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		<title>The People of London</title>
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		<updated>2017-06-22T12:24:09Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* References */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon with 363,378 residents. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. The author gives detailed information regarding the subject of discussion and provides the story in an organized way &amp;lt;ref&amp;gt;The Argument About Narrative Essay. (2017, June 16). Retrieved June 22, 2017, from http://mooresville.in.gov/2017/06/16/the-argument-about-narrative-essay-2/&amp;lt;/ref&amp;gt;. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
Implied by its name, a descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. The overall aim is to make sensory details vividly present to the reader &amp;lt;ref&amp;gt;Writing A Descriptive Essay. (2016, August 22). Retrieved June 22, 2017, from http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/descriptive_essay.html&amp;lt;/ref&amp;gt;My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements to be used in the stories. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#The Argument About Narrative Essay. (2017, June 16). Retrieved June 22, 2017, from http://mooresville.in.gov/2017/06/16/the-argument-about-narrative-essay-2/&lt;br /&gt;
#Writing A Descriptive Essay. (2016, August 22). Retrieved June 22, 2017, from http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/descriptive_essay.html&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19156</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19156"/>
		<updated>2017-06-22T12:23:40Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Descriptive */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon with 363,378 residents. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. The author gives detailed information regarding the subject of discussion and provides the story in an organized way &amp;lt;ref&amp;gt;The Argument About Narrative Essay. (2017, June 16). Retrieved June 22, 2017, from http://mooresville.in.gov/2017/06/16/the-argument-about-narrative-essay-2/&amp;lt;/ref&amp;gt;. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
Implied by its name, a descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. The overall aim is to make sensory details vividly present to the reader &amp;lt;ref&amp;gt;Writing A Descriptive Essay. (2016, August 22). Retrieved June 22, 2017, from http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/descriptive_essay.html&amp;lt;/ref&amp;gt;My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements to be used in the stories. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#The Argument About Narrative Essay. (2017, June 16). Retrieved June 22, 2017, from http://mooresville.in.gov/2017/06/16/the-argument-about-narrative-essay-2/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19134</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19134"/>
		<updated>2017-06-22T12:17:58Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* References */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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&lt;br /&gt;
===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&lt;br /&gt;
===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon with 363,378 residents. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&lt;br /&gt;
===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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&lt;br /&gt;
==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. The author gives detailed information regarding the subject of discussion and provides the story in an organized way &amp;lt;ref&amp;gt;The Argument About Narrative Essay. (2017, June 16). Retrieved June 22, 2017, from http://mooresville.in.gov/2017/06/16/the-argument-about-narrative-essay-2/&amp;lt;/ref&amp;gt;. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
Implied by its name, a descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements to be used in the stories. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
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Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#The Argument About Narrative Essay. (2017, June 16). Retrieved June 22, 2017, from http://mooresville.in.gov/2017/06/16/the-argument-about-narrative-essay-2/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19133</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19133"/>
		<updated>2017-06-22T12:17:31Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Narrative */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon with 363,378 residents. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. The author gives detailed information regarding the subject of discussion and provides the story in an organized way &amp;lt;ref&amp;gt;The Argument About Narrative Essay. (2017, June 16). Retrieved June 22, 2017, from http://mooresville.in.gov/2017/06/16/the-argument-about-narrative-essay-2/&amp;lt;/ref&amp;gt;. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
Implied by its name, a descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements to be used in the stories. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
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Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
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==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
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The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19118</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19118"/>
		<updated>2017-06-22T12:12:11Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Types of Writing */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon with 363,378 residents. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
Implied by its name, a descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements to be used in the stories. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
&lt;br /&gt;
After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19114</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19114"/>
		<updated>2017-06-22T12:11:44Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Why I Chose These Types */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Section 1: Background=&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon with 363,378 residents. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
Implied by its name, a descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements to be used in the stories. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19108</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19108"/>
		<updated>2017-06-22T12:10:15Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Population */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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&lt;br /&gt;
=Section 1: Background=&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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&lt;br /&gt;
===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon with 363,378 residents. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
Implied by its name, a descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
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Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
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&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
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The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19100</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19100"/>
		<updated>2017-06-22T12:07:56Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Descriptive */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
Implied by its name, a descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
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Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
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==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
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The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19097</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19097"/>
		<updated>2017-06-22T12:07:27Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Narrative */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Narrative===&lt;br /&gt;
A narrative essay can be simply described as an essay in which the author tells a story. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19096</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=19096"/>
		<updated>2017-06-22T12:06:43Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Narrative */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A brief and simple explanation for what a narrative essay is an essay in which the author tells a story. These pieces of writing are often (but do not have to be) anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18843</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18843"/>
		<updated>2017-06-22T08:08:59Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: &lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during World War II to the ones produced today to combat the War on Terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the War on Terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support art and history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
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==World War II==&lt;br /&gt;
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During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. The word propaganda has a certain negative connotation when used today but this was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&amp;lt;/ref&amp;gt;. These posters also depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
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In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees to Britain caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
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===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror&amp;lt;ref&amp;gt;Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters.  For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War II and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. I would also be interested in seeing a comparison based on artistic styles. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18833</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18833"/>
		<updated>2017-06-22T07:42:55Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* World War II */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during World War II to the ones produced today for the War on Terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the War on Terror.&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support art and history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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&lt;br /&gt;
=Background=&lt;br /&gt;
&lt;br /&gt;
==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. The word propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&amp;lt;/ref&amp;gt;. These posters also depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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&lt;br /&gt;
===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror&amp;lt;ref&amp;gt;Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters.  For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War II and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. I would also be interested in seeing a comparison based on artistic styles. &lt;br /&gt;
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=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18832</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18832"/>
		<updated>2017-06-22T07:40:47Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Introduction */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during World War II to the ones produced today for the War on Terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the War on Terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support art and history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
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==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
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In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
waste4.jpg&lt;br /&gt;
waste3.jpg&lt;br /&gt;
waste5.jpg&lt;br /&gt;
waste6.jpg&lt;br /&gt;
waste7.jpg&lt;br /&gt;
waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror&amp;lt;ref&amp;gt;Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters.  For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War II and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. I would also be interested in seeing a comparison based on artistic styles. &lt;br /&gt;
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=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
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		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18831</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18831"/>
		<updated>2017-06-22T07:40:05Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Abstract */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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|title = Advertising Revelations&lt;br /&gt;
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|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during World War II to the ones produced today for the War on Terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the War on Terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
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==World War II==&lt;br /&gt;
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During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
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In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
waste4.jpg&lt;br /&gt;
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waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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good1.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
=Section 2: Deliverable=&lt;br /&gt;
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[[File: current2.jpg|x320px|right|thumb|]]&amp;lt;br&amp;gt;&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
current1.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror&amp;lt;ref&amp;gt;Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
==Future of Advertising==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters.  For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War II and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. I would also be interested in seeing a comparison based on artistic styles. &lt;br /&gt;
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&lt;br /&gt;
=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18715</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18715"/>
		<updated>2017-06-21T22:38:38Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Conclusion */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
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|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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&lt;br /&gt;
=Background=&lt;br /&gt;
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==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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&lt;br /&gt;
===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
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===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror&amp;lt;ref&amp;gt;Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters.  For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War II and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. I would also be interested in seeing a comparison based on artistic styles. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18709</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18709"/>
		<updated>2017-06-21T22:33:34Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Background */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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&lt;br /&gt;
=Background=&lt;br /&gt;
&lt;br /&gt;
==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror&amp;lt;ref&amp;gt;Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences besides message and style. For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18708</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18708"/>
		<updated>2017-06-21T22:33:23Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Background */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
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f==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
waste4.jpg&lt;br /&gt;
waste3.jpg&lt;br /&gt;
waste5.jpg&lt;br /&gt;
waste6.jpg&lt;br /&gt;
waste7.jpg&lt;br /&gt;
waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror&amp;lt;ref&amp;gt;Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences besides message and style. For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
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		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18707</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18707"/>
		<updated>2017-06-21T22:31:48Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Differences */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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|title = Advertising Revelations&lt;br /&gt;
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|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
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f==World War II==&lt;br /&gt;
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During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
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In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
waste4.jpg&lt;br /&gt;
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waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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good1.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
=Section 2: Deliverable=&lt;br /&gt;
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[[File: current2.jpg|x320px|right|thumb|]]&amp;lt;br&amp;gt;&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
current1.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror&amp;lt;ref&amp;gt;Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
==Future of Advertising==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences besides message and style. For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18705</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18705"/>
		<updated>2017-06-21T22:30:13Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* References */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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|title = Advertising Revelations&lt;br /&gt;
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|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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&lt;br /&gt;
=Background=&lt;br /&gt;
&lt;br /&gt;
f==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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&lt;br /&gt;
===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
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===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences besides message and style. For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18704</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18704"/>
		<updated>2017-06-21T22:29:12Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Section 2: Deliverable */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Background=&lt;br /&gt;
&lt;br /&gt;
f==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences besides message and style. For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
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		<id>https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=18383</id>
		<title>User:Akacherski</title>
