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). The Importance of Place: explaining the characteristics underpinning the Brexit vote across different parts of the UK Resolution Foundation. [online] Resolution Foundation. Available at: The Importance of Place: explaining the characteristics underpinning the Brexit vote across different parts of the UK [Accessed 11 Apr. 2017]. [13] 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]. [14] 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]. [15] 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]. [16] 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]. [17] 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]. [18] 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]. [19] 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]. [20] 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]. [21] 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]. [22] 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]. [23] 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]. [24] 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]. [25] 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]. [26] Ashcroft, L. (2016). How the United Kingdom voted on Thursday and why Lord Ashcroft Polls. [online] Lordashcroftpolls.com. Available at: http://lordashcroftpolls.com/2016/06/how-the-united-kingdom-voted-and-why/ [Accessed 11 Apr. 2017]. [27] 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]. [28] 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. [online] Resolution Foundation. Available at: The Importance of Place: explaining the characteristics underpinning the Brexit vote across different parts of the UK [Accessed 11 Apr. 2017]. [29] 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]. [30] 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. [online] Resolution Foundation. Available at: The Importance of Place: explaining the characteristics underpinning the Brexit vote across different parts of the UK [Accessed 11 Apr. 2017]. [31] 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]. [32] 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. [online] 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]. [33] 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]. [34] Travers, T. (2016). Why did people vote for Brexit? Deep-seated grievances lie behind this vote. [online] 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]. [35] 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. [online] Resolution Foundation. Available at: The Importance of Place: explaining the characteristics underpinning the Brexit vote across different parts of the UK [Accessed 11 Apr. 2017]. [36] 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]. [37] 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]. [38] 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]. [39] Ashcroft, L. (2016). How the United Kingdom voted on Thursday and why Lord Ashcroft Polls. [online] Lordashcroftpolls.com. Available at: http://lordashcroftpolls.com/2016/06/how-the-united-kingdom-voted-and-why/ [Accessed 11 Apr. 2017]. [40] 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. [online] Resolution Foundation. Available at: The Importance of Place: explaining the characteristics underpinning the Brexit vote across different parts of the UK [Accessed 11 Apr. 2017]. [41] 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]. [42] 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]. [43] 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]. [44] 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]. [45] 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]. [46] Travers, T. (2016). Why did people vote for Brexit? Deep-seated grievances lie behind this vote. [online] 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]. [47] 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]. [48] Ashcroft, L. (2016). How the United Kingdom voted on Thursday and why Lord Ashcroft Polls. [online] Lordashcroftpolls.com. Available at: http://lordashcroftpolls.com/2016/06/how-the-united-kingdom-voted-and-why/ [Accessed 11 Apr. 2017]. [49] Ashcroft, L. (2016). How the United Kingdom voted on Thursday and why Lord Ashcroft Polls. [online] Lordashcroftpolls.com. Available at: http://lordashcroftpolls.com/2016/06/how-the-united-kingdom-voted-and-why/ [Accessed 11 Apr. 2017]. [50] 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]. [51] 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]. [52] 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]. [53] 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]. [54] Travers, T. (2016). Why did people vote for Brexit? Deep-seated grievances lie behind this vote. [online] 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]. [55] 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]. [56] 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]. [57] 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]. [58] 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]. [59] Vargas-Silva, D. and Rienzo, D. (2017). Migrants in the UK: An Overview Migration Observatory. [online] Migration Observatory. Available at: Migrants in the UK: An Overview [Accessed 11 Apr. 2017]. [60] 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]. [61] Donovan, T. (2017). EU referendum: Most London boroughs vote to remain BBC News. BBC News. Available at: http://www.bbc.co.uk/news/uk-politics-eu-referendum-36612916 [Accessed 11 Apr. 2017].

