhtin’s theory of self-knowledge plays an important role. It is when the analogy of the author and God that Human self-knowledge was put into question. Yet, according to Joseph Bartlett, even without the analogy to God, any person’s action is still predictable or can still be predicted by other person for instance, by someo ne who has known the other person for quite a long time.Thus the only way, in a view that divine intervention is not counted, that the person could be free is through knowing the expectation of other people and acting surprisingly (2005). Bakhtin believes that this was the only way that the person could act freely and not determined, having a self-knowledge of thy self is the only way to free thyself. For instance one of my friends has been living a very active lifestyle. He joins different sports and was engaged in interdisciplinary activities and courses.This is when he was to choose a humanities course for his senior year; I along with some of our friends have been really surprise when he took up an art course. It was really surprising and even more, when I asked him about his decision, he simply stated that he wants to surprise himself. References Bartlett, J. (2005). Freedom And Self-Knowledge In The Dramatic Works Of Anton Chekhov. University of Missouri-Columbia.

What is Irony The 3 Major Types of Irony (with Examples)

What is Irony The 3 Major Types of Irony (with Examples) What Is Irony and How Should You Use it? Last updated: 04/18/2019Many of us probably know it when we see it, but few of us can articulate what irony really is - much less identify the different types. However, it’s important for writers to understand this literary technique, as it can really add depth to your story - so long as you’re not using it in a hackneyed or incorrect way (like the much-debated Alanis Morissette song).In this article, we will define and analyze the various types of irony and how to use them in your writing. These types include dramatic, situational, and verbal irony, along with their offshoots and related terms. We’ll also give examples of each type in literature, films, and other media. Finally, we’ll debunk the concept of "rain on your wedding day†Ã‚  - which might be inconvenient but certainly isn’t ironic. The 3 different types of irony how to use them What is irony?Irony is a storytelling tool used to create a contrast between how things seem and how they really are beneath the surface. The term comes from the Latin word ironia, which means â€Å"feigned ignorance.† The three main types used in literature are dramatic, situational, and verbal, as mentioned above.People often conflate irony with sarcasm, coincidence, or bad luck. While these concepts can have ironic characteristics, they’re not interchangeable with irony.So for example, if you run to catch the bus and miss it by two seconds, that’s not ironic - unless the reason you’re late is because you were bragging about how you wouldn’t miss the bus. This creates an unexpected and comic contrast to what would otherwise just be an unfortunate situation. More on that later. The stages of dramatic ironyNow that you have a solid handle on what it is, let’s break down the three stages of dramatic irony.  We’ll use another Shakespearean example, this time from Baz Luhrmann’s Romeo + Juliet (which has an ever-so-slightly different ending from the original play), to illustrate these stages.Stage 1. Installation: the information is presented to the audience, but withheld from the characters. Toward the end of the movie, Juliet fakes her own death to get out of marrying Paris. She sends a message detailing her plans to Romeo, but he never receives it - so the audience knows Juliet isn’t really dead, but Romeo does not.Stage 2. Exploitation: the author uses this imbalance to heighten curiosity and tension. Romeo finds out about Juliet’s â€Å"death† and buys poison in order to join her in the afterlife. The audience doesn’t yet know whether he will go through with it, however, and they're filled with anguished curiosity.Stage 3. Resolution: the characters find out the truth. In the Baz Luhrmann version, Romeo drinks the poison by Juliet’s side, but she awakens from her deep slumber just before he dies. Hence he does, eventually, find out the truth that she was never really dead - but of course, he’s already consumed the poison, which means all they have time for is one final kiss.In this case, the dramatic irony is also tragic irony; the characters in Romeo + Juliet find out the truth just moments too late to stop something horrible from happening. Heartbreaking, no? 💔How else is dramatic irony used?To induce feelings of fear or suspenseAlfred Hitchcock succinctly explains dramatic irony by describing two scenes:In the first, four people are sitting at a table, having a conversation, when a bomb explodes.In the second, we witness an anarchist enter the room, place a bomb under the table, and set it to explode at 1pm. Moments later, we watch as four people sit at th at table and begin a conversation. There is a clock on the wall that reads 12:45pm.In the first scene, we experience momentary surprise. In the second scene, an innocuous conversation becomes charged with prolonged suspense - dramatic irony.For some truly impressive suspense-building, check out this list of the 50 best suspense books of all time.To stir up sympathy for a characterIn the movie Ten Things I Hate About You, high school senior Kat is cold and reserved. After Patrick agrees to woo Kat in exchange for payment from a fellow classmate (who wants to date her sister), we see her warm to him. However, even as they fall for each other, we know that the truth about Patrick’s initial interest in Kat will inevitably come out - consequently, we feel sympathy for her as the reveal draws closer.To create comical situationsIn the season eight finale of  Friends, Joey picks up Ross’s coat and a ring tumbles out - a ring intended for Ross to propose to Rachel. When Jo ey kneels down to pick it up, Rachel assumes he is proposing†¦ and accepts.Hilarity ensues as misunderstanding and miscommunication take the day. But of course, ignorance can only remain bliss for so long. Once exploitation is underway, resolution must follow soon after. A character who remains oblivious for too long can start to seem unrealistic to readers, and tension turns to frustration; always keep this in mind when using dramatic irony in a story. Dramatic irony: when readers know something the characters don’t 😠² 2. Situational ironyWhen the truth contradicts an expected outcome, it's  situational irony - also known as â€Å"the irony of events.† Again, just to clarify, irony is not the same as "coincidence" and "bad luck." If you buy a new car and then accidentally drive it into a tree, that is both coincidence and bad luck. However, if a professional stunt driver crashes into a tree on their way home from receiving a â€Å"best driver† award, that is situationally ironic.Example of situational irony: Harry Potter and the Deathly HallowsThroughout the seventh book of the Harry Potter series, readers follow Harry on his quest to find and destroy Voldemort’s six Horcruxes. At the end of the novel, we find out that there is a seventh Horcrux, so to speak  - and it's Harry himself.This unexpected twist also comes with the ironic realization that in order for Voldemort to die, Harry must sacrifice himself. So he willingly goes to meet Voldemort - and his own death. But when Voldemort uses the killing curse on Harry, it has the opposite of his desired effect. Harry lives while the Horcrux dies, bringing Voldemort that much closer to his greatest fear: mortality.In this way, Harry being a Horcrux is actually a double case of situational irony. Harry believes he must die in order to vanquish his enemy, whereas Voldemort thinks he is killing Harry, but he’s actually killing himself. Mind = blown, right?How to Write Dialogue: 10 Simple Rules (Plus 5 Mistakes to Avoid!) Read post This does rely on well-planned timing and context, however. A character needs to be properly developed, and the tone of a scene needs to be precisely conveyed, in order for dialogue to come across as ironic. Otherwise, there's a danger that the character’s statement may go over the reader’s head or be taken literally.For comic reliefOf course, sometimes writers use verbal irony simply to be funny. Whether it’s to highlight a sarcastic character (see: Chandler Bing) or to lighten tension during a dark or difficult scene, verbal irony typically does a very good job of providing comic relief.Final takeawaysHopefully you now understand the general purpose of irony: to create a contrast between appearances and underlying truths. When done properly, this can rather significantly alter a reader’s interaction with, expectations of, and insight into a novel. Indeed, irony is a hallmark of some of the most interesting and sophisticated writing in this day and age.Re member to use it with care, however, as it requires people to read between the lines. Irony can add a lot to the reading experience, but shouldn’t throw us so far off course that we can’t find our way to the truth. With that in mind, go forth and be ironic! (In your story, we mean.)What’s your favorite example of irony? Let us know in the comments!