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		<updated>2017-06-21T15:01:52Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Milestone 1 */&lt;/p&gt;
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&lt;div&gt;=Andrew Kacherski=&lt;br /&gt;
[[File:4850.JPG|right|frameless|thumb|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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=Overview=&lt;br /&gt;
For my projects, I hope to better learn the history of London through the history advertising and transportation systems. I also hope to create enjoyable writing pieces about the citizens of London. For my humanities credits, I have received transfer credit for WR1010 and WR 1020. I have also taken WR 2010 at WPI. After I completed my milestones, I appreciated London more. Any tourist can appreciate the beautiful scenery and iconic landmarks, but it takes a special type of experience, like this one, to help me appreciate the city's history and people. &lt;br /&gt;
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=Milestone 1=&lt;br /&gt;
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'''Getting Around London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article, we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Without effective means of transportation, the city would not be where it is today. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[Category:Profiles]] &lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Advisor:Clark]] &lt;br /&gt;
[[Category:Advisor:Manzo]] &lt;br /&gt;
The history of transportation is quite extensive. Through our analysis of its history, we were able to determine what made it iconic today. Researching the technology that both the tube and double decker bus incorporated allowed us to see why they are both very efficient and London has one of the best public transportation systems in the world. The future of the tube and bus may shift towards the use of automation. This automation can help in making the system more efficient than it already is. &lt;br /&gt;
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[[Getting Around London|Read More]] &lt;br /&gt;
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=Milestone 2=&lt;br /&gt;
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'''Advertising Revelations'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Compare World War II posters to today's posters on the War on Terror&lt;br /&gt;
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The history behind the World War II posters is extraordinary. The people at that time had to endure things such as rationing, blackouts, and evacuations. The posters helped tell the citizens how to do these successfully and some explained why they were happening. Today's posters urge people to remain vigilant to help combat the War on Terror. These sets of posters had similarities in layout, wording, and message, but they also had some very strong differences. The future of advertising will show future societal problems and possibly be on new media. &lt;br /&gt;
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[[Advertising Revelations|Read More]] &lt;br /&gt;
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=Milestone 3=&lt;br /&gt;
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'''The People of London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Find demographics about the average Londoner, find people that fit that description, and do a creative writing piece about their backstory. &lt;br /&gt;
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After researching demographic information, I found people whose appearances fit the largest category from the demographic section. I would use these people as characters in my fictional stories about their life. The census revealed that London is a very diverse city. I used different writing styles, literary devices, and voices, to make each character distinct. I also used demographic information to make the stories more true to life. &lt;br /&gt;
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[[The People of London|Read More]] &lt;br /&gt;
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=Activity Journal=&lt;br /&gt;
The activity journal represents an ongoing log of reflections gained through each and every project activity on the calendar. &lt;br /&gt;
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==Activity #1: Westminster Abbey, Tower of London, and The British Library==&lt;br /&gt;
[[Westminster Abbey]], [[Tower of London]], and [[The British Library]], did not directly relate to my milestones. I feel that the background history may relate to my milestones as I dive deeper into them. I do not this affected my milestone aims. I may change them to incorporate royal or war history but the topics will likely remain the same. The tombs of [[Westminster Abbey]] stood out to me because some did not have bodies under them. I felt this was odd because I do not see the point of putting a tomb if there is no body. The [[Tower of London]] was cool with the torture devices and rooms where they used to defend the castle. The ravens were also cool but kind-of freaked me out a bit. The walk around the wall was nice. It gave a different perspective of the castle. [[The British Library]] was interesting. The huge cube of rare books in the center gives the library the feeling that this place houses all the information one could ever need. It adds an enigma of exactly how many books are in it. I was surprised to hear they do not keep any books in the library to check out. If you need material, you must order it 48 hours ion advance. I contributed to the Westminster Abbey, Tower of London, and The British Library pages. &lt;br /&gt;
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Think of this process as building a platform or a case that will help you make particular claims and conclusions through your [[Template_Milestone|project milestones]].&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #2 Natural History Museum==&lt;br /&gt;
Today my group and I went to the [[Natural History Museum]]. This museum was so much better than I thought it was going to be. All of the exhibits were hands on which I liked very much. I am a very hands-on learner so the interactive exhibits made the material come to life. I was especially interested in the space exhibit. They went into the workings of our planet and solar system in great detail and had a huge statue of earth! I also enjoyed the human evolution, bird, dinosaur, and sea exhibits. While none of the things I saw today not relate to my milestone at all, I still enjoyed my time and am glad I went. The gardens behind the museum were an amazing place to sit and do work. It was so peaceful and full of beautiful statues. We also went to a mass at [[Westminster Abbey]] and heard evensong. Overall today was an amazing day. I contributed to the [[Natural History Museum]] page&lt;br /&gt;
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==Activity #3: National Gallery==&lt;br /&gt;
Today we went to the [[The National Gallery]]. The art was very visually pleasing. I am a big fan of Rembrandt's work so I spent a lot of my time looking at his pieces. I contributed to the Rembrandt section on the national gallery page. His work tells story with so much emotion and detail, it is remarkable. I also saw pieces from Ruben and a few others. This related to my milestone because the paintings depicted everyday life dating back a few hundred years. This gave me insight into their technology and transportation. We also went to the [[Transportation Museum|London Transport Museum]]. This Museum was amazing. While it was aimed for children, it had many features and history for adults. It covered trains, boats, trams, and busses. It gave the history of all and how they changed through history. This directly related to my milestone because I am working on the history of transportation. It allowed me to focus my broad milestone into certain features and answer specific questions that I found while I was visiting the museum, like what challenges they had while building these systems and how they affected its outcome. This was an amazing museum and I'd highly recommend that everyone go and see it. I created the London Transport Museum, and contributed twice to the national gallery page. &lt;br /&gt;
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==Activity #4: British Museum==&lt;br /&gt;
I found the [[British Museum]] very interesting. What interested me the most were the vases and Mummy of Cleopatra. The amount of detail on each vase was immaculate. The statues from Greece and Rome told amazing stories. One that stood out to me was the fight with Centaur. It also blew me away that the heads from each statue were in different countries, such as Budapest, Netherlands, and Greece. The clock exhibit was also very interesting. They had clocks dating back to the 1700's. This was the very beginning of escapement devices and accurate clocks. Clocks also told things other than time such as Lunar/Solar cycle and easter calendar. &lt;br /&gt;
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Relating to my milestones, there was only one section of the museum I found kind of relevant. This was the exhibit on Europe from 1900-Present. I expected this exhibit to go through the entire history of Europe during this time period; it did not. Instead it had artifacts such as plates designed by Frank Lloyd Wright. I was disappointed. It still gave me insight into how the cultural and societal values at the time and how they incorporated them into they creations. This relates to my milestone. I created the section on the mummy of cleopatra on the British museum page. I also edited the entire page's grammar. &lt;br /&gt;
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==Activity #5: St. Paul's Cathedral==&lt;br /&gt;
When I entered [[St. Paul's Cathedral]], my jaw immediately dropped. The spanning archways, incredibly high ceilings, intricate detail, and the dome all exceeded my expectations. What I also found surprising were the acoustics in the whisper gallery. I did not believe that whispering across a massive dome would work but it actually did! The crypt downstairs had some nice memorials to people such as the Duke of Wellington. To see them represented in such a nice way made me feel their importance. &lt;br /&gt;
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For my milestones, I feel that they would relate to the church after it was burned in the greater fire of London and during World War 2. Winston Churchill explicitly said that St. Paul's cathedral must be saved during the blitz. My second milestone is about government advertising during world war 2 and how it relates to todays' government advertising. I feel I should go back and watch the video presentation about the history of the church for more background information about my milestone. I added information and a photo to the crypt section, and fixed grammar in the sculptures and mosaics sections.  &lt;br /&gt;
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==Activity #6: Tate Modern==&lt;br /&gt;
I will be honest, I am not a big fan of modern art. But when I walked into the [[Media Networks]] exhibit and [[Tate Modern]] that changed. This exhibit focused on the portrayal of social and political issues during the times they were painted. I found this to be extremely interesting. The section about the anti-nazi posters and the portrayal of Soviet lifestyle was interesting because it is not often you get to see things from their perspective. It gave me new insight into those situations in history and realized not everyone during that period in history agreed with the terrible things that were done. I also went to a Klyne concert at the Pickle Factory way out in zone 2. While I did not think I would enjoy their alternative style, I found myself really enjoying it. I have to make sure to follow them on Spotify. &lt;br /&gt;
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This exhibit kinda-sorta relates to my milestone. I am doing my milestones on transportation and government advertising through the ages. The transportation milestone is shown in the painting by Pivovarov. It shows that the car was the stereotypical mode of transportation during that time. For the advertising aspect, the entire section relates. It shows people's emotions toward government or social problems. My milestone is government produced advertisements, not advertisements about the government. This exhibit gave me insight into how the people felt about their government and what the prominent social problems were. I will definitely come back here for more information for my milestone. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #7: Museum of London==&lt;br /&gt;
The [[Museum of London]] was a very cool museum. This is the first museum I have been to where it focuses on a certain city as opposed to a time period. I found the [[World City]] Exhibit very interesting. It encompassed the history of London from 1950-present day. It talked about social changes, changes in demographics and the physical change of the city. I really liked this museum, except a few of the seemingly cool exhibits were closed for renovations. The [[Victorian Walk]] was also very cool. They set up 19 shops from the 19&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century. It felt like I traveled back in time.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The World City Exhibit relates to my milestone. It discusses the history of transportation, including the first taxi cab and the introduction of the first bus. I collected some information for my milestone but I may come back. Surprisingly there wasn't much information on the World Wars. So perhaps I will have to find somewhere else to go for that information.  &lt;br /&gt;
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==Activity #8: Tate Britain== &lt;br /&gt;
I was not a fan of this museum. Unlike [[Tate Modern]], I could not get behind and understand the artwork. The layout was great because they organized each exhibit by time period instead of by style. This allows the viewer to encompass the time period and better understand what was going on. I found the most interest in the 1930's exhibit. The stone statues are what particularly drew my attention. I have always appreciated carvings more than paintings. I feel it takes more craftsmanship to construct one than throwing paint onto a canvas. &lt;br /&gt;
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This museum had a weak correlation to my second milestone, [[Advertising Revelations]]. While there are posters and art expressing the concerns of the war they did not fit the criteria I had set for my milestone. I may end up changing my milestone to incorporate a wider range of advertisements instead of just ones about the war put out by the government. I feel this may be too constricting and may not find enough information. If I do open my milestone, I may come back to gather more information on the mentality the people had during this time period. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #9: Victoria and Albert Museum==&lt;br /&gt;
For some reason I had in my mind that this was another modern art museum and was prepared to get in and out of there as fast as I could. I was very wrong. This museum was very interesting. I liked the sections on Chinese and Korean history, and the Cast Court. The Cast Court was cool because it had perfect replicas of the most famous sculptures in the Renaissance period. Statues like David, and Dying Slave. I was upset the other court was closed for renovations. I wish we could have done the Pink Floyd exhibit but £16 and a very long line did not seem worth it. &lt;br /&gt;
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My milestone relates to the exhibit on Europe between 1700-1910. The mindset of artists around the time of the beginning of transportation and advertisements can prove to help solidify my 2&amp;lt;sup&amp;gt;nd &amp;lt;/sup&amp;gt; milestone. I honestly do not think I will go back for more information. There are better places for me to gather information for my milestones. I really liked this museum though. There were a lot of cool exhibits and displays. I would come back if I had a free day just to check it all out. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #10: Horniman Museum and Garden==&lt;br /&gt;
After about an hour on the bus through a not so nice area of London, we arrive at the Horniman Museum. I knew this place was gonna be cool when I saw the totem poles out front. But what blew me away was the Natural History exhibit. The room was massive and held almost every kind of animal you could think of that was beautifully preserved. It was mind boggling that most of the animals had been alive at one point. They even had a real walrus! How cool is that! They also had elephants, bugs, tigers, monkeys and a dodo.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I've been thinking about how I could relate this awesome museum to one of my remaining milestones and I cannot think of a way that it does. As much as I enjoyed this museum I will not be returning. I feel that I could find better information for my milestones at places such as the advertising museum or a park. If I was doing a milestone on the animals related to London or the history of music then this museum would be perfect. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #11: Hampton Court Palace==&lt;br /&gt;
I really liked the [[Hampton Court Palace]]. I have never been inside a place like this before. It was cool to see where the man who changed England's national religion lived. The size and detail of each room was amazing. Also the portraits on the ceiling how can anyone have those in their house! I feel like if I lived here I would get lost getting from place to place. Especially since I got lost about 3 times today and had a map. The royal tennis court was odd. It reminded me of a racquetball court and the rules didn't make sense. I think if I played it that it would make more sense.The [[The Gardens at Hampton Court Palace]] were amazing. They were very large and well kept. It also unreal to think that people used to joust and hunt in the gardens&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this seems like a place I can come back to for my capstone. There are a lot of typical Londoners here that would make great characters for my stories. I do not think I would come back though just because it is so far. I can go to a local park and find someone who I can write a story about. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #12: Museum of London Docklands==&lt;br /&gt;
The [[Museum of London Docklands]] was very interesting. I always found trade and ports to be very interesting in history class. It was the way societies and cultures interacted and shared. It went into great detail about the early beginnings of the docklands back in the 1500's which was cool but I loved the section about World War II. I had no idea that the docklands was such an important area to protect during this time. If this place were to get crippled then potentially no shipments could get into London. Its something I have never thought of before. Also the P.L.U.T.O. caught my attention. That was a genius idea to do this if there was an invasion. It would guarantee them a steady fuel supply.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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This museum had a few posters for my advertising milestone so I was able to take pictures of them and I can interpret them later. I do not think I will be heading back though because I got all the material I need for it while I was there. I was surprised to see that they had the posters I was looking for. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #13: Imperial War Museum==&lt;br /&gt;
I LOVED THIS MUSEUM. When you walked into the gate you were met with two massive cannons. Then when you walked through the door you are met with a Harrier, a tank, and a bunch of other propeller planes. The world war one exhibit was cool it had all of the old guns and bullets and uniforms and a tank! The world war II exhibit was also amazing. I found the exhibit on the war in Syria to be very enlightening. I didn't know much about what was going on over there aside from the horrid videos I've seen on Facebook. This exhibit helped me to become less ignorant. But my favorite exhibit was the spies. It was so cool to see all the stuff people used behind enemy lines and how they did it. When I was growing up I was a big fan of James Bond (and still am) and wanted to be a spy. This exhibit showed my how cool it would be to be a British spy for MI6.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For my milestone, they had a lot of world war propaganda.This was great for the World Wars section of my advertising milestone but didn't have any from other decades. It didn't relate to my milestone but I was able to take a few good photos. I collected what I needed and see no need to return. I probably will though because this museum was awesome. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #14: Museum of Brands, Packaging and Advertising==&lt;br /&gt;