Curriculum Integration :: Teaching Education Integration Essays

Curriculum Integration Contrary to popular belief, curriculum integration entails more than simply linking lessons together along a common theme. It is more than just "rearranging existing lesson plans", it is an attempt to organize "curriculum around significant problems and issues†¦without regard for subject-area boundaries" (Beane, 1997). The goal of curriculum integration is to have students gain a deeper level of understanding across subject areas through interrelated thematic study. Themes are drawn from life "as it is being lived and experienced" with knowledge based around problem solving rather than rote skill acquisition (Beane, 1997). Rather than seeing curriculum integration as this unified and connected series of higher order thinking skills, many people (including teachers) confuse integration with a multidisciplinary approach. Multidisciplinary attempts at teaching thematic units relate individual subjects to singular topic without making connections. For example, during a unit on fish, a teacher could have his or her students read literature about fish and do fish word problems; however, unless the connections of synthesis, analysis, and evaluation are made, true integration is not being achieved. The students are learning a great deal about fish, math, and literature separately, but are not encouraged to see the relationships between each of these subject areas. In order to help foster an understanding across curriculum areas, integration needs to unify the subject matter in the students’ minds through making connections between subject areas and exploring how these relate to their everyday lives. Integration of content is important and potentially very effective because the brain processes information through connections. If teachers help their students create connections between subject-area material, then they will potentially increase the amount of long-term knowledge retained by the students (Beane, 1997). Integration is also important due to the fact that there is a growing emphasis on application of knowledge rather than rote memorization and due to the fact that knowledge is not fixed (Beane, 1997). Integration allows students to look at things from different angles and to explore the grey areas that may be a part of the various concepts. Evidence from both educational journals and personal interviews suggest several different possible approaches to successful science integration. Many of the lesson plans dealt with integrating science with technology or with mathematics. For example, a fifth-grade teacher had his class record weather observations for an entire year and then used their data to teach graphing concepts including bar graphs, line graphs, pie charts, as well as concepts such as mean and mode (Chia, 1998).

Chemistry Experiment: Bubble Blowing

Bubble quality Is most positively affected by the mixture of sugar and dish detergent due to the sticky consistency of sugar when emerged in liquid. Procedure: First of all, three cups were labeled according to their solution.Then, a teaspoon of dish soap and two-thirds of a cup of water was added and mixed to make cup#l . Next, a half teaspoon of table sugar was added to the same control solution and was named cup #2, as well as half a teaspoon of table salt to cup #3. After that, a straw was used to blow bubbles, by being dipped into each solution separately and blown through. Finally, data was recorded.Control Sugar salt Appearance of Solution Colorless – More translucent than control – Cloudy Bubble Size – Generally small; occasionally medium – Consistently medium-sized; bigger than control – Medium to large Ease of Bubble Blowing – Easy to blow – Must be gentle – Moderately easy Some strength and speed needed – Diffi cult – Must be gentle and slow *Relative Time Before Bubbles Popped – 5-10 seconds 15-20 seconds – 10-15 seconds * Time started when bubble left straw and popped, under any circumstances, such as touching objects.Analysis: The effects of adding table salt and sugar are positive, In comparison to the control. Both of the added ingredients made the overall bubble quality stronger. The refusing to pop for about 15-20 seconds. This is most likely because when sugar dissolves, it becomes sticky; therefore, it would make a tackier bond with the dish soap than the control. On the other hand, although very slow and gentle blows were deed to produce adequate bubbles with the salt solution, it was much stronger than the control; its relative time before the bubbles popped was about 10-15 seconds, whilst the control only lasted around 5-10 seconds.Hence, if one were to pick out the strongest solution, the table sugar mixture would be the best. Conclusion: The previous hypo thesis that, bubble quality improves with the addition of sugar, has been proven true. To improve this experiment, an increase in amount of the table salt and sugar should be made. This will create a more drastic and clear difference. Also, a bigger area of space would allow the bubbles to freely move and give more accurate times on their survival.Another hypothesis regarding bubble making is that adding both, salt and sugar, to dish soap will boost the bubble quality. By taking in both strong qualities of the sugar solution's strength and the salt's size, this solution will be better than both the salt and sugar mixtures alone. In order to do this, one teaspoon of each ingredient, salt and sugar, should be added to a two- thirds cup of water. Stir well, and blow with adjustments to speed and strength, with a straw.