The Television System of Paul Nipkow

The Television System of Paul Nipkow German engineering student, Paul Nipkow proposed and patented the worlds first mechanical television system in 1884. Paul Nipkow devised the notion of dissecting the image and transmitting it sequentially. To do this he designed the first television scanning device. Paul Nipkow was the first person to discover televisions scanning principle, in which the light intensities of small portions of an image are successively analyzed and transmitted. In 1873, the photoconductive  properties of the element selenium were discovered, the fact that seleniums electrical conduction varied with the amount of illumination it received. Paul Nipkow created a rotating scanning disk camera called the Nipkow disk, a device for picture analyzation that consisted of a rapidly rotating disk placed between a scene and a light sensitive selenium element. The image had only 18 lines of resolution. Nipkow Disk According to R. J. Reiman author of Who Invented Television: The Nipkow disk was a rotating disk with holes arranged in a spiral around its edge. Light passing through the holes as the disk rotated produced a rectangular scanning pattern or raster which could be used to either generate an electrical signal from the scene for transmitting or to produce an image from the signal at the receiver. As the disk rotated, the image was scanned by the perforations in the disk, and light from different portions of it passed to a selenium photocell. The number of scanned lines was equal to the number of perforations and each rotation of the disk produced a television frame. In the receiver, the brightness of the light source would be varied by the signal voltage. Again, the light passed through a synchronously rotating perforated disk and formed a raster on the projection screen. Mechanical viewers had the serious limitation of resolution and brightness. No one is sure if Paul Nipkow actually built a working prototype of his television system. It would take the development of the amplification tube in 1907 before the Nipkow Disk could become practical. All mechanical television systems were outmoded in 1934 by electronic television systems.

Solid Work Simulation Essay Example | Topics and Well Written Essays - 1000 words

Solid Work Simulation - Essay Example The concept of this analysis lies in the fact that the elements have the nods which would behave in the same way under different load conditions, thus it would be possible analyzing the three degrees of freedom of every nod can be fully translated by notation. Here probably, need to know how different load types will relate to the bending moments. The relationship between moment and loads. Since it is a look out for the build up towards the analysis methods, there is a need to explore the different load conditions. The different load conditions can be a) Moment Load, b) Point Load, c) Uniformly Distributed Load and d) Patch Load (Cprani C 2008). Solid Works Simulation writes the equations governing the behavior of each element taking into consideration its connectivity to other elements (Harmanto D 2008). The method brings up the results from hundreds of thousands of equations which relate the unknown to the knowns. Those functions which would be integrated just like any ordinary function. Then finally the solver finds the degree of freedom in every element at every nod. A number of simulation techniques have been developed to model a... Nonlinear Analysis-The stress-strain relationship of the material is not linear. -Induced displacements are large enough to change the stiffness. -Boundary conditions vary during loading (as in problems with contact) (Cprani C 2008). Buckling Analysis-this is conducted to predict critical loads and tests failure due to buckling.Frequency AnalysisThermal and Thermal Stress Analysis Optimization Analysis One can possibly make mistake in accessing a broad range of physical models and capabilities. -One should let SolidWorks Flow Simulation find the best dimensions or inlet and outletconditions that satisfy goals, such as force, pressure drop, or velocity (ProductDiscription 2009) In clearly understanding the effects of temperature changes in parts and assembles. In performing dynamic analysis on parts and assembles, it will require making a number of different studies (Product Discription 2009) The Use of Mesh Size and ShapeA number of simulation techniques have been developed to model and analyze different processes and to help decision- makers Halppin 1977). Cell-based modeling has been investigated in simulation (Zhang et al. 2005, Zhang et al. 2006). A subdivision of model during the analysis becomes necessary for the mathematical simulation. This task of subdividing is normally called to be the Meshing. Meshing helps to come up with more accurate results, at the same time it will require more computer resources. One can always make use of the mesh control to reduce the size of the element in order to improve the accuracy of the results.

MBA-Marketing Essay Example | Topics and Well Written Essays - 2500 words

MBA-Marketing - Essay Example Mainly marketing is a process which is concerned in making the organization successful by affectively selling its product. Distribution is one of the four and most integral parts of marketing. A distributor is also middle, an intermediary between manufacturers and retailers, after the production of a good it may be stored or passed down to the next level of the supply chain. Many times there may be a chain of middlemen passing a particular product down the chain or an organization, before eventually reaching the consumer. This process is commonly known as the distribution chain or the channel of distribution. Each component of this chain has their own requirements, which producers must take into account by producers. (Brassington & Pettitt, 2003, pp.21-98) It is important to note that distribution cannels may not include physical products only. It might be equally important to transport a service from the manufacturer to the consumer, for which both direct and indirect modes may be used. For example hotels may sell their services through travel agents or a centralized reservation policy. The channels of distributions have experienced many innovations in the service industry. Examples f this may be a steady increase in franchising and renting services. The renting services may include televisions through cars. There has also been an increase in the integration of services like travel and tourism. In this age links between airlines, hotels tourist guides and car rentals exist. Many services now include many service outlets like consultancies and estate agencies in competition with many grocery stores. Distributions channels are divided in quite a few levels, some gurus have defined that a level with no intermediaries can be considered a s zero level. The next obvious level, level one consists of one intermediary in consumer goods being a retailer and distributor for industrial goods. In a smaller economy where markets are small distribution can be achieved at zero or one-level channels. On the other hand in larger countries where markets are substantial, the use of a wholesaler is used to extend distribution to smaller retailers throughout a country. In countries like Japan the channel is quite complex and many levels are used even for the simplest consumer goods; whereas, in a country like Bangladesh, telecommunication operators use second level distribution for consumer goods to. In the field of information technology levels are termed as tiers. In a one tier channel publishers work directly with dealerships. In the case of a one/two tier channel means that the vendors will work with dealers and the distributors who will eventually sell the product or service. In this case the distributor and wholesaler play the most important role. (Ross, 2004, pp.101-155) Many of the theoretical principles that are applied to the external customers of an organization can be successfully applied to every internal customer of the same. In designated parts of an organization this rule may be formalized, as when a good is transfer at a particular price between different departments of an organization. Except of the usual economic price mechanism this procedure must definitely be viewed as a normal

Storm Drainage Design Project and Flooding Assignment