I went to this museum today to supplement my milestone. It was a great museum. It was £7 to get in and they had all kinds of food, toys, posters, and games all the way back from the 1890's. It didn't take long to get through this museum because they had everything along a snaking hallway but it was very cool. The only downside was there weren't allowed to be any pictures. That didn't stop me though because I took a few anyway. I needed the information for my milestone. They did not have as many government issued posters as I had hoped. They mostly had commercial things aimed toward consumers so I will not be going back. I was able to get all I needed from the one trip in. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #15: London Science Museum==&lt;br /&gt;
Being an engineer I love science museums. They geared towards people who love science which is everyone on this trip. They're always so hands on and fun. The [[London Science Museum]] was no exception. The engineer your future exhibit was really cool. It promoted aspiring engineers to tackle viable future world problems. The games were really cool and they were really useful. The space exhibit was also really cool. They had all the old Apollo rocket stuff and NASA. For once I wasn't ashamed to be an American. Almost all of the rockets and machines were made in America and it made me feel a little patriotic. This in no way relates to my milestone but I still loved it. I may come back here just due to my love of science museums. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #16: The Wallace Collection==&lt;br /&gt;
[[The Wallace Collection]] was not what I was expecting. I heard from other students that this was an art collection that had furniture and armor. And to be honest I was dreading coming here. But I did not realize that it was a man's house. He had it set up so that he was able to live and display his collection. This is the goal when I am older. I want my house to be big enough to have a name and become a museum when I die. But the collection was very interesting. He had old clocks, priceless chairs and tapestries, china, sculptures, ornate chandeliers, and weapons. This was very cool to be able to walk through and see his collection. There are very few barriers so you are able to get up close and personal with the items. But you can't touch them of course. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this sort of relates to my third milestone. If I change my demographics to who I write about for my stories to a wealthy person from a couple hundred years ago then I may comeback here. It gives me insight into how they lived during the time. Honestly, I will not change my milestone because the way I have it outlined now will make for better stories, in my opinion&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #17: Changing of the Guards and Milestone work==&lt;br /&gt;
Today I went to the changing of the guards and it was not what I was expecting. It lasted for almost 45 minutes and they played a lot of music. They played Mama Mia and other songs! I didn't know the other ones but the crowd sure did. They had 2 bands that played for almost a half hour. I'm not sure if this counts as a concert but I sure think it was one. I thought the changing of the guards was just two groups switching places. I did not know it was a big show. The only thing I did not like about it was the crowd. People will push and shove you just to put their phone in front of your face to take a picture. Typical Tourists. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today I found more information for my milestone. I am doing it in a separate word document then uploading it section. I am doing it this way because I am doing some work offline and this allows me to still get information down. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #18: Romeo and Juliet==&lt;br /&gt;
To be honest I did not like this play. I felt that the modern interpretation took away from the story line and they tried too hard to be funny. The swat fighters battling, the Pluto costume, and the dancing all caught me off guard. I found it hard to understand what was going on. The modern clothes and attitudes with the old time language made it difficult for me to understand. If they would have used modern language I feel it would have made the play so much better. The second half was better though. It got a lot more dramatic and a lot more serious. I also feel if the first half was a little more serious and dramatic it would have made it better. I am in no rush to go back an see another show. Granted, it was a once in a lifetime opportunity to see Shakespeare at the Globe so I am lucky to have had the opportunity to go. This relates to my milestone; the director took a creative spin on Shakespeare. I am doing creative writing so there are some similarities.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #19: Stonehenge, Bath, and Lacock==&lt;br /&gt;
This was by far my favorite day of this trip. It has been on my bucket list for so long to see Stonehenge, and I am glad I had the opportunity to do so. I had never heard of Bath before this trip but I am very glad that we went. I have been to a few different cities in England over my trips here and this was not like any of the others. This city reminded me of Toledo but with Roman architecture. I wish we had more time here because I would love to go back and go in the thermal baths. Lacock was was a cool, old little city. I am not a 'Harry Pothead,' in fact I've never seen any of the movies, so I wasn't as intrigued by all of the Harry Potter stuff as other people. I still appreciated how it was a quiet little town that maintained its old time feel while still doing modern things and remaining lively. I found the pictures of the royal wedding from 2006 to be really cool and interesting. Andrew and Lily were awesome tour guides. I usually get bored but he managed to keep my attention and keep the tour interesting.  Overall I really liked this day. This relates to my milestone because it gives me ideas I can incorporate into my stories. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #20: Windsor Castle==&lt;br /&gt;
[[Windsor Castle]] is one of my favorite palaces. This was my second time coming back to this castle and I appreciated it a lot more. I am not sure if it is because I am older, or if because we came in June instead of February. Either way I still really liked it. The Dollhouse was very cool. I am a big fan of creating things by hand and woodworking so I was very intrigued. To see that much attention and detail be put into something so simple blew my mine. The working electricity and plumbing put the cherry on top. The state apartments were very similar to other palaces I have been to. They were very similar to Hampton Court Palace, and the Palace in Madrid. It was still very cool to see. I can relate this to my milestone because today at the castle I was people watching and got ideas for my stories. &lt;br /&gt;
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===My Complete Contributions===&lt;br /&gt;
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====[[Special:Contributions/Akacherski|All of My Created Content and Edits]]====&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
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	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=18378</id>
		<title>User:Akacherski</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=18378"/>
		<updated>2017-06-21T14:57:23Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Overview */&lt;/p&gt;
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&lt;div&gt;=Andrew Kacherski=&lt;br /&gt;
[[File:4850.JPG|right|frameless|thumb|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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=Overview=&lt;br /&gt;
For my projects, I hope to better learn the history of London through the history advertising and transportation systems. I also hope to create enjoyable writing pieces about the citizens of London. For my humanities credits, I have received transfer credit for WR1010 and WR 1020. I have also taken WR 2010 at WPI. After I completed my milestones, I appreciated London more. Any tourist can appreciate the beautiful scenery and iconic landmarks, but it takes a special type of experience, like this one, to help me appreciate the city's history and people. &lt;br /&gt;
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=Milestone 1=&lt;br /&gt;
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'''Getting Around London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article, we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Without effective means of transportation, the city would not be where it is today. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[Category:Profiles]] &lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Advisor:Clark]] &lt;br /&gt;
The history of transportation is quite extensive. Through our analysis of its history, we were able to determine what made it iconic today. Researching the technology that both the tube and double decker bus incorporated allowed us to see why they are both very efficient and London has one of the best public transportation systems in the world. The future of the tube and bus may shift towards the use of automation. This automation can help in making the system more efficient than it already is. &lt;br /&gt;
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[[Getting Around London|Read More]] &lt;br /&gt;
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=Milestone 2=&lt;br /&gt;
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'''Advertising Revelations'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Compare World War II posters to today's posters on the War on Terror&lt;br /&gt;
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The history behind the World War II posters is extraordinary. The people at that time had to endure things such as rationing, blackouts, and evacuations. The posters helped tell the citizens how to do these successfully and some explained why they were happening. Today's posters urge people to remain vigilant to help combat the War on Terror. These sets of posters had similarities in layout, wording, and message, but they also had some very strong differences. The future of advertising will show future societal problems and possibly be on new media. &lt;br /&gt;
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[[Advertising Revelations|Read More]] &lt;br /&gt;
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=Milestone 3=&lt;br /&gt;
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'''The People of London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Find demographics about the average Londoner, find people that fit that description, and do a creative writing piece about their backstory. &lt;br /&gt;
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After researching demographic information, I found people whose appearances fit the largest category from the demographic section. I would use these people as characters in my fictional stories about their life. The census revealed that London is a very diverse city. I used different writing styles, literary devices, and voices, to make each character distinct. I also used demographic information to make the stories more true to life. &lt;br /&gt;
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[[The People of London|Read More]] &lt;br /&gt;
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=Activity Journal=&lt;br /&gt;
The activity journal represents an ongoing log of reflections gained through each and every project activity on the calendar. &lt;br /&gt;
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==Activity #1: Westminster Abbey, Tower of London, and The British Library==&lt;br /&gt;
[[Westminster Abbey]], [[Tower of London]], and [[The British Library]], did not directly relate to my milestones. I feel that the background history may relate to my milestones as I dive deeper into them. I do not this affected my milestone aims. I may change them to incorporate royal or war history but the topics will likely remain the same. The tombs of [[Westminster Abbey]] stood out to me because some did not have bodies under them. I felt this was odd because I do not see the point of putting a tomb if there is no body. The [[Tower of London]] was cool with the torture devices and rooms where they used to defend the castle. The ravens were also cool but kind-of freaked me out a bit. The walk around the wall was nice. It gave a different perspective of the castle. [[The British Library]] was interesting. The huge cube of rare books in the center gives the library the feeling that this place houses all the information one could ever need. It adds an enigma of exactly how many books are in it. I was surprised to hear they do not keep any books in the library to check out. If you need material, you must order it 48 hours ion advance. I contributed to the Westminster Abbey, Tower of London, and The British Library pages. &lt;br /&gt;
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Think of this process as building a platform or a case that will help you make particular claims and conclusions through your [[Template_Milestone|project milestones]].&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #2 Natural History Museum==&lt;br /&gt;
Today my group and I went to the [[Natural History Museum]]. This museum was so much better than I thought it was going to be. All of the exhibits were hands on which I liked very much. I am a very hands-on learner so the interactive exhibits made the material come to life. I was especially interested in the space exhibit. They went into the workings of our planet and solar system in great detail and had a huge statue of earth! I also enjoyed the human evolution, bird, dinosaur, and sea exhibits. While none of the things I saw today not relate to my milestone at all, I still enjoyed my time and am glad I went. The gardens behind the museum were an amazing place to sit and do work. It was so peaceful and full of beautiful statues. We also went to a mass at [[Westminster Abbey]] and heard evensong. Overall today was an amazing day. I contributed to the [[Natural History Museum]] page&lt;br /&gt;
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==Activity #3: National Gallery==&lt;br /&gt;
Today we went to the [[The National Gallery]]. The art was very visually pleasing. I am a big fan of Rembrandt's work so I spent a lot of my time looking at his pieces. I contributed to the Rembrandt section on the national gallery page. His work tells story with so much emotion and detail, it is remarkable. I also saw pieces from Ruben and a few others. This related to my milestone because the paintings depicted everyday life dating back a few hundred years. This gave me insight into their technology and transportation. We also went to the [[Transportation Museum|London Transport Museum]]. This Museum was amazing. While it was aimed for children, it had many features and history for adults. It covered trains, boats, trams, and busses. It gave the history of all and how they changed through history. This directly related to my milestone because I am working on the history of transportation. It allowed me to focus my broad milestone into certain features and answer specific questions that I found while I was visiting the museum, like what challenges they had while building these systems and how they affected its outcome. This was an amazing museum and I'd highly recommend that everyone go and see it. I created the London Transport Museum, and contributed twice to the national gallery page. &lt;br /&gt;
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==Activity #4: British Museum==&lt;br /&gt;
I found the [[British Museum]] very interesting. What interested me the most were the vases and Mummy of Cleopatra. The amount of detail on each vase was immaculate. The statues from Greece and Rome told amazing stories. One that stood out to me was the fight with Centaur. It also blew me away that the heads from each statue were in different countries, such as Budapest, Netherlands, and Greece. The clock exhibit was also very interesting. They had clocks dating back to the 1700's. This was the very beginning of escapement devices and accurate clocks. Clocks also told things other than time such as Lunar/Solar cycle and easter calendar. &lt;br /&gt;
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Relating to my milestones, there was only one section of the museum I found kind of relevant. This was the exhibit on Europe from 1900-Present. I expected this exhibit to go through the entire history of Europe during this time period; it did not. Instead it had artifacts such as plates designed by Frank Lloyd Wright. I was disappointed. It still gave me insight into how the cultural and societal values at the time and how they incorporated them into they creations. This relates to my milestone. I created the section on the mummy of cleopatra on the British museum page. I also edited the entire page's grammar. &lt;br /&gt;
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==Activity #5: St. Paul's Cathedral==&lt;br /&gt;
When I entered [[St. Paul's Cathedral]], my jaw immediately dropped. The spanning archways, incredibly high ceilings, intricate detail, and the dome all exceeded my expectations. What I also found surprising were the acoustics in the whisper gallery. I did not believe that whispering across a massive dome would work but it actually did! The crypt downstairs had some nice memorials to people such as the Duke of Wellington. To see them represented in such a nice way made me feel their importance. &lt;br /&gt;
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For my milestones, I feel that they would relate to the church after it was burned in the greater fire of London and during World War 2. Winston Churchill explicitly said that St. Paul's cathedral must be saved during the blitz. My second milestone is about government advertising during world war 2 and how it relates to todays' government advertising. I feel I should go back and watch the video presentation about the history of the church for more background information about my milestone. I added information and a photo to the crypt section, and fixed grammar in the sculptures and mosaics sections.  &lt;br /&gt;
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==Activity #6: Tate Modern==&lt;br /&gt;
I will be honest, I am not a big fan of modern art. But when I walked into the [[Media Networks]] exhibit and [[Tate Modern]] that changed. This exhibit focused on the portrayal of social and political issues during the times they were painted. I found this to be extremely interesting. The section about the anti-nazi posters and the portrayal of Soviet lifestyle was interesting because it is not often you get to see things from their perspective. It gave me new insight into those situations in history and realized not everyone during that period in history agreed with the terrible things that were done. I also went to a Klyne concert at the Pickle Factory way out in zone 2. While I did not think I would enjoy their alternative style, I found myself really enjoying it. I have to make sure to follow them on Spotify. &lt;br /&gt;
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This exhibit kinda-sorta relates to my milestone. I am doing my milestones on transportation and government advertising through the ages. The transportation milestone is shown in the painting by Pivovarov. It shows that the car was the stereotypical mode of transportation during that time. For the advertising aspect, the entire section relates. It shows people's emotions toward government or social problems. My milestone is government produced advertisements, not advertisements about the government. This exhibit gave me insight into how the people felt about their government and what the prominent social problems were. I will definitely come back here for more information for my milestone. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #7: Museum of London==&lt;br /&gt;