Rhinoceros Beetles, Subfamily Dynastinae

Rhinoceros Beetles, Subfamily Dynastinae Members of the beetle subfamily Dynastinae include some impressive-looking beetles with impressive-sounding names: rhinoceros beetles, elephant beetles, and Hercules beetles. The group includes some of the largest extant insects on Earth, many with impressive horns. For purposes of this article, we will use the term rhinoceros beetles to represent all members of this subfamily. Description: Rhinoceros beetles and other members of the subfamily Dynastinae are usually convex and rounded in shape (similar to lady beetles in shape, but much larger). The species that inhabit North America aren’t as large as those found in other parts of the world, but our eastern Hercules beetles (Dynastes tityus) reach a still-impressive 2.5 inches long. Identification of this subfamily requires some knowledge of beetle morphology and its associated terminology. In rhinoceros beetles, the labrum (upper lip) is hidden beneath a rounded, shield-like structure called the clypeus. Rhinoceros beetle antennae consist of 9-10 segments, usually with the last 3 segments forming a small club. For additional identifying traits of this subfamily, please refer to the details provided on the Generic Guide to the New World Scarab Beetles website. Classification: Kingdom – AnimaliaPhylum – ArthropodaClass – InsectaOrder – ColeopteraFamily - ScarabaeidaeSubfamily - Dynastinae Diet: Rhinoceros beetles and other members of the subfamily Dynastinae generally feed on decomposing vegetation (rotting wood, leaf litter, etc.) as larvae. Many adults feed on decaying plant roots underground, although some species also appear to feed on sap and fermenting fruit. Life Cycle: Like all beetles, rhinoceros beetles undergo complete metamorphosis with four life stages: egg, larva, pupa, and adult. Some species are relatively long-lived as insects go, and may take up to two years to reach maturity. Special Adaptations and Defenses: Male rhinoceros beetles often bear large horns, either on the head or the pronotum, which they use to joust with other males in battles over territory. Remarkably, recent research showed these enormous and bulky horns don’t impede the male rhinoceros beetle’s ability to fly. Range and Distribution: Rhinoceros beetles and their kin live throughout the world, with the exception of the polar regions, and are most diverse in the tropics. Scientists have described about 1,500 species to date and subdivided these into eight tribes within the subfamily Dynastinae. Sources: Borror and DeLong’s Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.Subfamily Dynastinae - Rhinoceros Beetles, BugGuide.Net. Accessed July 20, 2013.Kaufman Field Guide to Insects of North America, by Eric R. Eaton and Kenn Kaufman.Dynastinae, Generic Guide to New World Scarab Beetles, University of Nebraska State Museum. Accessed July 20, 2013.Volume 1: Morphology and Systematics (Archostemata, Adephaga, Myxophaga, Polyphaga partim), by Rolf G. Beutel and Richard Leschen. Accessed via Google Books on July 20, 2013.Elaborate horns in a giant rhinoceros beetle incur negligible aerodynamic costs, Erin L. McCullough and Bret W. Tobalske, Proceedings of the Royal Society B: Biological Sciences. Accessed online July 20, 2013.