Storm Drainage Design Project and Flooding - Assignment Example Surface streams and groundwater flows and the wetness of soil before a the storm are the factors to be considered. According to Dr Tim Stott, rainfall prediction is a matter of statistics. No one can predict what the rainfall and catchment conditions will be in the future. With climate change, past records are not reliable for future references. Engineering design will be based on specified probability storm and the runoff generated by catchments In the hydrographs of Cynon River, there was an almost steady flow of water in the river for the first 40 hours. As the height of water start to rise on the 42nd hour, water had a abrupt rise and on the 44th hour the water temporarily had a constant flow and began rising again on the 48th hour. The rise was constantly rising until it reached the peak flow and it was recorded to be 0.65m above the river bed and the rainfall recorded at 1.2mm. In the analyses of the river hydrograph, the rise of water is faster than when it starts to subside. It would take more time to subside, and having a steady downward motion. There are factors that control the shape of hydrographs. The typical shape are shown and the main components are labeled according to Weyman (1975). A hydrograph would show the difference between the peak rainfall from the peak discharge. This is known as the lag time. Then a lag time is greater, there is less chance of flooding whereas a short lag time will show that water had reached the river channel quickly. The rise in discharge or rainfall as shown in the graph is called the rising limb and the decrease in rainfall is the falling limb. There are several factors that affect a flood hydrograph. Areas with large basins receive more precipitation that the small ones and they have a larger run-off(Hoyt, 1936) Larger basins will have a longer lag time as water has a longer distance to travel before it can reach the river trunk. According to Gillesania, 2006, the shape of the basin which is typically elongated, would produce a lower peak flow and longer lag time than a circular one. The effect of the slope is also very important. The flow will be faster down a steep slope, thus producing a steeper rising limb and shorter lag time. Channel design Given Data Note: Given the discharge in the channel, apply the the Manning Q = 1.5 m3/s formula to get a suitable breadth b, of a channel with n = 0.019 depth d S = 1/2500 = 0.0004 d = 0.6 Formula to be used V = where: v = velocity Q = Av R = Hydraulic Radius Q = A S = slope A = bd n = Manning's coefficient R = Q = discharge Computations: A = db = 0.6(b) Q = A R = 1.5 = 0.6b 1.5(0.019) = 0.6b 0.0285 = 0.6b = 0.6 1.425 = 0.6 = 2.375 = (2.375)3 = b3 13.3964 = 13.3964 = 13.3964(1.44 + 2.4b + b2) = 0.36b5 19.2908 + 32.1513b + 13.3964b2 = 0.36b5 19.2908 + 32.1513b + 13.3964b2 - 0.36b5 = 0 b = 3.9798 m. The discharge flow of the river is also to be computed. The computation is necessary because a comparison will have to be made in order to determine

Marketing Information System Essay Example for Free

Marketing Information System Essay INTRODUCTION: Marketing was the first functional area to exhibit an interest in MIS. Shortly after the MIS concept originated, marketers tailored it to their area and called it the MKIS (MARKETING INFORMATION SYSTEM). Early graphic models of MKISs provide a basis for organizing all functional information systems. The MKIS consists of three input subsystems: AIS, marketing research, and marketing intelligence. The output subsystems address the information needs of the four ingredients of the marketing mix (product, place promotion, and price), plus an integration of the four. SUMMARY: FUNCTIONAL ORGANIZATIONAL STRUCTURE The term organizational structure refers to how the people in an organization are grouped and to whom they report. One traditional way of organizing people is by function. Some common functions within an organization include production, marketing, human resources and accounting. FUNCTIONAL INFORMATION SYSTEMS FIS also known as functional information system may be described as a computer program system which processes the daily information’s such as TPS (Transaction Processing Systems). MARKETING PRINCIPLES One definition states that marketing â€Å"consists of individual and organizational activities that facilitate and expedite satisfying exchange relationships in a dynamic environment through the creation, distribution, promotion, and pricing of goods, services and ideas.† THE MARKETING MIX The objective is to develop strategies that apply these resources to marketing the firm’s goods, services, and ideas. The marketing strategies consist of a mixture of ingredients called the Marketing Mix: product, promotion, place, and price. They are known as the four Ps. Product – is what the customer buys to satisfy a perceived want or need. A product can be a physical good, some type of service, or an idea. Promotion – is concerned with all the means of encouraging the sale of the product, including advertising and personal selling. Place – deals with the means of physically distributing the product to the customer through a channel of distribution. Price consists of all the elements relating to what the customer pays for the product. EVOLUTION OF THE MARKETING INFORMATION SYSTEMS CONCEPT In 1996 Professor Philip Kotler of Northwestern University used the term marketing nerve center to describe a new unit within marketing to gather and process marketing information. He identified the three types of marketing information. These are the following: Marketing Intelligence information that flows into the firm from the environment. Internal Marketing Information information that is gathered within the firm. Marketing Communications information that flows from the firm outward to the environment. EARLY MARKETING MODELS Brien and Stafford were among the first modelers. Basing their design on the four Ps and emphasizing the development of strategic marketing programs. King and Celand stressed strategic planning; whereas Kotler, Montgomery, and urban, and Crissy and Mossman emphasized decision support. These modeling efforts began in the 1960s and continued into the 1970s. MARKETING INFORMATION SYSTEM MODEL It consists of a combination of input and output subsystems connected by a database. Output Subsystems Each output subsystems provides information about its part of the mix. * Product Subsystems provides information about the firm’s products. * Place Subsystems provides information about the firm’s distribution network. * Promotion Subsystems provides information about the firm’s advertising and personal selling activities. * Price Subsystems helps the manager make pricing decisions. * Integrated-Mix Subsystems which enables the manager to develop strategies that considers the combined effects of the ingredients. Database A structured collection of data. The data that is used by the output subsystems comes from the database. Input Subsystems * Accounting Information System gathers data describing the firm’s marketing transactions. * Marketing Intelligence Subsystems gathers information from the firm’s environment that has a bearing on marketing operations. * Marketing Research Subsystems conducts special studies of marketing operations for the purpose of learning customer needs and improving marketing efficiency. ACCOUNTING INFORMATION SYSTEM The collection, storage and processing of financial and accounting data that is used by decision makers. An accounting information system is generally a computer-based method for tracking accounting activity in conjunction with information technology resources. The resulting statistical reports can be used internally by management or externally by other interested parties including investors, creditors and tax authorities. Data for Preparation of Periodic Reports A classic example of how marketing information can be provided by the AIS (Accounting Information System) is sales analysis. Sales Analysis is the study of the firm’s sales activity in terms of which products are being sold, which customer are buying the products, and which sales representatives are selling them. Data for Preparation of Special Reports The vast majority of data that is used to respond to managers’ database queries likely comes from the AIS, e.g. to prepare a sales analysis using 4GL. Data for Mathematical Models and Knowledge-Based Systems A mathematical model is a description of a system using mathematical concepts and language. The process of developing a mathematical model is termed mathematical modeling.