The [[Museum of London]] was a very cool museum. This is the first museum I have been to where it focuses on a certain city as opposed to a time period. I found the [[World City]] Exhibit very interesting. It encompassed the history of London from 1950-present day. It talked about social changes, changes in demographics and the physical change of the city. I really liked this museum, except a few of the seemingly cool exhibits were closed for renovations. The [[Victorian Walk]] was also very cool. They set up 19 shops from the 19&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century. It felt like I traveled back in time.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The World City Exhibit relates to my milestone. It discusses the history of transportation, including the first taxi cab and the introduction of the first bus. I collected some information for my milestone but I may come back. Surprisingly there wasn't much information on the World Wars. So perhaps I will have to find somewhere else to go for that information.  &lt;br /&gt;
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==Activity #8: Tate Britain== &lt;br /&gt;
I was not a fan of this museum. Unlike [[Tate Modern]], I could not get behind and understand the artwork. The layout was great because they organized each exhibit by time period instead of by style. This allows the viewer to encompass the time period and better understand what was going on. I found the most interest in the 1930's exhibit. The stone statues are what particularly drew my attention. I have always appreciated carvings more than paintings. I feel it takes more craftsmanship to construct one than throwing paint onto a canvas. &lt;br /&gt;
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This museum had a weak correlation to my second milestone, [[Advertising Revelations]]. While there are posters and art expressing the concerns of the war they did not fit the criteria I had set for my milestone. I may end up changing my milestone to incorporate a wider range of advertisements instead of just ones about the war put out by the government. I feel this may be too constricting and may not find enough information. If I do open my milestone, I may come back to gather more information on the mentality the people had during this time period. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #9: Victoria and Albert Museum==&lt;br /&gt;
For some reason I had in my mind that this was another modern art museum and was prepared to get in and out of there as fast as I could. I was very wrong. This museum was very interesting. I liked the sections on Chinese and Korean history, and the Cast Court. The Cast Court was cool because it had perfect replicas of the most famous sculptures in the Renaissance period. Statues like David, and Dying Slave. I was upset the other court was closed for renovations. I wish we could have done the Pink Floyd exhibit but £16 and a very long line did not seem worth it. &lt;br /&gt;
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My milestone relates to the exhibit on Europe between 1700-1910. The mindset of artists around the time of the beginning of transportation and advertisements can prove to help solidify my 2&amp;lt;sup&amp;gt;nd &amp;lt;/sup&amp;gt; milestone. I honestly do not think I will go back for more information. There are better places for me to gather information for my milestones. I really liked this museum though. There were a lot of cool exhibits and displays. I would come back if I had a free day just to check it all out. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #10: Horniman Museum and Garden==&lt;br /&gt;
After about an hour on the bus through a not so nice area of London, we arrive at the Horniman Museum. I knew this place was gonna be cool when I saw the totem poles out front. But what blew me away was the Natural History exhibit. The room was massive and held almost every kind of animal you could think of that was beautifully preserved. It was mind boggling that most of the animals had been alive at one point. They even had a real walrus! How cool is that! They also had elephants, bugs, tigers, monkeys and a dodo.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I've been thinking about how I could relate this awesome museum to one of my remaining milestones and I cannot think of a way that it does. As much as I enjoyed this museum I will not be returning. I feel that I could find better information for my milestones at places such as the advertising museum or a park. If I was doing a milestone on the animals related to London or the history of music then this museum would be perfect. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #11: Hampton Court Palace==&lt;br /&gt;
I really liked the [[Hampton Court Palace]]. I have never been inside a place like this before. It was cool to see where the man who changed England's national religion lived. The size and detail of each room was amazing. Also the portraits on the ceiling how can anyone have those in their house! I feel like if I lived here I would get lost getting from place to place. Especially since I got lost about 3 times today and had a map. The royal tennis court was odd. It reminded me of a racquetball court and the rules didn't make sense. I think if I played it that it would make more sense.The [[The Gardens at Hampton Court Palace]] were amazing. They were very large and well kept. It also unreal to think that people used to joust and hunt in the gardens&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this seems like a place I can come back to for my capstone. There are a lot of typical Londoners here that would make great characters for my stories. I do not think I would come back though just because it is so far. I can go to a local park and find someone who I can write a story about. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #12: Museum of London Docklands==&lt;br /&gt;
The [[Museum of London Docklands]] was very interesting. I always found trade and ports to be very interesting in history class. It was the way societies and cultures interacted and shared. It went into great detail about the early beginnings of the docklands back in the 1500's which was cool but I loved the section about World War II. I had no idea that the docklands was such an important area to protect during this time. If this place were to get crippled then potentially no shipments could get into London. Its something I have never thought of before. Also the P.L.U.T.O. caught my attention. That was a genius idea to do this if there was an invasion. It would guarantee them a steady fuel supply.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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This museum had a few posters for my advertising milestone so I was able to take pictures of them and I can interpret them later. I do not think I will be heading back though because I got all the material I need for it while I was there. I was surprised to see that they had the posters I was looking for. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #13: Imperial War Museum==&lt;br /&gt;
I LOVED THIS MUSEUM. When you walked into the gate you were met with two massive cannons. Then when you walked through the door you are met with a Harrier, a tank, and a bunch of other propeller planes. The world war one exhibit was cool it had all of the old guns and bullets and uniforms and a tank! The world war II exhibit was also amazing. I found the exhibit on the war in Syria to be very enlightening. I didn't know much about what was going on over there aside from the horrid videos I've seen on Facebook. This exhibit helped me to become less ignorant. But my favorite exhibit was the spies. It was so cool to see all the stuff people used behind enemy lines and how they did it. When I was growing up I was a big fan of James Bond (and still am) and wanted to be a spy. This exhibit showed my how cool it would be to be a British spy for MI6.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For my milestone, they had a lot of world war propaganda.This was great for the World Wars section of my advertising milestone but didn't have any from other decades. It didn't relate to my milestone but I was able to take a few good photos. I collected what I needed and see no need to return. I probably will though because this museum was awesome. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #14: Museum of Brands, Packaging and Advertising==&lt;br /&gt;
I went to this museum today to supplement my milestone. It was a great museum. It was £7 to get in and they had all kinds of food, toys, posters, and games all the way back from the 1890's. It didn't take long to get through this museum because they had everything along a snaking hallway but it was very cool. The only downside was there weren't allowed to be any pictures. That didn't stop me though because I took a few anyway. I needed the information for my milestone. They did not have as many government issued posters as I had hoped. They mostly had commercial things aimed toward consumers so I will not be going back. I was able to get all I needed from the one trip in. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #15: London Science Museum==&lt;br /&gt;
Being an engineer I love science museums. They geared towards people who love science which is everyone on this trip. They're always so hands on and fun. The [[London Science Museum]] was no exception. The engineer your future exhibit was really cool. It promoted aspiring engineers to tackle viable future world problems. The games were really cool and they were really useful. The space exhibit was also really cool. They had all the old Apollo rocket stuff and NASA. For once I wasn't ashamed to be an American. Almost all of the rockets and machines were made in America and it made me feel a little patriotic. This in no way relates to my milestone but I still loved it. I may come back here just due to my love of science museums. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #16: The Wallace Collection==&lt;br /&gt;
[[The Wallace Collection]] was not what I was expecting. I heard from other students that this was an art collection that had furniture and armor. And to be honest I was dreading coming here. But I did not realize that it was a man's house. He had it set up so that he was able to live and display his collection. This is the goal when I am older. I want my house to be big enough to have a name and become a museum when I die. But the collection was very interesting. He had old clocks, priceless chairs and tapestries, china, sculptures, ornate chandeliers, and weapons. This was very cool to be able to walk through and see his collection. There are very few barriers so you are able to get up close and personal with the items. But you can't touch them of course. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this sort of relates to my third milestone. If I change my demographics to who I write about for my stories to a wealthy person from a couple hundred years ago then I may comeback here. It gives me insight into how they lived during the time. Honestly, I will not change my milestone because the way I have it outlined now will make for better stories, in my opinion&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #17: Changing of the Guards and Milestone work==&lt;br /&gt;
Today I went to the changing of the guards and it was not what I was expecting. It lasted for almost 45 minutes and they played a lot of music. They played Mama Mia and other songs! I didn't know the other ones but the crowd sure did. They had 2 bands that played for almost a half hour. I'm not sure if this counts as a concert but I sure think it was one. I thought the changing of the guards was just two groups switching places. I did not know it was a big show. The only thing I did not like about it was the crowd. People will push and shove you just to put their phone in front of your face to take a picture. Typical Tourists. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today I found more information for my milestone. I am doing it in a separate word document then uploading it section. I am doing it this way because I am doing some work offline and this allows me to still get information down. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #18: Romeo and Juliet==&lt;br /&gt;
To be honest I did not like this play. I felt that the modern interpretation took away from the story line and they tried too hard to be funny. The swat fighters battling, the Pluto costume, and the dancing all caught me off guard. I found it hard to understand what was going on. The modern clothes and attitudes with the old time language made it difficult for me to understand. If they would have used modern language I feel it would have made the play so much better. The second half was better though. It got a lot more dramatic and a lot more serious. I also feel if the first half was a little more serious and dramatic it would have made it better. I am in no rush to go back an see another show. Granted, it was a once in a lifetime opportunity to see Shakespeare at the Globe so I am lucky to have had the opportunity to go. This relates to my milestone; the director took a creative spin on Shakespeare. I am doing creative writing so there are some similarities.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #19: Stonehenge, Bath, and Lacock==&lt;br /&gt;
This was by far my favorite day of this trip. It has been on my bucket list for so long to see Stonehenge, and I am glad I had the opportunity to do so. I had never heard of Bath before this trip but I am very glad that we went. I have been to a few different cities in England over my trips here and this was not like any of the others. This city reminded me of Toledo but with Roman architecture. I wish we had more time here because I would love to go back and go in the thermal baths. Lacock was was a cool, old little city. I am not a 'Harry Pothead,' in fact I've never seen any of the movies, so I wasn't as intrigued by all of the Harry Potter stuff as other people. I still appreciated how it was a quiet little town that maintained its old time feel while still doing modern things and remaining lively. I found the pictures of the royal wedding from 2006 to be really cool and interesting. Andrew and Lily were awesome tour guides. I usually get bored but he managed to keep my attention and keep the tour interesting.  Overall I really liked this day. This relates to my milestone because it gives me ideas I can incorporate into my stories. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #20: Windsor Castle==&lt;br /&gt;
[[Windsor Castle]] is one of my favorite palaces. This was my second time coming back to this castle and I appreciated it a lot more. I am not sure if it is because I am older, or if because we came in June instead of February. Either way I still really liked it. The Dollhouse was very cool. I am a big fan of creating things by hand and woodworking so I was very intrigued. To see that much attention and detail be put into something so simple blew my mine. The working electricity and plumbing put the cherry on top. The state apartments were very similar to other palaces I have been to. They were very similar to Hampton Court Palace, and the Palace in Madrid. It was still very cool to see. I can relate this to my milestone because today at the castle I was people watching and got ideas for my stories. &lt;br /&gt;
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===My Complete Contributions===&lt;br /&gt;
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====[[Special:Contributions/Akacherski|All of My Created Content and Edits]]====&lt;br /&gt;
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&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18347</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18347"/>
		<updated>2017-06-21T14:30:40Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: &lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone, I will compare the poster advertisements produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
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f==World War II==&lt;br /&gt;
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During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
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In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first-hand as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see their targets, making it more likely they will miss. This saved historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
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carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
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support1.jpg&lt;br /&gt;
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support4.jpg&lt;br /&gt;
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===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
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waste5.jpg&lt;br /&gt;
waste6.jpg&lt;br /&gt;
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waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man and the enemy. It was important that people could clearly identify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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good1.jpg&lt;br /&gt;
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snake1.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. Its posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can be seen on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public complies with the posters' messages. Doing so could hurt the country. There were a lot more messages then than there is today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as the main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multimedia elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a worldwide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on Twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on Twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences besides message and style. For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
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		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18317</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18317"/>
		<updated>2017-06-21T14:15:55Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* References */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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|title = Advertising Revelations&lt;br /&gt;
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|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone I will compare the poster advertisements  produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
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f==World War II==&lt;br /&gt;
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During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
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In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first hand, as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
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careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see theiir targets, making it more likely they will miss. This sa historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
waste4.jpg&lt;br /&gt;
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waste6.jpg&lt;br /&gt;
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waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man, and the enemy. It was important that people could clearly idnentify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war, and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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good1.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
=Section 2: Deliverable=&lt;br /&gt;
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[[File: ProjectPicture.jpg|x320px|right|thumb| Additional Image]]&amp;lt;br&amp;gt;&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. It's posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can been on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