Organizational Strategies and Chronological Order

Organizational Strategies and Chronological Order The word chronological comes from two Greek words. Chronos means time. Logikos means reason or order. That is what chronological order is all about. It arranges information according to time. In composition  and speech, chronological order is a method of organization in which actions or events are presented as they occur or occurred in time and can also be called time or linear order. Narratives and process analysis essays commonly rely on chronological order. Morton Miller points out in his 1980 book Reading and Writing Short Essay that the natural order of events - beginning, middle, and end - is narrations simplest and most-used arrangement. From Camping Out by Ernest Hemingway to The Story of an Eyewitness: The San Francisco Earthquake by Jack London, famous authors and student essayists alike have utilized the chronological order form to convey the impact a series of events had on the authors life. Also common in informative speeches because of the simplicity of telling a story as it happened, chronological order differs from other organizational styles in that it is fixed according to the timeframe of events which happened. How Tos and Who-Done-Its Because time order is essential in things like How-To presentations and murder mysteries alike, chronological order is the preferred method for informative speakers. Take for example wanting to explain to a friend how to bake a cake. You could choose another method to explain the process, but putting the steps in order of timing is a much easier method for your audience to follow - and successfully bake the cake. Similarly, a detective or officer presenting a murder or theft case to his or her team of police would want to retrace the known events of the crime as they occurred rather than bouncing around the case - though the detective may decide to go in reverse chronological order from the act of the crime itself to the earlier detail of the crime scene, allowing the team of sleuths to piece together what data is missing (i.e., what happened between midnight and 12:05 am) as well as determine the likely cause-effect play-by-play that led to the crime in the first place. In both of these cases, the speaker presents the earliest known important event or occurrence to happen and proceed to detail the following events, in order. The cake maker will, therefore, start with decide which cake you want to make followed by determine and purchase ingredients while the policeman will start with the crime itself, or the later escape of the criminal, and work backward in time to discover and determine the criminals motive. The Narrative Form The simplest way to tell a story is from the beginning, proceeding in time-sequential order throughout the characters life. Though this may not always be the way a narrative speaker or writer tells the story, it is the most common organizational process used in the narrative form. As a result, most stories about mankind can be told as simply as a person was born, he did X, Y, and Z, and then he died wherein the X, Y, and Z are the sequential events that impacted and affected that persons story after he was born but before he passed away. As X.J. Kennedy, Dorothy M. Kennedy, and Jane E. Aaron put it in the seventh edition of The Bedford Reader, a chronological order is an excellent sequence to follow unless you can see some special advantage in violating it. Interestingly, memoirs and personal narrative essays often deviate from chronological order because this type of writing hinges more upon overarching themes throughout the subjects life rather than the full breadth of his or her experience. That is to say that autobiographical work, largely due to its dependence on memory and recall, relies  not on the sequence of events in ones life but the important events that affected ones personality and mentality, searching for cause and effect relationships to define what made them human. A memoir writer might, therefore, start with a scene where he or she is confronting a fear of heights at age 20, but then flash back to several instances in his or her childhood like falling off a tall horse at five or losing a loved one in a plane crash to infer to the reader the cause of this fear. When to Use Chronological Order Good writing relies on precision and compelling storytelling to entertain and inform audiences, so its important for writers to determine the best method of organization when attempting to explain an event or project. John McPhees article Structure describes a tension between chronology and theme that can help hopeful writers determine the best organizational method for their piece. He posits that chronology typically wins out because themes prove inconvenient due to the sparsity of occurrences that relate thematically. A writer is much better served by the chronological order of events, including flashbacks and flash-forwards, in terms of structure and control.   Still, McPhee also states that theres nothing wrong with a chronological structure, and certainly nothing to suggest its a lesser form than thematic structure. In fact, even as long ago as Babylonian times, most pieces were written that way, and nearly all pieces are written that way now.

Discuss how a range of psychological and sociological theories could help a social worker to understand the issues contained The WritePass Journal