Demographics of Leave and Remain Voters

Demographics of Leave and Remain Voters Does the public portrayal of who voted either way in the EU referendum and why, match the reality of people in north-east London and surrounding areas? Introduction The European Union (EU) referendum on 23rd June 2016 left both the media, politicians on either side of the debate, and professional researchers taken aback at the outcome. Leading up to the voting day there was a large amount media coverage, and comment from politicians and newspapers on why the British public should vote either way.   After the vote there was extensive analysis on why people voted the way they did. Results showed that factors such as gender, age group,  employment,  level of education or training,  ethnic group and where the voters lived, played a key role. The media and researchers also examined the main influences for the public’s vote, and the results ranged across family, friends, colleagues, social media, general media, politicians or entirely longstanding personal views.   These views were often around immigration, the economy, employment, personal identity, national sovereignty, the environment, and national security. This essay will cover these points in further detail, examining studies of why people voted either way, from a variety of sources, including the media, university, and professional research results, before comparing these with a survey taken in north-east London by the author. As London voted overall to remain, with an average of nearly 60% to stay part of the EU and in some areas over 70% (Donovan, 2017)[1], the question of why London’s vote to remain was so much higher than that of the rest of England arises (the rest of the country with only a 46% vote to remain and the overall UK percentage was 48.1%) (Goodwin and Heath, 2016) [2].     A conclusion will then be drawn to decide if the public and media portrayal of who voted either way in the EU referendum and why matches with the reality of people in north-east London and surrounding areas.   Reasons for any mismatch will be suggested. Research after the vote There has been a large amount of research on why people voted either way, and it has become clear that different demographic groups had vastly different opinions on EU membership and the option of â€Å"Brexit†.   Results from polling all over the country has revealed deep divisions in the United Kingdom and its constituent countries, most evidently through age and education (Kirk and Dunford, 2016)[3] as well as areas the voters live in.   Opinions on the EU and immigration through membership of it vary greatly, with clear divides based on age, education, and ethnicity. It became evident that white, older, and more lower paid people without high levels of education were much more likely to vote for Brexit than younger people, degree-holders, ethnic minorities, and the more secure middle- and upper-classes (Goodwin and Heath, 2016)[4]. Research has also revealed that many of those who voted to leave the EU did so due to a belief that this would lead to improvements in the economy, international investment, and the UK’s influence in the world (Ashcroft, 2016)[5], amongst the other factors.   Ã‚  At the same time many people voted to remain as they felt Brexit would adversely affect these things. Unchangeable factors which may have led to a leave/ remain vote This section focuses on the characteristics of British voters that they have no choice over and have no ability to change. That is to say, who the voter is and how that may have affected their vote, as opposed to their reasoning for voting either way (these being things they may have been influenced into thinking or made a conscious decision to believe).   This section will include: AgeEducationEthnicity Age This had a clear impact on the referendum.   Leaving the EU was strongly supported by the UKs older population with those aged over 60 being the most likely group to want to leave the EU, according the polls before the vote (Kirk and Dunford, 2016)[6]. In the actual referendum, 73% of 18 to 24-year-olds voted to remain, dropping to 62% among 25-34s and the number of remain voters falling again with those aged over 45, only 44% voting to remain. Those aged 65 or over were the age group most likely to vote to leave, with only 40% voting remain (Ashcroft, 2016)[7]. Apart from two, each of the top thirty areas of the UK in terms of aging population voted for Brexit.   Higher pensioner areas showed the largest enthusiasm to leave the EU (Kirk and Dunford, 2016)[8]. Put simply, the older the voters, the more likely they were to have voted to leave the EU. Types of pension also affected the vote decision, with around two thirds of those retired on a state pension voting to leave and more than half of those retired on a private pension. (Ashcroft, 2016)[9] However, it is not as simple as ‘the elder generation’s vote to leave swung it’ as there are many overlaps with other factors.   Even the increase of Leave voters with a state pension rather than private begins to reveal some sort of connection to discontent with the government and public funding, uncovering another layer to why the public voted the way they did. It may seem obvious that older generations would vote to leave as older people tend to hold more conservative attitudes than younger people, but there are many reasons aside from age which pushed the people to vote either to leave or remain in the EU. Research shows higher levels of support for Brexit in areas with not only an older population but with below average levels of education. These places in the UK are more likely than others to encounter deprivation and have seen large amounts demographic change as a result of the inward migration of EU nationals in recent years (Goodwin and Heath, 2016) [10].   A combination of all these factors led to an overall vote to leave from a particular area. The author’s own research in north-east London see Appendix E does not completely follow the normal pattern of age, with only 20% of those who voted to leave being 61+, whereas the biggest vote for Brexit was from 41-60-year old’s, with 57% of those who voted to leave being from this age group. The numbers fit for the younger generations with only 17% leavers being 26-40 and 7% being 18-25. The decision for Brexit will affect younger generations more than anyone else in the longer term so may be more inclined to vote to stay apart of the EU for economic reasons (see the section on Economy). The question is why the number of 41-60-year old’s vote to leave was so high in north-east London. It is not clear why this has happened.   It could be the result of an angry baby boomer generation which overlaps with this group, who never experienced the difficulties that not being part of the EU could bring up, whereas an older generation have experienced the long history of conflict which the UK has often been drawn into. In fact the UK was failing economically before it joined the European Economic Community (EEC which later became the EU) in 1973. People might well have forgotten that uncomfortable fact even if they are baby boomers and voted to stay in the EEC in the 1975 vote. However, London is always going to be an anomaly in any comparison with the results from the rest of the UK, as shown later in this essay.   Education   This leads on to the connection between the level of education a person achieved and their decision to vote either way. National media has widely reported that degree holders were more likely to have voted to remain in the EU and most research concurs, showing that the higher the level of education, the higher the EU support, with university graduates being the most likely people to want to stay in the EU. This concurs with the fact that people with GCSE or equivalent as their highest qualification were more likely to vote for Brexit (Kirk and Dunford, 2016)[11]. Within this, those who are still in full time education, whether it is at a lower level or a degree are more likely to vote to remain. (Clarke and Whittaker, 2016)[12] Research shows that a 57% of those with a university degree voted to remain, 64% with a higher degree and an extremely high 81% still in full time education also voting to remain (Ashcroft, 2016)[13], clearly highlighting how higher levels of education progressively result in higher levels of support for Remain. Of the areas that voted to remain, 92% had above average GCSE results (Scott, 2017)[14]. As with age, qualifications bring about the usual liberal vs conservative attitudes, those with few qualifications tending to remain more socially conservative whilst more highly educated people holding a more liberal perspective on matters (Goodwin and Heath, 2016) [15] . This does appear to be true with the high support for Brexit in areas where a large percentage of the population had no qualifications; all the 20 areas considered in the UK ‘most highly educated’ voted to remain and 15 of the 20 ‘least educated’ areas voted to leave while (Goodwin and Heath, 2016) [16].    