current1.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public comply to the posters' messages. Doing so could hurt the country. There were a lot more messages then than there are today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as a main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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&lt;br /&gt;
==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
==Future of Advertising==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multi-media elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a world-wide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences besides message and style. For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). &amp;quot;The War on Terror: Forgotten Lessons From World War II&amp;quot;. ''Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. ''Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World'', 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising. London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but it has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New Review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18304</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18304"/>
		<updated>2017-06-21T14:07:58Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Conclusion */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
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|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone I will compare the poster advertisements  produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Background=&lt;br /&gt;
&lt;br /&gt;
f==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first hand, as if you are standing in that situation.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see theiir targets, making it more likely they will miss. This sa historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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carrot.JPG|&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
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support4.jpg&lt;br /&gt;
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===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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waste1.jpg|&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man, and the enemy. It was important that people could clearly idnentify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war, and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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[[File: ProjectPicture.jpg|x320px|right|thumb| Additional Image]]&amp;lt;br&amp;gt;&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. It's posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can been on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public comply to the posters' messages. Doing so could hurt the country. There were a lot more messages then than there are today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as a main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multi-media elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a world-wide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the World War 2 era posters have an interesting history behind them. Some of the posters are very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences besides message and style. For the future of advertising, I see a push towards paperless advertising coming soon. A recent study found advertising language and layout are likely to change because as they are now, the posters get the most information across to the viewer. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). ''The War on Terror: Forgotten Lessons From World War II. Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising, , London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but I has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18299</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18299"/>
		<updated>2017-06-21T14:03:39Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Future of Advertising */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone I will compare the poster advertisements  produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
&lt;br /&gt;
f==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first hand, as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see theiir targets, making it more likely they will miss. This sa historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man, and the enemy. It was important that people could clearly idnentify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war, and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. It's posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can been on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public comply to the posters' messages. Doing so could hurt the country. There were a lot more messages then than there are today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as a main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multi-media elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a world-wide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently, governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, let us just say that all 18.4 million followers live in the United States. In reality, there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on twitter. Granted the President's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their lives? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on personal devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also, where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in everyday life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of e-books versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  While this was only conducted on a college campus, it shows that our generation would rather use ebooks than traditional books. This study reinforces the idea of a paperless world in the future. There is a push around the world to use less paper and be more eco-friendly. The government would follow this trend and also abandon using paper as a medium. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent anytime soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount of encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eye tracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the propaganda from World War 2 had an interesting history behind each of the styles of posters and is very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences beside message and style. For the future of advertising, I see a push towards paperless advertising coming soon. The rest of the world is moving towards becoming paperless, advertising is bound to follow that trend. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). ''The War on Terror: Forgotten Lessons From World War II. Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising, , London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but I has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18282</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18282"/>
		<updated>2017-06-21T13:55:20Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Interpretations */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone I will compare the poster advertisements  produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
&lt;br /&gt;
f==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first hand, as if you are standing in that situation.&lt;br /&gt;
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&lt;br /&gt;
===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see theiir targets, making it more likely they will miss. This sa historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
waste4.jpg&lt;br /&gt;
waste3.jpg&lt;br /&gt;
waste5.jpg&lt;br /&gt;
waste6.jpg&lt;br /&gt;
waste7.jpg&lt;br /&gt;
waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man, and the enemy. It was important that people could clearly idnentify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war, and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. It's posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can been on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public comply to the posters' messages. Doing so could hurt the country. There were a lot more messages then than there are today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as a main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 are hand drawn and resemble cartoons. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people, they were showed in the movie theaters and served as a form of entertainment. The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies had a longer response time to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period, they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came to mind, while I was researching these posters, was what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is hard to determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily be made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multi-media elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a world-wide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, lets just say that all 18.4 million followers live in the United States. In reality there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on twitter. Granted the Presidnet's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their life? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on person devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in every day life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of ebooks versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  This was only conducted on a college campus. However it shows that our generation would rather use ebooks than traditional books, showing the move away from paper. There is a push around the world to use less paper and be more eco-friendly. This initiative will force the government to follow the trend of going paperless. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent any time soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount on encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the propaganda from World War 2 had an interesting history behind each of the styles of posters and is very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences beside message and style. For the future of advertising, I see a push towards paperless advertising coming soon. The rest of the world is moving towards becoming paperless, advertising is bound to follow that trend. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). ''The War on Terror: Forgotten Lessons From World War II. Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising, , London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but I has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18268</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18268"/>
		<updated>2017-06-21T13:48:13Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Comparisons */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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|title = Advertising Revelations&lt;br /&gt;
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|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone I will compare the poster advertisements  produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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=Introduction=&lt;br /&gt;
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This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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=Background=&lt;br /&gt;
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f==World War II==&lt;br /&gt;
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During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
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In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first hand, as if you are standing in that situation.&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
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====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
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careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see theiir targets, making it more likely they will miss. This sa historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
waste4.jpg&lt;br /&gt;
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waste6.jpg&lt;br /&gt;
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waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man, and the enemy. It was important that people could clearly idnentify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war, and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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good1.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
=Section 2: Deliverable=&lt;br /&gt;
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[[File: ProjectPicture.jpg|x320px|right|thumb| Additional Image]]&amp;lt;br&amp;gt;&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. It's posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. It is reasonable to assume the posters from World War II saved many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt;The text on these posters was often bolded and worded as a command to show the importance of its message. Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw inside of Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign reads &amp;quot;See it, Say it, Sorted.&amp;quot; Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can been on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The style of posters mentioned above is called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters are one of the reasons that the posters are so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is by remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&amp;lt;gallery&amp;gt;&lt;br /&gt;
current1.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public comply to the posters' messages. Doing so could hurt the country. There were a lot more messages then than there are today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, unlike using blackouts to avoid air raids. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as a main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. If you look at the yellow poster that reads &amp;quot;Reporting anything unusual won't hurt you,&amp;quot; you see a mass of people walking by the backpack. It is meant to show that not reporting the bag can hurt everyone there. There is this idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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&lt;br /&gt;
==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 seem to be cartoon-like. I feel there is a few reasons for this. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people as they were showed in the movie theaters and served as a form of entertainment . The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies took longer to respond to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
&lt;br /&gt;
One question that came into my mind while I was researching these posters, what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
==Future of Advertising==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily be made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multi-media elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a world-wide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, lets just say that all 18.4 million followers live in the United States. In reality there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on twitter. Granted the Presidnet's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their life? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on person devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in every day life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of ebooks versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  This was only conducted on a college campus. However it shows that our generation would rather use ebooks than traditional books, showing the move away from paper. There is a push around the world to use less paper and be more eco-friendly. This initiative will force the government to follow the trend of going paperless. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent any time soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount on encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the propaganda from World War 2 had an interesting history behind each of the styles of posters and is very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences beside message and style. For the future of advertising, I see a push towards paperless advertising coming soon. The rest of the world is moving towards becoming paperless, advertising is bound to follow that trend. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). ''The War on Terror: Forgotten Lessons From World War II. Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising, , London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but I has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18240</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=18240"/>
		<updated>2017-06-21T13:33:17Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* World War II */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
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|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone I will compare the poster advertisements  produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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&lt;br /&gt;
=Background=&lt;br /&gt;
&lt;br /&gt;
f==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
During World War II, war posters commissioned by the government could be seen across cities. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. A very common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements reminded citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to sway public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two: Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six-month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first hand, as if you are standing in that situation.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with securing victory by replacing men's jobs. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler was presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London if the threat of aerial bombings became imminent. This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people evacuated their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants the mother to bring the children back to the city. It is also implied that if they go back to the city, he will call for aerial attacks and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees caused people to become uneasy. They believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to be imprisoned on the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war, Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness made it harder for the bombers to see theiir targets, making it more likely they will miss. This sa historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (Air Raid Precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The reporting would often lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
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Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to remain stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how one's diet could help them stay safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
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carrot.JPG|&lt;br /&gt;
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===Support===&lt;br /&gt;
Support posters are probably the most familiar form of propaganda you've seen. They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
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support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from producing war materials and direct it towards producing consumer goods. This can be problematic for the war. Posters called for recycling, rationing, and growing your own food. During the war, Britain had to be self-sufficient due to the attacks on shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had and if something was tattered, to mend it themselves. There were also posters advocating for rag donations. They encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Food waste was another major concern. The food supply was limited, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put a strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterizes the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness, and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolizes &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. Valée feels the choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