Discuss how a range of psychological and sociological theories could help a social worker to understand the issues contained Introduction Discuss how a range of psychological and sociological theories could help a social worker to understand the issues contained IntroductionPsychological theoriesSociological TheoriesConclusionReferencesRelated Introduction Within this Essay I am going to discuss a range of psychological and sociological theories that could help a social worker to understand issues in case study Four.   This discussion is going to focus on Winston who is 75 years old and experiencing hard time due to the death of his wife Doreen after living happily for 45 years together. As a social worker it is important of knowledge of the psychosocial theories. This is helps to understand why Winston stuck in this situation and he cannot see the light in the tunnel. He lost his beloved wife, and also many other things which were important for him and for his life. The loss of income, loss of hobby, loss of his social life, friends, social interaction, health and homeland are the big issues in Winston’s life. Winston feels lonely, socially excluded with health issues as arthritis, depression and anxiety. His sons are not visiting him so often. All these problems are seems endless and there is no way to get out of this situat ion, and that is why important to look through the different aspects of the psychosocial theories. Psychological theories Firstly need to understand how psychological and sociological theories define in Winston’s case. There are few psychological theories would be appropriate to understand why Winston feels the way he is now and it is important to outline them: Bowlby’s Attachment theory, Erikson’s Eight stages of the development, Maslow’s Hierarchy of needs, Bereavement, depression, anxiety, and loneliness. Winston is 75 years old and it is important to understand what changes occurred in his age stage. There are many positive and negative sides in this stage of the life. Obviously by getting older people have gain more wisdom, but circumstances could change the angle of mind, which could lead to the negatives outcomes. Erik Erikson’s (1902-1994) stage Eight of the human development describes how during the old age people are focused on reflecting back on their life. There are some people who are successful and feel proud and have a sense of integrity.   Winston is an opposite for this type, he feel that his life has no sparkle and experiencing many regrets. He is left with feelings of hopelessness, depression and despair.   This theory helps to define diverse categories of people in older age and what responses will arise in different circumstances. Due to Winston’s bereavement on his wife he developed so many other problems. He is not able to force himself to move on and leave passed event behind him. Psychology studies describe two categories of people who experienced death of close person which is â€Å"determinism† and â€Å"free will†.   Those with â€Å"Free will† is have a positive approach to live and can make positive own decisions evaluating passed events. Winston is belongs to the opposite group where individuals whose passed events controlling over. Winston is too weak to approach the line and get positive outcomes. This is explains why he choose to isolate himself from the society due to his loss. He would not let off his hopeless dream of happy retired life with his beloved wife Doreen. He feels guilty, angry maybe with himself or could be with Doreen who left him on his own. Winston and Doreen’s was a happy couple with strong and close relationship. He was so much attached to his wife. Now when he is left on his own he feels very lonely. Psychologist J. Bowlby (1907–1990) explains â€Å"Whenever loss is permanent, as it is after bereavement, anger and aggressive behaviour are necessarily without function. The reason that they occur so often none the less, even after a death, is that during the early phases of grieving a bereaved person usually does not believe that the loss can really be permanent; he therefore continues to act as though it were still possible not only to find and recover the lost person but to reproach him for his actions.† (J.Bowlby, 1973). The death of someone close is one of the hardest life’s experiences. The first reaction for grief is shock follows with denial, when person may refuse to accept the loss. A wish to escape from grieving may follow with acceptance in time or willingness to accept the loss a nd move on.   In Winston’s case he kept his grief for himself. It is important to understand that grief of a spouse often last longer than other people may realise. Most of the time spouse may experience grief not only in the first year after but for a long time beyond that. Winston’s attachment to his wife was positive for the time when she was around, but affected negative after the loss. He sometimes feels cheated that they could not have enjoyed retirement together. This type of feelings was analysed by J.Bowlby (1973) as ‘dysfunctional anger’. Anger could be presented not only in the aggressive way. The anger could be silent when individual keeping in ‘silence’ and not letting it out. In this condition individuals will get drained not only mentally, but physically exhausted. Winston’s arthritis is getting worse and he is not able to do all activities which he could do and therefore he doesn’t have any other hobbies that co uld keep his mind occupied. Winston may experience of being useless and his self esteem and self actualisation is really low. Abraham Harold Maslow’s (1908-1970) hierarchy of needs explains why Winston’s self-esteem and self-actualisation are missing or shown in very unfortunate condition. Winston has poor health condition. Important to identify how good is his diet, and if he is suffering of sleepless nights. He has a shelter, but missing level of love and belongingness needs affected on his self-esteem and self-actualization needs. Winston lost his identity and self-respect and could not anticipate respect from others. He doesn’t have need of ‘purpose for living’ and cannot realise all of his potentials. His three sons live in other parts of the country and Winston has a very little joy to see them. Winston has a little contact with other people as well and lost his contacts with his close friends. That is another reason why he feels lonely and depressed. â€Å"Depression affects our thinking, our emotions, our behaviour and our physical health.   You might feel down, or empty. Some people have difficulty remembering, or cant make decisions like they once did.† (www.psychologyinfo.com. visited on 20.05.2011).   Psychology recognises two types of the depression which is ‘reactive’ and ‘physical’ depression. ‘Physical’ depression is based on deficiencies in neuron communications in the brain.   