One of the reasons that a more highly educated area may be more inclined to vote to remain in the EU is their ability to take advantage of the globalization the EU offers.   Authors Hanspeter Kriesi, Robert Ford and Matthew J Goodwin believe that the ‘winners of globalization’ are usually highly-educated and qualified whilst the losers tend to possess fewer skills and therefore are extremely challenged by the increased competition or even see their jobs outsourced due to the increase EU immigration. This is supported by the case that  Ã‚   votes to leave the EU were highest in areas where it could be regarded that the majority of people were lower educated and therefore do not necessarily have the skills to prosper in a progressively competitive and globalized economy that works better for those with the required skills. The lower levels of of education may leave these people with a disadvantage in a fast moving economy, and a lack of opportunities in these low skilled areas further marginalizes them in society and really holds them back.   It results in a society which looks on globalized systems such as the EU as a negative thing. (Goodwin and Heath, 2016)[17]. Those with an ‘A-level’ or equivalent level of education are the group which compromise the importance of education and bring forward the relevance of area. They are the ones who seem to have been most influenced by their surrounding environment, mirroring those in their community. (In a low-skilled community those with A-levels or equivalent are likely to vote the same way as those with low education and in higher-skilled communities they are likely to mirror the beliefs of those with a degree). This begins to show how vital area was in influencing the outcome of the referendum. This is supported by the fact that people with all levels of education were more likely to vote leave in areas which were considered low-skill as opposed to those considered high-skill (Goodwin and Heath, 2016)[18]. My own research very much supports this, with 71% of those who voted to remain having a degree, 18% of those with A levels and only 7% of those at O level or GCSE standard. Ethnicity As much of the campaign to leave the EU was based on fear of immigration (33% of people said the main reason for their vote to leave was to regain control over immigration and Britain’s borders), it is unsurprising that white voters voted to leave the EU by 53% to 47%. Research also shows that 67% of those describing themselves as Asian voted to remain, as did 73% of black voters, highlighting how, on average, non-white voters did not support the leave vote. The importance of this concern over immigration from other countries including EU states (ranging from concern over control through to outright dislike), is supported by the data that those from a white British background voted to leave with 52% but only 31% of those from a white other background voted to leave the EU. (Goodwin and Heath, 2016)[19]. The high levels of white British leave voters also show links to national sovereignty, with the desire to ‘take back control of Britain’s borders’, reports say that people who feel very strongly English were highly likely to vote to leave than any other group (71 to 36%). This also underlines the conception of national identity that comes with the feeling of being English rather than British, supporting the fact that English voted 54% to leave (Goodwin and Heath, 2016)[20]. The author’s local research does not correlate completely with this.   Non-white British voted mostly in favour of remain, as was expected, 60% of white others voted to remain, 70% of Asian British and 50% of mixed-race British. The only anomaly here is that 60% of Black British voted to leave in the north-east London survey. It is possible that the reasoning for the higher leave vote amongst a local black population is due to likelihood that those who would refer to themselves as ‘black British’ in London are often third, fourth or even further generation immigrants, resulting in a similar sense of national identity to those who are ‘white British’. This could mean that this section of voters in north-east London has seen the more recent influx of other immigrants in the area and therefore hold the same views as the majority of white voters.   Factors for the voter’s decision This section is broken down into the voter’s personal reasoning for their vote as opposed the previous section which focused on the actual voter. In this section the voters may have been open to influence on particular issues and had a choice in whether to believe positive or negative messages or not. This section will include: ImmigrationJobs/ EmploymentEconomyNational SovereigntyLongstanding personal viewsPersonal Identity Immigration As has already been brought up in the section on ethnicity,the issue of increasing immigration both legal immigration from EU states, and illegal immigration from other countries by people travelling into and then through the EU to Britain was widely debated in the lead up to the referendum. EU migrants make up for about half the people who move to the UK for a minimum of a year, increasing from only 21% since Eastern Europe was included in the EU, now making up for more than a third of the UK foreign born population. (Ashcroft, 2016)[21] In 2016, EU migration was about   Ã‚  Ã‚  Ã‚   596,000 in total, with around 268,000 citizens from other EU countries migrating to the UK. (Ashcroft, 2016)[22]   Many of those who voted to leave the EU did so with the belief that doing so would bring about a better immigration system and improve border controls. (Ashcroft, 2016)[23] According to research, nearly 90% of those who felt that immigration was bad for the economy supported the vote to leave, but less than 10% of those who thought immigration was good for the economy (Goodwin and Heath, 2016)[24].   Those who see immigration as a positive thing and therefore voted remain are also not uncommon. Britain often uses the free movement of people within the EU to its advantage: 1.2 million UK-born citizens work, study, and retire in other EU states. (As an aside, most working in other EU states are professionals, and the largest number of retirees go to France and Spain.) (JRF, 2016)[25] 85,000 in total emigrate abroad per year. (Ashcroft, 2016)[26] This may have been a factor which spurred on some members of the public to vote remain, but clearly it wasn’t significant enough. On average Britain’s immigrant population preferred the remain campaign due to the level at which the leave campaign stressed the importance of decreasing migration across Europe and other countries.   National figures show areas with higher levels of net migration, such as London, voted to remain (Scott, 2017)[27] (Clarke and Whittaker, 2016)[28]. London is also an area where immigration is undeniably higher than the rest of the country, with just under 40% of Londoners being foreign born and a significantly larger amount being second or third generation immigrants (Kirk and Dunford, 2016)[29]. However, researchers Italo Colantone and Piero Stanig claim that there is no evidence of a connection between the support for Brexit and the proportion of immigrants or new immigrants in an area. (Clarke and Whittaker, 2016)[30] Other data also supports this, saying that areas which started with relatively few migrants but which saw sizeable increases experienced a sudden influx of EU migrants over the last ten years were often more pro-leave (the leave vote was high in areas such as Redditch, Maidstone, Gravesham and Lincoln, with links to this factor) (Goodwin and Heath, 2016)[31]   This shows that if the number of immigrants in an area has seen a sudden increase, there was more likely to be a Leave vote in that area than an area which has had a large number of immigrants for a long time. It suggests that fear of immigration is key (Clarke and Whittaker, 2016)[32] The public is often afraid that EU migrants tend to come to the UK to work (JRF, 2016)[33], so a sudden increase of immigrants in an area may lead to a loss of job for those who had already been living there.   