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&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed to influence the viewers’ emotions. They were aimed to boost morale and share specified ideologies. The posters often portrayed Hitler as an evil man, and the enemy. It was important that people could clearly idnentify the enemy. This often caused hatred toward the enemy and made the person more likely to contribute to war efforts. This hatred also eliminated the possibility of people questioning the ethics of the war, and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning, and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanization of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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[[File: ProjectPicture.jpg|x320px|right|thumb| Additional Image]]&amp;lt;br&amp;gt;&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. It's posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. The posters from World War II would be needed to save many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt; By bolding the important text and phrasing it as a command it urges the importance of the message.  Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw in Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign says 'See it, Say it, Sorted.' Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can been on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
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The language both sets of posters use is very similar in that their word choice helps to solidify their message. The posters mentioned above are called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action. They play on fear and try to get you not to think&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters and styles of effective graphic art are what allowed them to become so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public comply to the posters' messages. Doing so could hurt the country. There were a lot more messages then than there are today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, like using blackouts to avoid air raids. The only way to combat terrorism is to remind people to stay vigilant. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as a main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. There is also the idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 seem to be cartoon-like. I feel there is a few reasons for this. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people as they were showed in the movie theaters and served as a form of entertainment . The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies took longer to respond to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
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Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came into my mind while I was researching these posters, what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily be made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multi-media elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a world-wide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, lets just say that all 18.4 million followers live in the United States. In reality there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on twitter. Granted the Presidnet's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their life? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on person devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in every day life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of ebooks versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  This was only conducted on a college campus. However it shows that our generation would rather use ebooks than traditional books, showing the move away from paper. There is a push around the world to use less paper and be more eco-friendly. This initiative will force the government to follow the trend of going paperless. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent any time soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount on encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the propaganda from World War 2 had an interesting history behind each of the styles of posters and is very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences beside message and style. For the future of advertising, I see a push towards paperless advertising coming soon. The rest of the world is moving towards becoming paperless, advertising is bound to follow that trend. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). ''The War on Terror: Forgotten Lessons From World War II. Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising, , London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but I has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
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	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17969</id>
		<title>User:Akacherski</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17969"/>
		<updated>2017-06-21T10:45:17Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Activity #20: Windsor Castle */&lt;/p&gt;
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&lt;div&gt;=Andrew Kacherski=&lt;br /&gt;
[[File:4850.JPG|right|frameless|thumb|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Overview=&lt;br /&gt;
For my projects, I hope to better learn the history of London through the history of photography (iconic images) and transportation systems. I also hope to learn more about the famous writers that came out of London. I have taken two writing classes thus far and am currently enrolled in one. I hope to appreciate London more deeply when I am finished. Any tourist can appreciate beautiful scenery and iconic landmarks, but it takes a special type of person to appreciate the city's history.  &lt;br /&gt;
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=Milestone 1=&lt;br /&gt;
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'''Getting Around London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article, we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Without effective means of transportation, the city would not be where it is today. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[Category:Profiles]] &lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Advisor:Clark]] &lt;br /&gt;
The history of transportation is quite extensive. Through our analysis of its history, we were able to determine what made it iconic today. Researching the technology that both the tube and double decker bus incorporated allowed us to see why they are both very efficient and London has one of the best public transportation systems in the world. The future of the tube and bus may shift towards the use of automation. This automation can help in making the system more efficient than it already is. &lt;br /&gt;
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[[Getting Around London|Read More]] &lt;br /&gt;
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=Milestone 2=&lt;br /&gt;
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'''Advertising Revelations'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Compare World War II posters to today's posters on the War on Terror&lt;br /&gt;
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The history behind the World War II posters is extraordinary. The people at that time had to endure things such as rationing, blackouts, and evacuations. The posters helped tell the citizens how to do these successfully and some explained why they were happening. Today's posters urge people to remain vigilant to help combat the War on Terror. These sets of posters had similarities in layout, wording, and message, but they also had some very strong differences. The future of advertising will show future societal problems and possibly be on new media. &lt;br /&gt;
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[[Advertising Revelations|Read More]] &lt;br /&gt;
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=Milestone 3=&lt;br /&gt;
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'''The People of London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Find demographics about the average Londoner, find people that fit that description, and do a creative writing piece about their backstory. &lt;br /&gt;
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After researching demographic information, I found people whose appearances fit the largest category from the demographic section. I would use these people as characters in my fictional stories about their life. The census revealed that London is a very diverse city. I used different writing styles, literary devices, and voices, to make each character distinct. I also used demographic information to make the stories more true to life. &lt;br /&gt;
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[[The People of London|Read More]] &lt;br /&gt;
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=Activity Journal=&lt;br /&gt;
The activity journal represents an ongoing log of reflections gained through each and every project activity on the calendar. &lt;br /&gt;
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==Activity #1: Westminster Abbey, Tower of London, and The British Library==&lt;br /&gt;
[[Westminster Abbey]], [[Tower of London]], and [[The British Library]], did not directly relate to my milestones. I feel that the background history may relate to my milestones as I dive deeper into them. I do not this affected my milestone aims. I may change them to incorporate royal or war history but the topics will likely remain the same. The tombs of [[Westminster Abbey]] stood out to me because some did not have bodies under them. I felt this was odd because I do not see the point of putting a tomb if there is no body. The [[Tower of London]] was cool with the torture devices and rooms where they used to defend the castle. The ravens were also cool but kind-of freaked me out a bit. The walk around the wall was nice. It gave a different perspective of the castle. [[The British Library]] was interesting. The huge cube of rare books in the center gives the library the feeling that this place houses all the information one could ever need. It adds an enigma of exactly how many books are in it. I was surprised to hear they do not keep any books in the library to check out. If you need material, you must order it 48 hours ion advance. I contributed to the Westminster Abbey, Tower of London, and The British Library pages. &lt;br /&gt;
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Think of this process as building a platform or a case that will help you make particular claims and conclusions through your [[Template_Milestone|project milestones]].&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #2 Natural History Museum==&lt;br /&gt;
Today my group and I went to the [[Natural History Museum]]. This museum was so much better than I thought it was going to be. All of the exhibits were hands on which I liked very much. I am a very hands-on learner so the interactive exhibits made the material come to life. I was especially interested in the space exhibit. They went into the workings of our planet and solar system in great detail and had a huge statue of earth! I also enjoyed the human evolution, bird, dinosaur, and sea exhibits. While none of the things I saw today not relate to my milestone at all, I still enjoyed my time and am glad I went. The gardens behind the museum were an amazing place to sit and do work. It was so peaceful and full of beautiful statues. We also went to a mass at [[Westminster Abbey]] and heard evensong. Overall today was an amazing day. I contributed to the [[Natural History Museum]] page&lt;br /&gt;
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==Activity #3: National Gallery==&lt;br /&gt;
Today we went to the [[The National Gallery]]. The art was very visually pleasing. I am a big fan of Rembrandt's work so I spent a lot of my time looking at his pieces. I contributed to the Rembrandt section on the national gallery page. His work tells story with so much emotion and detail, it is remarkable. I also saw pieces from Ruben and a few others. This related to my milestone because the paintings depicted everyday life dating back a few hundred years. This gave me insight into their technology and transportation. We also went to the [[Transportation Museum|London Transport Museum]]. This Museum was amazing. While it was aimed for children, it had many features and history for adults. It covered trains, boats, trams, and busses. It gave the history of all and how they changed through history. This directly related to my milestone because I am working on the history of transportation. It allowed me to focus my broad milestone into certain features and answer specific questions that I found while I was visiting the museum, like what challenges they had while building these systems and how they affected its outcome. This was an amazing museum and I'd highly recommend that everyone go and see it. I created the London Transport Museum, and contributed twice to the national gallery page. &lt;br /&gt;
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==Activity #4: British Museum==&lt;br /&gt;
I found the [[British Museum]] very interesting. What interested me the most were the vases and Mummy of Cleopatra. The amount of detail on each vase was immaculate. The statues from Greece and Rome told amazing stories. One that stood out to me was the fight with Centaur. It also blew me away that the heads from each statue were in different countries, such as Budapest, Netherlands, and Greece. The clock exhibit was also very interesting. They had clocks dating back to the 1700's. This was the very beginning of escapement devices and accurate clocks. Clocks also told things other than time such as Lunar/Solar cycle and easter calendar. &lt;br /&gt;
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Relating to my milestones, there was only one section of the museum I found kind of relevant. This was the exhibit on Europe from 1900-Present. I expected this exhibit to go through the entire history of Europe during this time period; it did not. Instead it had artifacts such as plates designed by Frank Lloyd Wright. I was disappointed. It still gave me insight into how the cultural and societal values at the time and how they incorporated them into they creations. This relates to my milestone. I created the section on the mummy of cleopatra on the British museum page. I also edited the entire page's grammar. &lt;br /&gt;
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==Activity #5: St. Paul's Cathedral==&lt;br /&gt;
When I entered [[St. Paul's Cathedral]], my jaw immediately dropped. The spanning archways, incredibly high ceilings, intricate detail, and the dome all exceeded my expectations. What I also found surprising were the acoustics in the whisper gallery. I did not believe that whispering across a massive dome would work but it actually did! The crypt downstairs had some nice memorials to people such as the Duke of Wellington. To see them represented in such a nice way made me feel their importance. &lt;br /&gt;
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For my milestones, I feel that they would relate to the church after it was burned in the greater fire of London and during World War 2. Winston Churchill explicitly said that St. Paul's cathedral must be saved during the blitz. My second milestone is about government advertising during world war 2 and how it relates to todays' government advertising. I feel I should go back and watch the video presentation about the history of the church for more background information about my milestone. I added information and a photo to the crypt section, and fixed grammar in the sculptures and mosaics sections.  &lt;br /&gt;
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==Activity #6: Tate Modern==&lt;br /&gt;
I will be honest, I am not a big fan of modern art. But when I walked into the [[Media Networks]] exhibit and [[Tate Modern]] that changed. This exhibit focused on the portrayal of social and political issues during the times they were painted. I found this to be extremely interesting. The section about the anti-nazi posters and the portrayal of Soviet lifestyle was interesting because it is not often you get to see things from their perspective. It gave me new insight into those situations in history and realized not everyone during that period in history agreed with the terrible things that were done. I also went to a Klyne concert at the Pickle Factory way out in zone 2. While I did not think I would enjoy their alternative style, I found myself really enjoying it. I have to make sure to follow them on Spotify. &lt;br /&gt;
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This exhibit kinda-sorta relates to my milestone. I am doing my milestones on transportation and government advertising through the ages. The transportation milestone is shown in the painting by Pivovarov. It shows that the car was the stereotypical mode of transportation during that time. For the advertising aspect, the entire section relates. It shows people's emotions toward government or social problems. My milestone is government produced advertisements, not advertisements about the government. This exhibit gave me insight into how the people felt about their government and what the prominent social problems were. I will definitely come back here for more information for my milestone. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #7: Museum of London==&lt;br /&gt;
The [[Museum of London]] was a very cool museum. This is the first museum I have been to where it focuses on a certain city as opposed to a time period. I found the [[World City]] Exhibit very interesting. It encompassed the history of London from 1950-present day. It talked about social changes, changes in demographics and the physical change of the city. I really liked this museum, except a few of the seemingly cool exhibits were closed for renovations. The [[Victorian Walk]] was also very cool. They set up 19 shops from the 19&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century. It felt like I traveled back in time.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The World City Exhibit relates to my milestone. It discusses the history of transportation, including the first taxi cab and the introduction of the first bus. I collected some information for my milestone but I may come back. Surprisingly there wasn't much information on the World Wars. So perhaps I will have to find somewhere else to go for that information.  &lt;br /&gt;
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==Activity #8: Tate Britain== &lt;br /&gt;
I was not a fan of this museum. Unlike [[Tate Modern]], I could not get behind and understand the artwork. The layout was great because they organized each exhibit by time period instead of by style. This allows the viewer to encompass the time period and better understand what was going on. I found the most interest in the 1930's exhibit. The stone statues are what particularly drew my attention. I have always appreciated carvings more than paintings. I feel it takes more craftsmanship to construct one than throwing paint onto a canvas. &lt;br /&gt;
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This museum had a weak correlation to my second milestone, [[Advertising Revelations]]. While there are posters and art expressing the concerns of the war they did not fit the criteria I had set for my milestone. I may end up changing my milestone to incorporate a wider range of advertisements instead of just ones about the war put out by the government. I feel this may be too constricting and may not find enough information. If I do open my milestone, I may come back to gather more information on the mentality the people had during this time period. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #9: Victoria and Albert Museum==&lt;br /&gt;