Winston depression is ‘reactive’ which is explains as a response to stressful and traumatic event loss of his wife followed by other losses as loss of income, loss of close relationship with his sons, loss of hobby, loss of other people, friends, loss of the social interaction, loss of homeland, loss of identity. Winston suffers with his anxiety which caused by the grief and hopeless wish to visit his homeland. He wants to visit Jamaica but money issues together with fear that things in Jamaica could be a lot different than it used to be stopping him to make that step. For social worker it is important to understand feelings towards loss of identity and homeland. On while Winston was younger, happy with his family life, busy with his work he did not realise the meaning of the â€Å"homeland†. By the older age when he is lonely he wants to go back to the place where once he was happy in his childhood. At first, this is seems like easy and achievable to do and this step could bring sparkle in Winston’s life, but anxiety of being not accepted in his homeland, and money issues stopping him to make this decision.  Ã‚   â€Å"The diagnosis of anxiety is difficult and complex because of the variety of its causes and the highly personalized and individualized nature of its symptom fo rmation.†Ã‚   (http://medical-dictionary.thefreedictionary.com visited on 20.05.2011) Sociological Theories Sociological theories are important as psychological theories in Winston’s case to recognise for social worker what issues would be prioritised to resolve his problems. First of all would be appropriate to look through Family structure, Structural theory, Social action theory of Webber (Interaction of people have with others) Theory of Family structure is one of the important elements to recognize issues in Winston’s case. Through history there were different changes in family structure, but mostly is important to understand what the meaning of the family is and how members of the family could value their roles. â€Å"Definitions of the family are based on the notion of kinship, blood, ties, marriage or adoption that joins individuals into family group.† (A.Llewellyn etal, 2008, p183). As called â€Å"normal married family† Winston and Doreen lived together 45 years and raised three sons. â€Å"Marriage between adult men and women is the arrangement through which adult personalities are supported and kept healthy† (Giddens, 2006, p 175) At first there look as if no any issues was in this family, but the fact that Winston sees his sons not very often is odd. Analysing Winston’s life and his lost connection with his relatives and family there is a clear line why his sons d o not have a responsibility for their father. Family is institution where adults pass their life experience, values and meaning of the family unit to their children. Children who were not taught to appreciate and have respectful relationship with older generations do not have a close family bond including parents. Winston’s sons did not see their father’s responsibility towards grandparents and their connection. That could be why they do not see themselves being irresponsible towards their father’s condition and for them it is absolutely normal to visit Winston (their father) not very often. Theory of Family structure leads to another theory in sociology known as a Social structure theory. This theory studies a relationship between different groups in the society what relates these groups, setting roles, what functions, purpose and meanings will connects them all groups together. Karl Marks, Max Webber, Emile Durkheim and many other social scientists had a great influence in this study. Winston isolated himself not intentionally from the society. He needs to realise that he is a human being and he is taking his part in the society he lives. Being socially excluded does not take his pain away. Karl Marx believed that human being â€Å"are able to choose what to act and or not to act. Furthermore, they are capable of choosing what kind of action to undertake† (G. Ritzer, 2000, p50). Winston cannot exist in isolation he needs to find strength to be a part of the society and make the most out of his life. This could be easier to say than to do especially taking into a ccount his age, his financial situation, his emotional needs, and his cultural differences. Max Webber (1864-1920) articulated ‘conception of social action’ (G. Ritzer, 2000, p121). He emphasized the importance of ‘social action’ as ability of â€Å"individuals to influence the nature of their social relationships in sociologically significant ways† (sociology.org.uk/siweber.pdf. viewed on 22 May 2011) According M. Webber Winston have to act as an individual who can make his own moves should be an active creator of his social behaviour. He should have his own motives and beliefs and be a part of the society. With own interpretation of the meaning of his situation Winston should be able to control his own actions. The reality of the Winston’s situation shows the opposite. He needs a guide from the professional to achieve his potentials and move on in his life. There are certain risk factors in Winston case. According to functionalist Durkheim (1858-1917) who studied suicide factors one of the reasons of the suicide cases is losing values and isolation from the social environment including family. An individual who becomes detached from the society, could make their own devices towards loosen bonds which previously were attached to the society or specific relationship. These losses may lead into negative emotions and may develop ‘egoistic’ or ‘individualistic’ suicide.    Conclusion Therefore this discussion has shown how different psychosocial theories and approaches could be used in social work practice. It is important to recognize and understand different psychosocial studies and interpret correctly for appropriate use in the different social work case studies. In Winston’s case was important to understand issues with his loss and bereavement, depression, anxiety, social deprivation, social interaction, social exclusion, family structure. It was important to understand his age concern, human needs, and what complications caused via attachment theory. It is crucial to identify every case as a unique case within specific circumstances. Therefore social work practice has to work in person centred approach taking into account service users wishes and what is important to them. This is means to listen to each person and help them to live the lives they choose with no discriminatory factors including age, gender, race, disability etc. Help to understand the ir situation via psychosocial theories and guide to set their own goals. References Ritzer G., (2000), Sociological Theory. 5th edition. Mc Graw-Hill Higher Education.USA Llewellyn A., Agu L.,Mercer D. (2008). Sociology for Social Workers, Cambridge, Polity Press Bowlby J., (1973). Separation, Anxiety and Anger. Volume two of Attachment and Loss. London. The Hogarth Press and the Institute of Psycho-Analysis Giddens, A. (2006) Sociology. 5th edition. Cambridge, Polity Press Beckett C., Taylor H. (2010). Human Growth and Development. Second Edition. London. Sage Publication Ltd Goldberg S., Muir R., Kerr J., (2000). Attachment Theory. Social Developmental, and Clinical Perspectives. NJ. The Analytic Press, Inc psychologyinfo.com/depression/seniors.htm#whatis http://medical-dictionary.thefreedictionary.com/Psychological+anxiety sociology.org.uk/siweber.pdf