Residents also often believe that the arrival of new immigrants is a principal contributor to the pressure on services (Travers, 2016)[34]. This shows that the level of migration doesn’t seem to matter but the pace of change over the past decade or so does, suggesting yet again how area plays a significant role on why people vote either way.   Higher-skilled, higher-migrant, low-leave areas include Westminster, Hammersmith & Fulham, and Camden (Clarke and Whittaker, 2016)[35], also highlighting the importance of area: these have seen significant migrant increase, yet voted in favour to remain also bringing into light the other factors which influenced the area’s votes. Areas which voted to leave witnessed significant demographic change due to the surge of EU immigrants in recent years and are more likely than others to experience deprivation and. (Goodwin and Heath, 2016)[36] The author’s research matches what has been said, as the survey taken was in London where a higher migrant population is the norm. Amongst the north-east Londoners that were questioned, 42% of the cited immigration as a key reason for their vote. However, this was not the most common answer, coming third behind employment (52%) and economy (65%) as key reasons which influenced a vote either way. An interesting result, which matches what has been said about areas with higher levels of immigration being less likely to see this as a negative issue, is that 60% of those who chose immigration as a reason for their decision actually voted to remain.   This suggests that they saw immigration as a positive result of remaining part of the EU. This reflects on the importance of area as London’s results are so different to those of the rest of the country. Jobs/ employment Many people’s decision to vote either way in the referendum was spurred on by the subject of employment. This links back to the subject of immigration as the employment rate of EU migrants is high; 82% of working-age EU migrants are employed, with EU migration expanding the UK workforce by around 0.5% a year and putting 6% of the UK workforce under stress of severe reduction by 2018 (JRF, 2016) [37]. The unemployed were much more likely to vote to leave the EU as well as those who felt their financial situation had deteriorated (Goodwin and Heath, 2016)[38], because they felt their situation was down to the UK being a member of the EU. This again links back to the issue of area as a whole.   Many areas have experienced a loss of jobs such as mining, docking and seaside jobs, as well as those which involve traditional manufacturing. This has left these places with weak private sectors and a mismatch between skills available and skills needed for the modern economy, resulting in a backlash of resentment toward the EU, (some of the biggest Leave votes were in areas exactly as descried: Stoke-on-Trent, Blackpool, Mansfield and Barking & Dagenham to name just a few). Many believe those who run government have allowed large parts of the country to be left behind (Ashcroft, 2016)[39]. As has been mentioned before, students are more likely, on average to have voted to remain, forming a higher proportion of the population in low leave vote areas. Once the number of students in an area is controlled, the correlation between employment and votes either way becomes much clearer (Clarke and Whittaker, 2016)[40].   Research shows that support for leave was higher for those on a lower pay ( £20,000 per year), than it was for those with incomes of more than  £60,000 per year (Goodwin and Heath, 2016)[41]. Overall, when employment is taken in to consideration with a vote either way, it is, on average, those who earn less who voted to leave. However, when taken into consideration with other factors, as in other sections of this essay, the line becomes blurred and it is no longer as simple as that. The north-east London findings research fall very much in line with what others have said, with students more likely to vote to remain than leave by about 20% (with a considerable amount not voting at all), and those who are unemployed voting to leave by about an extra 60%. Those in work were more likely to vote remain and those who had retired vote to leave. This can link back to the importance of age and by extension, education, those who have retired mostly being older and students usually being younger and better educated. Economy The EU is Britain’s largest trading partner, accounting for nearly 45% of UK trade and is the largest source of foreign direct investment (JRF, 2016)[42], so a vote to leave the EU puts into question the economic reasoning behind the decision. 43% of those who voted remain did so as they believed the risk of leaving was too high of a danger for the economy. Only just over 6% said the main reason for their remain vote was that â€Å"when it comes to trade and the economy, the UK would benefit more from being outside the EU than from being part of it† (Ashcroft, 2016)[43] so it is surprising the UK voted to leave.   The UK’s membership fee in 2015 was  £12.9 billion per year which comes to around  £200 per year for each person. Many believe this money would be better spent within the UK, for instance towards public goods and services such as the NHS. In terms of total contribution to the EU budget, the UK pays the highest amount after Germany (JRF, 2016)[44] and it is often argued that the amount the UK pays is too high, and this resulted in many Leave votes. The author’s figures shows that London also saw the economy as a key reason that the UK show either remain or leave the EU. It was the biggest factor influencing north-east Londoners’ vote, with 65% citing this as a reason for their decision. The local research also correlates with other national research. Of those who cited economics as a reason for their vote, 78% voted remain, matching the idea that some feel the UK would do much better economically within the European Union, and those in London feel particularly strongly about this. This may link to the immense centralisation of the UK, politically and in terms of the concentration of the economy, which will be talked about further later in this essay.   This centralisation allows more people within London to see the economic benefits of being a member of the European Union than people in other areas, who may often feeling cut off from what is going on in the city. National Sovereignty The loss of sovereignty inherent in EU membership was also a reason for why people voted to leave. Many believe that other EU countries have too much influence over the laws which affect the UK, convincing several people to vote Leave. These laws include regulations which affect working hours, the environment, financial services, workers’ rights, and even domestic appliances.   Research has shown that 49% of those who voted leave claimed the biggest reason for them wanting to leave the EU was â€Å"the principle that decisions about the UK should be taken in the UK† (Ashcroft, 2016)[45]. International aid has also increased and many think that the problems within the UK require more attention at this time, considering that funding for the Home Office, local government, further education, and housing has been cut by up to 35% (Travers, 2016)[46].   13% of leave voters feared that remaining in the EU would result in the UK having no choice â€Å"about how the EU expanded its membership or its powers in the years ahead† (Ashcroft, 2016)[47], while believing that the UK does not have a fair say in the laws and policies of mainland Europe. The author’s research finds Londoners care less about national sovereignty in relation to their decision to vote remain or leave, with only 19% of the survey results coming back with this being a key reason for their decision.   This again shows how different Londoners opinions are to the rest of the country and highlights problems such as the centralization that fuels the UK but often leaves the rest of the country feeling detached from politics. This will be talked about in more detail in the sections on London and Area. Longstanding personal views Longstanding personal views must be taken into consideration as to why people voted either way in the referendum, as 43% of people said that they were always sure of what they would end up voting or decided early on, whereas only 24% decided their vote within a week of referendum day with 10% deciding the day before, or even on the day of the vote (Ashcroft, 2016)[48]. Although the voters seemed unsure what to decide, both leave and remain voters were equally likely to have chosen what their vote would be on the actual day of the referendum (Ashcroft, 2016)[49]. This suggests that according to the research, longstanding personal views were not the main reason which influenced the outcome of the vote.   