For some reason I had in my mind that this was another modern art museum and was prepared to get in and out of there as fast as I could. I was very wrong. This museum was very interesting. I liked the sections on Chinese and Korean history, and the Cast Court. The Cast Court was cool because it had perfect replicas of the most famous sculptures in the Renaissance period. Statues like David, and Dying Slave. I was upset the other court was closed for renovations. I wish we could have done the Pink Floyd exhibit but £16 and a very long line did not seem worth it. &lt;br /&gt;
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My milestone relates to the exhibit on Europe between 1700-1910. The mindset of artists around the time of the beginning of transportation and advertisements can prove to help solidify my 2&amp;lt;sup&amp;gt;nd &amp;lt;/sup&amp;gt; milestone. I honestly do not think I will go back for more information. There are better places for me to gather information for my milestones. I really liked this museum though. There were a lot of cool exhibits and displays. I would come back if I had a free day just to check it all out. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #10: Horniman Museum and Garden==&lt;br /&gt;
After about an hour on the bus through a not so nice area of London, we arrive at the Horniman Museum. I knew this place was gonna be cool when I saw the totem poles out front. But what blew me away was the Natural History exhibit. The room was massive and held almost every kind of animal you could think of that was beautifully preserved. It was mind boggling that most of the animals had been alive at one point. They even had a real walrus! How cool is that! They also had elephants, bugs, tigers, monkeys and a dodo.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I've been thinking about how I could relate this awesome museum to one of my remaining milestones and I cannot think of a way that it does. As much as I enjoyed this museum I will not be returning. I feel that I could find better information for my milestones at places such as the advertising museum or a park. If I was doing a milestone on the animals related to London or the history of music then this museum would be perfect. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #11: Hampton Court Palace==&lt;br /&gt;
I really liked the [[Hampton Court Palace]]. I have never been inside a place like this before. It was cool to see where the man who changed England's national religion lived. The size and detail of each room was amazing. Also the portraits on the ceiling how can anyone have those in their house! I feel like if I lived here I would get lost getting from place to place. Especially since I got lost about 3 times today and had a map. The royal tennis court was odd. It reminded me of a racquetball court and the rules didn't make sense. I think if I played it that it would make more sense.The [[The Gardens at Hampton Court Palace]] were amazing. They were very large and well kept. It also unreal to think that people used to joust and hunt in the gardens&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this seems like a place I can come back to for my capstone. There are a lot of typical Londoners here that would make great characters for my stories. I do not think I would come back though just because it is so far. I can go to a local park and find someone who I can write a story about. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #12: Museum of London Docklands==&lt;br /&gt;
The [[Museum of London Docklands]] was very interesting. I always found trade and ports to be very interesting in history class. It was the way societies and cultures interacted and shared. It went into great detail about the early beginnings of the docklands back in the 1500's which was cool but I loved the section about World War II. I had no idea that the docklands was such an important area to protect during this time. If this place were to get crippled then potentially no shipments could get into London. Its something I have never thought of before. Also the P.L.U.T.O. caught my attention. That was a genius idea to do this if there was an invasion. It would guarantee them a steady fuel supply.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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This museum had a few posters for my advertising milestone so I was able to take pictures of them and I can interpret them later. I do not think I will be heading back though because I got all the material I need for it while I was there. I was surprised to see that they had the posters I was looking for. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #13: Imperial War Museum==&lt;br /&gt;
I LOVED THIS MUSEUM. When you walked into the gate you were met with two massive cannons. Then when you walked through the door you are met with a Harrier, a tank, and a bunch of other propeller planes. The world war one exhibit was cool it had all of the old guns and bullets and uniforms and a tank! The world war II exhibit was also amazing. I found the exhibit on the war in Syria to be very enlightening. I didn't know much about what was going on over there aside from the horrid videos I've seen on Facebook. This exhibit helped me to become less ignorant. But my favorite exhibit was the spies. It was so cool to see all the stuff people used behind enemy lines and how they did it. When I was growing up I was a big fan of James Bond (and still am) and wanted to be a spy. This exhibit showed my how cool it would be to be a British spy for MI6.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For my milestone, they had a lot of world war propaganda.This was great for the World Wars section of my advertising milestone but didn't have any from other decades. It didn't relate to my milestone but I was able to take a few good photos. I collected what I needed and see no need to return. I probably will though because this museum was awesome. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #14: Museum of Brands, Packaging and Advertising==&lt;br /&gt;
I went to this museum today to supplement my milestone. It was a great museum. It was £7 to get in and they had all kinds of food, toys, posters, and games all the way back from the 1890's. It didn't take long to get through this museum because they had everything along a snaking hallway but it was very cool. The only downside was there weren't allowed to be any pictures. That didn't stop me though because I took a few anyway. I needed the information for my milestone. They did not have as many government issued posters as I had hoped. They mostly had commercial things aimed toward consumers so I will not be going back. I was able to get all I needed from the one trip in. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #15: London Science Museum==&lt;br /&gt;
Being an engineer I love science museums. They geared towards people who love science which is everyone on this trip. They're always so hands on and fun. The [[London Science Museum]] was no exception. The engineer your future exhibit was really cool. It promoted aspiring engineers to tackle viable future world problems. The games were really cool and they were really useful. The space exhibit was also really cool. They had all the old Apollo rocket stuff and NASA. For once I wasn't ashamed to be an American. Almost all of the rockets and machines were made in America and it made me feel a little patriotic. This in no way relates to my milestone but I still loved it. I may come back here just due to my love of science museums. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #16: The Wallace Collection==&lt;br /&gt;
[[The Wallace Collection]] was not what I was expecting. I heard from other students that this was an art collection that had furniture and armor. And to be honest I was dreading coming here. But I did not realize that it was a man's house. He had it set up so that he was able to live and display his collection. This is the goal when I am older. I want my house to be big enough to have a name and become a museum when I die. But the collection was very interesting. He had old clocks, priceless chairs and tapestries, china, sculptures, ornate chandeliers, and weapons. This was very cool to be able to walk through and see his collection. There are very few barriers so you are able to get up close and personal with the items. But you can't touch them of course. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this sort of relates to my third milestone. If I change my demographics to who I write about for my stories to a wealthy person from a couple hundred years ago then I may comeback here. It gives me insight into how they lived during the time. Honestly, I will not change my milestone because the way I have it outlined now will make for better stories, in my opinion&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #17: Changing of the Guards and Milestone work==&lt;br /&gt;
Today I went to the changing of the guards and it was not what I was expecting. It lasted for almost 45 minutes and they played a lot of music. They played Mama Mia and other songs! I didn't know the other ones but the crowd sure did. They had 2 bands that played for almost a half hour. I'm not sure if this counts as a concert but I sure think it was one. I thought the changing of the guards was just two groups switching places. I did not know it was a big show. The only thing I did not like about it was the crowd. People will push and shove you just to put their phone in front of your face to take a picture. Typical Tourists. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today I found more information for my milestone. I am doing it in a separate word document then uploading it section. I am doing it this way because I am doing some work offline and this allows me to still get information down. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #18: Romeo and Juliet==&lt;br /&gt;
To be honest I did not like this play. I felt that the modern interpretation took away from the story line and they tried too hard to be funny. The swat fighters battling, the Pluto costume, and the dancing all caught me off guard. I found it hard to understand what was going on. The modern clothes and attitudes with the old time language made it difficult for me to understand. If they would have used modern language I feel it would have made the play so much better. The second half was better though. It got a lot more dramatic and a lot more serious. I also feel if the first half was a little more serious and dramatic it would have made it better. I am in no rush to go back an see another show. Granted, it was a once in a lifetime opportunity to see Shakespeare at the Globe so I am lucky to have had the opportunity to go. This relates to my milestone; the director took a creative spin on Shakespeare. I am doing creative writing so there are some similarities.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #19: Stonehenge, Bath, and Lacock==&lt;br /&gt;
This was by far my favorite day of this trip. It has been on my bucket list for so long to see Stonehenge, and I am glad I had the opportunity to do so. I had never heard of Bath before this trip but I am very glad that we went. I have been to a few different cities in England over my trips here and this was not like any of the others. This city reminded me of Toledo but with Roman architecture. I wish we had more time here because I would love to go back and go in the thermal baths. Lacock was was a cool, old little city. I am not a 'Harry Pothead,' in fact I've never seen any of the movies, so I wasn't as intrigued by all of the Harry Potter stuff as other people. I still appreciated how it was a quiet little town that maintained its old time feel while still doing modern things and remaining lively. I found the pictures of the royal wedding from 2006 to be really cool and interesting. Andrew and Lily were awesome tour guides. I usually get bored but he managed to keep my attention and keep the tour interesting.  Overall I really liked this day. This relates to my milestone because it gives me ideas I can incorporate into my stories. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #20: Windsor Castle==&lt;br /&gt;
[[Windsor Castle]] is one of my favorite palaces. This was my second time coming back to this castle and I appreciated it a lot more. I am not sure if it is because I am older, or if because we came in June instead of February. Either way I still really liked it. The Dollhouse was very cool. I am a big fan of creating things by hand and woodworking so I was very intrigued. To see that much attention and detail be put into something so simple blew my mine. The working electricity and plumbing put the cherry on top. The state apartments were very similar to other palaces I have been to. They were very similar to Hampton Court Palace, and the Palace in Madrid. It was still very cool to see. I can relate this to my milestone because today at the castle I was people watching and got ideas for my stories. &lt;br /&gt;
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===My Complete Contributions===&lt;br /&gt;
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====[[Special:Contributions/Akacherski|All of My Created Content and Edits]]====&lt;br /&gt;
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&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17966</id>
		<title>User:Akacherski</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17966"/>
		<updated>2017-06-21T10:44:35Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* My Complete Contributions */&lt;/p&gt;
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&lt;div&gt;=Andrew Kacherski=&lt;br /&gt;
[[File:4850.JPG|right|frameless|thumb|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Overview=&lt;br /&gt;
For my projects, I hope to better learn the history of London through the history of photography (iconic images) and transportation systems. I also hope to learn more about the famous writers that came out of London. I have taken two writing classes thus far and am currently enrolled in one. I hope to appreciate London more deeply when I am finished. Any tourist can appreciate beautiful scenery and iconic landmarks, but it takes a special type of person to appreciate the city's history.  &lt;br /&gt;
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=Milestone 1=&lt;br /&gt;
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'''Getting Around London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article, we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Without effective means of transportation, the city would not be where it is today. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[Category:Profiles]] &lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Advisor:Clark]] &lt;br /&gt;
The history of transportation is quite extensive. Through our analysis of its history, we were able to determine what made it iconic today. Researching the technology that both the tube and double decker bus incorporated allowed us to see why they are both very efficient and London has one of the best public transportation systems in the world. The future of the tube and bus may shift towards the use of automation. This automation can help in making the system more efficient than it already is. &lt;br /&gt;
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[[Getting Around London|Read More]] &lt;br /&gt;
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=Milestone 2=&lt;br /&gt;
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'''Advertising Revelations'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Compare World War II posters to today's posters on the War on Terror&lt;br /&gt;
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The history behind the World War II posters is extraordinary. The people at that time had to endure things such as rationing, blackouts, and evacuations. The posters helped tell the citizens how to do these successfully and some explained why they were happening. Today's posters urge people to remain vigilant to help combat the War on Terror. These sets of posters had similarities in layout, wording, and message, but they also had some very strong differences. The future of advertising will show future societal problems and possibly be on new media. &lt;br /&gt;
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[[Advertising Revelations|Read More]] &lt;br /&gt;
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=Milestone 3=&lt;br /&gt;
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'''The People of London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Find demographics about the average Londoner, find people that fit that description, and do a creative writing piece about their backstory. &lt;br /&gt;
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After researching demographic information, I found people whose appearances fit the largest category from the demographic section. I would use these people as characters in my fictional stories about their life. The census revealed that London is a very diverse city. I used different writing styles, literary devices, and voices, to make each character distinct. I also used demographic information to make the stories more true to life. &lt;br /&gt;
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[[The People of London|Read More]] &lt;br /&gt;
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=Activity Journal=&lt;br /&gt;
The activity journal represents an ongoing log of reflections gained through each and every project activity on the calendar. &lt;br /&gt;
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==Activity #1: Westminster Abbey, Tower of London, and The British Library==&lt;br /&gt;
[[Westminster Abbey]], [[Tower of London]], and [[The British Library]], did not directly relate to my milestones. I feel that the background history may relate to my milestones as I dive deeper into them. I do not this affected my milestone aims. I may change them to incorporate royal or war history but the topics will likely remain the same. The tombs of [[Westminster Abbey]] stood out to me because some did not have bodies under them. I felt this was odd because I do not see the point of putting a tomb if there is no body. The [[Tower of London]] was cool with the torture devices and rooms where they used to defend the castle. The ravens were also cool but kind-of freaked me out a bit. The walk around the wall was nice. It gave a different perspective of the castle. [[The British Library]] was interesting. The huge cube of rare books in the center gives the library the feeling that this place houses all the information one could ever need. It adds an enigma of exactly how many books are in it. I was surprised to hear they do not keep any books in the library to check out. If you need material, you must order it 48 hours ion advance. I contributed to the Westminster Abbey, Tower of London, and The British Library pages. &lt;br /&gt;
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Think of this process as building a platform or a case that will help you make particular claims and conclusions through your [[Template_Milestone|project milestones]].&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #2 Natural History Museum==&lt;br /&gt;
Today my group and I went to the [[Natural History Museum]]. This museum was so much better than I thought it was going to be. All of the exhibits were hands on which I liked very much. I am a very hands-on learner so the interactive exhibits made the material come to life. I was especially interested in the space exhibit. They went into the workings of our planet and solar system in great detail and had a huge statue of earth! I also enjoyed the human evolution, bird, dinosaur, and sea exhibits. While none of the things I saw today not relate to my milestone at all, I still enjoyed my time and am glad I went. The gardens behind the museum were an amazing place to sit and do work. It was so peaceful and full of beautiful statues. We also went to a mass at [[Westminster Abbey]] and heard evensong. Overall today was an amazing day. I contributed to the [[Natural History Museum]] page&lt;br /&gt;
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==Activity #3: National Gallery==&lt;br /&gt;