Applied & Theoretical Research Essay Example | Topics and Well Written Essays - 1000 words

Applied & Theoretical Research - Essay Example ustrial and commercial technologies, application of research to find out and streamline scientific knowledge to meet specific commercial results with respect to the production, deliverance, sourcing and all the other departments of the industry would refer as applied research. In other fields like health care and medicine applied research would utilize the theoretical knowledge acquired through prior research to design procedures and tools to meet newer challenges in the industry. In other words this kind of research in medical and health industry would direct towards very specific outcomes like the development of new drug, a new therapy methodology or a new surgical procedure. These kinds of experiments can be conducted in animals and other simulative setups to apply and standardize an existing knowledge which is usually a product of theoretical research. Australian Research Council has defined Applied Research as an â€Å"original investigations undertaken in order to acquire newà ‚  knowledge but is directed primarily towards a specific, practical aim or objective† (ARC, 2008). North Western University has defied applied Research as â€Å"research which studies the relationship and/or applicability of theories or principles to the solution of a problem† (NWU, 2008). Theoretical research generally has no relevance with the implications of its findings. It is basically undertaken as a re-inquiry to achieve increased understanding on a proved phenomenon and also on observable facts. This kind of research includes an assumption and the whole effort would be towards either confirmation or rejection of the underlying the assumption made by the research. Observation, description, measurement, experimental manipulations are the tools used by theoretical research in order to formulate and extend knowledge (NJABR, 2005) Theoretical research can be broadly classified as pure theoretical research and oriented strategic basic research. Pure theoretical research is undertaken to

Choose the topic in the document Essay Example | Topics and Well Written Essays - 1000 words

Choose the topic in the document - Essay Example In addition, many of the music artists, despite the fact that they did most of the work, tended not to gain as much as the recording companies for which they worked. This created a situation where artists who were very talented often lived on a hand to mouth basis; where they barely kept themselves from being sucked into poverty. Song writing was done on an individual basis where the artists wrote and performed their own songs, mostly without any help from the companies with which they worked. In 1946, there were barely any companies dedicated to music and this is because of the fact that it was yet to be taken seriously as a many making venture. All this changed within the next decade as more music companies were formed as the music industry started becoming competitive and as new talent was discovered and nurtured (Garofalo 320). However, by 1956, all this had changed as the marketing of the music produced was not only done at a local level, but marketing campaigns were also done a t a regional, national, and international level. The diverse marketing of music by the various music producing companies ensured that the music of even less known artists reached a wider audience than it would normally have if marketing were done at only the local level, as was the case in 1946. The professionalism of the music production companies also increased and this made the latter to be able to compete effectively against other record companies attempting fight for the music market. The song writing was no longer the domain of musicians as many of them ended up singing songs that were written by other people. In addition, the production of music was done at a larger scale as more people became attracted to music that was not created in their own localities, and instead started looking far afield to gratify their tests. Furthermore, radio station played music on a larger scale than before and this was done because of the popular demand for music from the listeners. This create d a situation where it was much easier for the record companies involved to assess the fan base of all the songs that they produced and look for potential markets. This trend continued in the music industry for decades to come and it has become the norm as music has gained a worldwide audience. Q4 One of the greatest and most unappreciated roles that rock and roll music played was that of helping to undermine the power of the Soviet Union as well as that of its satellites. This form of music ensured that the west, which was demonized by the soviet bloc as being occupied by inhuman individuals whose only goal was the accumulation of personal wealth, was humanized. It created a situation where individuals in the soviet bloc began to look at the west differently, and it enabled rock and roll to be listened to even in the eastern bloc. The success of rock and roll was so great that it was able to have a wide audience in the soviet bloc even though this block had many political and socia l rivalries with the west. One would go as far as to say that rock and roll may have played a huge role in ensuring that the west was marketed as being a place where individuals could live in peace, enjoying all the freedom that was theirs from birth. This is perhaps the reason why despite living in rival states, the people of the west and of the east were brought together for the love of rock