The north-east London research showed that 50% of people believed their longstanding personal views were a big part of how they voted, 37% of the people saying it was their sole influence. This could relate to people in London having been in the centre of politics so much that they are more in touch with and understand the situation Britain is in, allowing them to make up their minds sooner.   Ã‚   Personal Identity Personal identity seemed to be the least important issue for most people, with little available research on this section. Just under 17% said their main reason to vote remain was the belief that UK would â€Å"become more isolated from its friends and neighbours† and only 9% said they felt a â€Å"a strong attachment to the EU and its shared history, culture, and traditions† (Ashcroft, 2016)[50], highlighting how little British people feel a connection to their mainland European neighbours and linking back to the idea that those who felt primarily British were more likely to vote to leave the EU.    The author’s data shows that north-east Londoners feel more strongly about personal identity than the rest of the country, with 33% of them citing this as one of the reasons which influenced their vote. It is possible that Londoners feel a stronger connection to Europe than the rest of the country, and explain why the number is higher. Linking back to the fact that the UK is a very centralised country, London has a stronger affiliation with Europe than the rest of the country. It has more relations with mainland Europe due to the nature of many jobs in London, specifically in the city of London, a large amount of which must keep consistent contact and relatively good relations with the rest of Europe. Another reason for the higher percentage of people seeing personal identity as a reason to influence their vote could be the, already discussed, high local immigrant population, especially from other EU countries, resulting in more integration and a more evident personal connection to the rest of Europe.   This will again come up in the sections on London and Area. Other Nationally, gender did not significantly affect the way people voted.   By contrast a stronger possible factor for people voting either way was their feelings of detachment from politics. 70% of leave voters were concerned that ‘politicians don’t care what people like me think’ (Goodwin and Heath, 2016)[51]. About 75% of council and housing association tenants preferred the leave vote, (Ashcroft, 2016)[52] but this could be linked to other issues such as employment and the belief that the money spent of the EU should be spent within the UK. Another group who were more likely to vote Leave were those in favour of the death penalty as well as harsher prison sentences in general, and those who are against equal opportunities for women and homosexuals (Goodwin and Heath, 2016) [53], but this again could link back to an elder generation as well those who are generally more right wing often voting to leave.    The author’s research taken in north-east London conflicts with what other data says about gender being irrelevant, as 76% of the women voted to remain whereas only 54% of men said the same. This could be due to EU regulations and directives, some of which are particularly in the interest of women and go further than previous UK legislation.   These areas relate to maternity rights, sex discrimination and equal pay, offering woman what some may see as a better deal than men if Britain voted to remain.   Views on this are both positive and negative and it is intuitive that more women would take a positive standpoint. Area Area stands alone to the other sections in this essay as it is neither a conscious reason to vote either way or an unavoidable part of who a person is, but could fit into both parts as has links to both. Most of what has been said so far comes down to area and the structure of UK, the most centralized large democracy in the world, highlighting how, arguably, London cannot and will not in any way reflect the views of the rest of the country. People not living in London feel cut off from the Government, because in fact they actually are, with ministers and other officials living in central London whilst making decisions which effect the rest of the country (Travers, 2016)[54]. This may have led to many of those in areas outside London voting to leave in a protest vote, pointing out that their voices are not being heard and their needs are not being addressed; these areas have been ‘left behind’ by fast economic and social change and were the most likely to vote for Brexit (Goodwin and Heath, 2016) [55]. The area in which people live seems to override every other reason for which they voted, for instance, education; people with all levels of qualifications being more likely to vote leave in a lower-skilled area than those in a higher-skilled area, regardless of the level of education they attained. Even though they were less educated and therefore at a natural disadvantage, this was not the only reason they felt marginalized in society and therefore voted Brexit, due to the complete lack of opportunities that were offered in these low-skilled communities (Goodwin and Heath, 2016)[56]. Research shows that people living in these low skilled areas also naturally tend to be more conservative as well as identify more strongly with being English rather than British or European and feel more out of touch politically than similar types of people living in high-skilled areas (Goodwin and Heath, 2016)[57]. In areas where there is little opportunity to ‘get ahead’ and the people feel economically disadvantaged and struggle to keep up with other, more highly skilled areas, people were also more likely to vote to leave. These areas have often also seen important changes due to the inward migration of EU nationals (Goodwin and Heath, 2016) [58], reasserting the importance of immigration but showing that area was above that factor in importance when voting.    This all shows the importance of all factors, with area tying other sections together. In some cases, area even comes through as a stronger cause to vote either way, overriding other reasons for why people may have voted, such as education and age. London Consideration must always be taken when comparing polling results with London, where immigration rates are high, with the largest number of migrants in the UK, 1.4 million living in inner London in 2015 and 1.8 in outer (Vargas-Silva and Rienzo, 2017)[59] and with the votes for remain resulting in some of the highest in the country (Scott, 2017)[60]. Votes were swayed towards remain in London, partially due to large numbers of people from immigrant backgrounds (see Factors for the voters’ decisions above. For example, in north-east London boroughs such as Waltham Forest and Hackney clearly voted to remain (by 59.1% and 78.5% respectively).    The BBCs political editor Laura Kuenssberg summed up the situation perfectly, commenting that, London is an island, compared to the rest of the country where the Leave campaign is gaining ground, (Donovan, 2017)[61]. Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Does the Public portrayal of who voted either way in the EU referendum and why, match with the reality of people in north-east London and surrounding areas? Overall it is difficult to compare London with the rest of the UK due to the extreme centralization of the country politically and economically, but most results seem to correlate and confirm national trends for particular factors. When it comes to sections such as immigration results vary enormously, but those in London who voted to leave often had other reasons for their vote aside from this. The rest of country feels more detached from politics than London and so votes are naturally more likely to sway to leave but the research has also showed that those in areas with less immigration were more likely to vote leave than those with a large number of migrants, even if they named immigration as one of the top reasons for their vote. This shows that the fear of immigration is more effective than actually living in an area such as London. This can also be linked to the idea that areas with less migrants are less likely to be in large cities and therefore will feel more detached from politics and will be ‘left behind’ in a rapidly globalized country and therefore are searching for someone to blame. Due to the high number of immigrants in London as well as it being the capital with a higher average wage, it is naturally more likely to vote remain so any surveys taken in London will reflect this. Although the parts of north-east London people interviewed were from are not necessarily the most educated areas, the research has shown that although this could sway votes, the area in which the people live is more important and therefore outweighs that, resulting in a less educated person living in London being more likely to vote to remain than a higher educated person in a seaside town. This can also be taken into consideration when it comes to age and other factors.   With this in mind, the north-east London research generally matches with the national public portrayal of who voted either way and why. From the author’s perspective, at the same time it underlines the centralised nature of the UK and the concentration of economic growth in London and the south east. Summary of References Electoralcommission.org.uk, 2017 Electoralcommission.org.uk. (2017). Electoral Commission | Complete set of turnout figures for referendum now published. [online] Available at: http://www.electoralcommission.org.uk/elections/referendums?a=117451 [Accessed 11 Apr. 2017]. Clarke and Whittaker, 2016 Clarke, S. and Whittaker, M. (2016). The Importance of Place: explaining the characteristics underpinning the Brexit vote across different parts of the UK Resolution Foundation. Resolution Foundation. Available at: http://www.resolutionfoundation.org/publications/the-important-of-place-explaining-the-characteristics-underpinning-the-brexit-vote-across-different-parts-of-the-uk/ [Accessed 11 Apr. 2017]. Goodwin and Heath, 2016 Goodwin, M. and Heath, O. (2016). Brexit vote explained: poverty, low skills and lack of opportunities. [online] JRF. Available at: https://www.jrf.org.uk/report/brexit-vote-explained-poverty-low-skills-and-lack-opportunities [Accessed 11 Apr. 2017]. JRF, 2016 JRF. (2016). The EU Referendum and UK Poverty. [online] Available at: https://www.jrf.org.uk/report/eu-referendum-and-uk-poverty [Accessed 11 Apr. 2017]. Kirk and Dunford, 2016 Kirk, A. and Dunford, D. (2016). EU referendum: How the results compare to the UKs educated, old and immigrant populations. [online] The Telegraph. Available at: http://www.telegraph.co.uk/news/2016/06/24/eu-referendum-how-the-results-compare-to-the-uks-educated-old-an/ [Accessed 11 Apr. 2017]. Travers, 2016 Travers, T. (2016). Why did people vote for Brexit? Deep-seated grievances lie behind this vote. British Politics and Policy at LSE. Available at: Why did people vote for Brexit? Deep-seated grievances lie behind this vote [Accessed 11 Apr. 2017]. Scott, 2017 Scott, S. (2017). Did education count in the EU vote?. [online] Schools Week. Available at: http://schoolsweek.co.uk/did-education-count-in-the-brexit-vote/ [Accessed 11 Apr. 2017]. Ashcroft, 2016 Ashcroft, L. (2016). How the United Kingdom voted on Thursday and why Lord Ashcroft Polls. [online] Lordashcroftpolls.com. Available at: How the United Kingdom voted on Thursday and why [Accessed 11 Apr. 2017]. Vargas-Silva and Rienzo, 2017 Vargas-Silva, D. and Rienzo, D. (2017). Migrants in the UK: An Overview Migration Observatory. Migration Observatory. Available at: Migrants in the UK: An Overview [Accessed 11 Apr. 2017]. Donovan, 2017 Donovan, T. (2017). EU referendum: Most London boroughs vote to remain BBC News. [online] BBC News. Available at: http://www.bbc.co.uk/news/uk-politics-eu-referendum-36612916 [Accessed 11 Apr. 2017]. Appendices Appendix A Schools Week, (2016). The Relationship Between voting Leave and Educational Background. [image] Available at: http://schoolsweek.co.uk/did-education-count-in-the-brexit-vote/ [Accessed 12 Apr. 2017]. Appendix B Lord Ashcroft Polls, (2016). How Britain Voted by demographic. [image] Available at: http://lordashcroftpolls.com/2016/06/how-the-united-kingdom-voted-and-why/ [Accessed 12 Apr. 2017]. Lord Ashcroft Polls, (2016). When they decided. [image] Available at: http://lordashcroftpolls.com/2016/06/how-the-united-kingdom-voted-and-why/ [Accessed 12 Apr. 2017]. Lord Ashcroft Polls, (2016). The Relationship Between Voting Leave and Educational Background. [image] Available at: http://lordashcroftpolls.com/2016/06/how-the-united-kingdom-voted-and-why/ [Accessed 12 Apr. 2017]. Ashcroft Polls, (2016). Reasons to Leave, Reasons to Remain [image] Available at: How the United Kingdom voted on Thursday and why [Accessed 12 Apr. 2017]. Lord Ashcroft Polls, (2016). Do you think of each of the following being a force for good, a force for ill, or a mixed- blessing? [image] Available at: http://lordashcroftpolls.com/2016/06/how-the-united-kingdom-voted-and-why/ [Accessed 12 Apr. 2017]. Lord Ashcroft Polls, (2016). National Identity. [image] Available at: How the United Kingdom voted on Thursday and why [Accessed 12 Apr. 2017]. Appendix C Resolution Founation, (2016). Four Groups of interest. [image] Available at: http://www.resolutionfoundation.org/publications/the-important-of-place-explaining-the-characteristics-underpinning-the-brexit-vote-across-different-parts-of-the-uk/ [Accessed 12 Apr. 2017]. Resolution Founation, (2016). Leave vote in the local authority, by % of 16-64 year olds with NVQ4+. [image] Available at: The Importance of Place: explaining the characteristics underpinning the Brexit vote across different parts of the UK [Accessed 12 Apr. 2017]. Appendix D Joseph Rowntree Foundation, (2016). Support for leave among different demographic groups. [image] Available at: https://www.jrf.org.uk/report/brexit-vote-explained-poverty-low-skills-and-lack-opportunities [Accessed 12 Apr. 2017]. Appendix E: Author’s survey in north-east London 30Dec 2016 [1] Donovan, T. (2017). EU referendum: Most London boroughs vote to remain BBC News. [online] BBC News. Available at: http://www.bbc.co.uk/news/uk-politics-eu-referendum-36612916 [Accessed 11 Apr. 2017]. [2] Goodwin, M. and Heath, O. (2016). Brexit vote explained: poverty, low skills and lack of opportunities. [online] JRF. Available at: https://www.jrf.org.uk/report/brexit-vote-explained-poverty-low-skills-and-lack-opportunities [Accessed 11 Apr. 2017]. [3] Kirk, A. and Dunford, D. (2016). EU referendum: How the results compare to the UKs educated, old and immigrant populations. [online] The Telegraph. Available at: http://www.telegraph.co.uk/news/2016/06/24/eu-referendum-how-the-results-compare-to-the-uks-educated-old-an/ [Accessed 11 Apr. 2017]. [4] Goodwin, M. and Heath, O. (2016). Brexit vote explained: poverty, low skills and lack of opportunities. [online] JRF. Available at: https://www.jrf.org.uk/report/brexit-vote-explained-poverty-low-skills-and-lack-opportunities [Accessed 11 Apr. 2017]. [5] Ashcroft, L. (2016). How the United Kingdom voted on Thursday and why Lord Ashcroft Polls. [online] Lordashcroftpolls.com. Available at: How the United Kingdom voted on Thursday and why [Accessed 11 Apr. 2017]. [6] Kirk, A. and Dunford, D. (2016). EU referendum: How the results compare to the UKs educated, old and immigrant populations. [online] The Telegraph. Available at: http://www.telegraph.co.uk/news/2016/06/24/eu-referendum-how-the-results-compare-to-the-uks-educated-old-an/ [Accessed 11 Apr. 2017]. [7] Ashcroft, L. (2016). How the United Kingdom voted on Thursday and why Lord Ashcroft Polls. [online] Lordashcroftpolls.com. Available at: How the United Kingdom voted on Thursday and why [Accessed 11 Apr. 2017]. [8] Kirk, A. and Dunford, D. (2016). EU referendum: How the results compare to the UKs educated, old and immigrant populations. [online] The Telegraph. Available at: http://www.telegraph.co.uk/news/2016/06/24/eu-referendum-how-the-results-compare-to-the-uks-educated-old-an/ [Accessed 11 Apr. 2017]. [9] Ashcroft, L. (2016). How the United Kingdom voted on Thursday and why Lord Ashcroft Polls. [online] Lordashcroftpolls.com. Available at: How the United Kingdom voted on Thursday and why [Accessed 11 Apr. 2017]. [10] Goodwin, M. and Heath, O. (2016). Brexit vote explained: poverty, low skills and lack of opportunities. [online] JRF. Available at: https://www.jrf.org.uk/report/brexit-vote-explained-poverty-low-skills-and-lack-opportunities [Accessed 11 Apr. 2017]. [11] Kirk, A. and Dunford, D. (2016). EU referendum: How the results compare to the UKs educated, old and immigrant populations. [online] The Telegraph. Available at: http://www.telegraph.co.uk/news/2016/06/24/eu-referendum-how-the-results-compare-to-the-uks-educated-old-an/ [Accessed 11 Apr. 2017]. [12] Clarke, S. and Whittaker, M. (2016). 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