Today we went to the [[The National Gallery]]. The art was very visually pleasing. I am a big fan of Rembrandt's work so I spent a lot of my time looking at his pieces. I contributed to the Rembrandt section on the national gallery page. His work tells story with so much emotion and detail, it is remarkable. I also saw pieces from Ruben and a few others. This related to my milestone because the paintings depicted everyday life dating back a few hundred years. This gave me insight into their technology and transportation. We also went to the [[Transportation Museum|London Transport Museum]]. This Museum was amazing. While it was aimed for children, it had many features and history for adults. It covered trains, boats, trams, and busses. It gave the history of all and how they changed through history. This directly related to my milestone because I am working on the history of transportation. It allowed me to focus my broad milestone into certain features and answer specific questions that I found while I was visiting the museum, like what challenges they had while building these systems and how they affected its outcome. This was an amazing museum and I'd highly recommend that everyone go and see it. I created the London Transport Museum, and contributed twice to the national gallery page. &lt;br /&gt;
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==Activity #4: British Museum==&lt;br /&gt;
I found the [[British Museum]] very interesting. What interested me the most were the vases and Mummy of Cleopatra. The amount of detail on each vase was immaculate. The statues from Greece and Rome told amazing stories. One that stood out to me was the fight with Centaur. It also blew me away that the heads from each statue were in different countries, such as Budapest, Netherlands, and Greece. The clock exhibit was also very interesting. They had clocks dating back to the 1700's. This was the very beginning of escapement devices and accurate clocks. Clocks also told things other than time such as Lunar/Solar cycle and easter calendar. &lt;br /&gt;
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Relating to my milestones, there was only one section of the museum I found kind of relevant. This was the exhibit on Europe from 1900-Present. I expected this exhibit to go through the entire history of Europe during this time period; it did not. Instead it had artifacts such as plates designed by Frank Lloyd Wright. I was disappointed. It still gave me insight into how the cultural and societal values at the time and how they incorporated them into they creations. This relates to my milestone. I created the section on the mummy of cleopatra on the British museum page. I also edited the entire page's grammar. &lt;br /&gt;
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==Activity #5: St. Paul's Cathedral==&lt;br /&gt;
When I entered [[St. Paul's Cathedral]], my jaw immediately dropped. The spanning archways, incredibly high ceilings, intricate detail, and the dome all exceeded my expectations. What I also found surprising were the acoustics in the whisper gallery. I did not believe that whispering across a massive dome would work but it actually did! The crypt downstairs had some nice memorials to people such as the Duke of Wellington. To see them represented in such a nice way made me feel their importance. &lt;br /&gt;
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For my milestones, I feel that they would relate to the church after it was burned in the greater fire of London and during World War 2. Winston Churchill explicitly said that St. Paul's cathedral must be saved during the blitz. My second milestone is about government advertising during world war 2 and how it relates to todays' government advertising. I feel I should go back and watch the video presentation about the history of the church for more background information about my milestone. I added information and a photo to the crypt section, and fixed grammar in the sculptures and mosaics sections.  &lt;br /&gt;
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==Activity #6: Tate Modern==&lt;br /&gt;
I will be honest, I am not a big fan of modern art. But when I walked into the [[Media Networks]] exhibit and [[Tate Modern]] that changed. This exhibit focused on the portrayal of social and political issues during the times they were painted. I found this to be extremely interesting. The section about the anti-nazi posters and the portrayal of Soviet lifestyle was interesting because it is not often you get to see things from their perspective. It gave me new insight into those situations in history and realized not everyone during that period in history agreed with the terrible things that were done. I also went to a Klyne concert at the Pickle Factory way out in zone 2. While I did not think I would enjoy their alternative style, I found myself really enjoying it. I have to make sure to follow them on Spotify. &lt;br /&gt;
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This exhibit kinda-sorta relates to my milestone. I am doing my milestones on transportation and government advertising through the ages. The transportation milestone is shown in the painting by Pivovarov. It shows that the car was the stereotypical mode of transportation during that time. For the advertising aspect, the entire section relates. It shows people's emotions toward government or social problems. My milestone is government produced advertisements, not advertisements about the government. This exhibit gave me insight into how the people felt about their government and what the prominent social problems were. I will definitely come back here for more information for my milestone. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #7: Museum of London==&lt;br /&gt;
The [[Museum of London]] was a very cool museum. This is the first museum I have been to where it focuses on a certain city as opposed to a time period. I found the [[World City]] Exhibit very interesting. It encompassed the history of London from 1950-present day. It talked about social changes, changes in demographics and the physical change of the city. I really liked this museum, except a few of the seemingly cool exhibits were closed for renovations. The [[Victorian Walk]] was also very cool. They set up 19 shops from the 19&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century. It felt like I traveled back in time.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The World City Exhibit relates to my milestone. It discusses the history of transportation, including the first taxi cab and the introduction of the first bus. I collected some information for my milestone but I may come back. Surprisingly there wasn't much information on the World Wars. So perhaps I will have to find somewhere else to go for that information.  &lt;br /&gt;
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==Activity #8: Tate Britain== &lt;br /&gt;
I was not a fan of this museum. Unlike [[Tate Modern]], I could not get behind and understand the artwork. The layout was great because they organized each exhibit by time period instead of by style. This allows the viewer to encompass the time period and better understand what was going on. I found the most interest in the 1930's exhibit. The stone statues are what particularly drew my attention. I have always appreciated carvings more than paintings. I feel it takes more craftsmanship to construct one than throwing paint onto a canvas. &lt;br /&gt;
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This museum had a weak correlation to my second milestone, [[Advertising Revelations]]. While there are posters and art expressing the concerns of the war they did not fit the criteria I had set for my milestone. I may end up changing my milestone to incorporate a wider range of advertisements instead of just ones about the war put out by the government. I feel this may be too constricting and may not find enough information. If I do open my milestone, I may come back to gather more information on the mentality the people had during this time period. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #9: Victoria and Albert Museum==&lt;br /&gt;
For some reason I had in my mind that this was another modern art museum and was prepared to get in and out of there as fast as I could. I was very wrong. This museum was very interesting. I liked the sections on Chinese and Korean history, and the Cast Court. The Cast Court was cool because it had perfect replicas of the most famous sculptures in the Renaissance period. Statues like David, and Dying Slave. I was upset the other court was closed for renovations. I wish we could have done the Pink Floyd exhibit but £16 and a very long line did not seem worth it. &lt;br /&gt;
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My milestone relates to the exhibit on Europe between 1700-1910. The mindset of artists around the time of the beginning of transportation and advertisements can prove to help solidify my 2&amp;lt;sup&amp;gt;nd &amp;lt;/sup&amp;gt; milestone. I honestly do not think I will go back for more information. There are better places for me to gather information for my milestones. I really liked this museum though. There were a lot of cool exhibits and displays. I would come back if I had a free day just to check it all out. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #10: Horniman Museum and Garden==&lt;br /&gt;
After about an hour on the bus through a not so nice area of London, we arrive at the Horniman Museum. I knew this place was gonna be cool when I saw the totem poles out front. But what blew me away was the Natural History exhibit. The room was massive and held almost every kind of animal you could think of that was beautifully preserved. It was mind boggling that most of the animals had been alive at one point. They even had a real walrus! How cool is that! They also had elephants, bugs, tigers, monkeys and a dodo.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I've been thinking about how I could relate this awesome museum to one of my remaining milestones and I cannot think of a way that it does. As much as I enjoyed this museum I will not be returning. I feel that I could find better information for my milestones at places such as the advertising museum or a park. If I was doing a milestone on the animals related to London or the history of music then this museum would be perfect. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #11: Hampton Court Palace==&lt;br /&gt;
I really liked the [[Hampton Court Palace]]. I have never been inside a place like this before. It was cool to see where the man who changed England's national religion lived. The size and detail of each room was amazing. Also the portraits on the ceiling how can anyone have those in their house! I feel like if I lived here I would get lost getting from place to place. Especially since I got lost about 3 times today and had a map. The royal tennis court was odd. It reminded me of a racquetball court and the rules didn't make sense. I think if I played it that it would make more sense.The [[The Gardens at Hampton Court Palace]] were amazing. They were very large and well kept. It also unreal to think that people used to joust and hunt in the gardens&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this seems like a place I can come back to for my capstone. There are a lot of typical Londoners here that would make great characters for my stories. I do not think I would come back though just because it is so far. I can go to a local park and find someone who I can write a story about. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #12: Museum of London Docklands==&lt;br /&gt;
The [[Museum of London Docklands]] was very interesting. I always found trade and ports to be very interesting in history class. It was the way societies and cultures interacted and shared. It went into great detail about the early beginnings of the docklands back in the 1500's which was cool but I loved the section about World War II. I had no idea that the docklands was such an important area to protect during this time. If this place were to get crippled then potentially no shipments could get into London. Its something I have never thought of before. Also the P.L.U.T.O. caught my attention. That was a genius idea to do this if there was an invasion. It would guarantee them a steady fuel supply.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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This museum had a few posters for my advertising milestone so I was able to take pictures of them and I can interpret them later. I do not think I will be heading back though because I got all the material I need for it while I was there. I was surprised to see that they had the posters I was looking for. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #13: Imperial War Museum==&lt;br /&gt;
I LOVED THIS MUSEUM. When you walked into the gate you were met with two massive cannons. Then when you walked through the door you are met with a Harrier, a tank, and a bunch of other propeller planes. The world war one exhibit was cool it had all of the old guns and bullets and uniforms and a tank! The world war II exhibit was also amazing. I found the exhibit on the war in Syria to be very enlightening. I didn't know much about what was going on over there aside from the horrid videos I've seen on Facebook. This exhibit helped me to become less ignorant. But my favorite exhibit was the spies. It was so cool to see all the stuff people used behind enemy lines and how they did it. When I was growing up I was a big fan of James Bond (and still am) and wanted to be a spy. This exhibit showed my how cool it would be to be a British spy for MI6.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For my milestone, they had a lot of world war propaganda.This was great for the World Wars section of my advertising milestone but didn't have any from other decades. It didn't relate to my milestone but I was able to take a few good photos. I collected what I needed and see no need to return. I probably will though because this museum was awesome. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #14: Museum of Brands, Packaging and Advertising==&lt;br /&gt;
I went to this museum today to supplement my milestone. It was a great museum. It was £7 to get in and they had all kinds of food, toys, posters, and games all the way back from the 1890's. It didn't take long to get through this museum because they had everything along a snaking hallway but it was very cool. The only downside was there weren't allowed to be any pictures. That didn't stop me though because I took a few anyway. I needed the information for my milestone. They did not have as many government issued posters as I had hoped. They mostly had commercial things aimed toward consumers so I will not be going back. I was able to get all I needed from the one trip in. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #15: London Science Museum==&lt;br /&gt;
Being an engineer I love science museums. They geared towards people who love science which is everyone on this trip. They're always so hands on and fun. The [[London Science Museum]] was no exception. The engineer your future exhibit was really cool. It promoted aspiring engineers to tackle viable future world problems. The games were really cool and they were really useful. The space exhibit was also really cool. They had all the old Apollo rocket stuff and NASA. For once I wasn't ashamed to be an American. Almost all of the rockets and machines were made in America and it made me feel a little patriotic. This in no way relates to my milestone but I still loved it. I may come back here just due to my love of science museums. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #16: The Wallace Collection==&lt;br /&gt;
[[The Wallace Collection]] was not what I was expecting. I heard from other students that this was an art collection that had furniture and armor. And to be honest I was dreading coming here. But I did not realize that it was a man's house. He had it set up so that he was able to live and display his collection. This is the goal when I am older. I want my house to be big enough to have a name and become a museum when I die. But the collection was very interesting. He had old clocks, priceless chairs and tapestries, china, sculptures, ornate chandeliers, and weapons. This was very cool to be able to walk through and see his collection. There are very few barriers so you are able to get up close and personal with the items. But you can't touch them of course. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this sort of relates to my third milestone. If I change my demographics to who I write about for my stories to a wealthy person from a couple hundred years ago then I may comeback here. It gives me insight into how they lived during the time. Honestly, I will not change my milestone because the way I have it outlined now will make for better stories, in my opinion&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #17: Changing of the Guards and Milestone work==&lt;br /&gt;
Today I went to the changing of the guards and it was not what I was expecting. It lasted for almost 45 minutes and they played a lot of music. They played Mama Mia and other songs! I didn't know the other ones but the crowd sure did. They had 2 bands that played for almost a half hour. I'm not sure if this counts as a concert but I sure think it was one. I thought the changing of the guards was just two groups switching places. I did not know it was a big show. The only thing I did not like about it was the crowd. People will push and shove you just to put their phone in front of your face to take a picture. Typical Tourists. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today I found more information for my milestone. I am doing it in a separate word document then uploading it section. I am doing it this way because I am doing some work offline and this allows me to still get information down. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #18: Romeo and Juliet==&lt;br /&gt;
To be honest I did not like this play. I felt that the modern interpretation took away from the story line and they tried too hard to be funny. The swat fighters battling, the Pluto costume, and the dancing all caught me off guard. I found it hard to understand what was going on. The modern clothes and attitudes with the old time language made it difficult for me to understand. If they would have used modern language I feel it would have made the play so much better. The second half was better though. It got a lot more dramatic and a lot more serious. I also feel if the first half was a little more serious and dramatic it would have made it better. I am in no rush to go back an see another show. Granted, it was a once in a lifetime opportunity to see Shakespeare at the Globe so I am lucky to have had the opportunity to go. This relates to my milestone; the director took a creative spin on Shakespeare. I am doing creative writing so there are some similarities.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #19: Stonehenge, Bath, and Lacock==&lt;br /&gt;
This was by far my favorite day of this trip. It has been on my bucket list for so long to see Stonehenge, and I am glad I had the opportunity to do so. I had never heard of Bath before this trip but I am very glad that we went. I have been to a few different cities in England over my trips here and this was not like any of the others. This city reminded me of Toledo but with Roman architecture. I wish we had more time here because I would love to go back and go in the thermal baths. Lacock was was a cool, old little city. I am not a 'Harry Pothead,' in fact I've never seen any of the movies, so I wasn't as intrigued by all of the Harry Potter stuff as other people. I still appreciated how it was a quiet little town that maintained its old time feel while still doing modern things and remaining lively. I found the pictures of the royal wedding from 2006 to be really cool and interesting. Andrew and Lily were awesome tour guides. I usually get bored but he managed to keep my attention and keep the tour interesting.  Overall I really liked this day. This relates to my milestone because it gives me ideas I can incorporate into my stories. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #20: Windsor Castle==&lt;br /&gt;
[[Windsor Castle]] is one of my favorite palaces. This was my second time coming back to this castle and I appreciated it a lot more. I am not sure if it is because I am older, or if because we came in June instead of February. Either way I still really liked it. The Doll house was very cool. I am a big fan of creating things by hand and woodworking so I was very intrigued. To see that much attention and detail be put into something so simple blew my mine. The working electricity and plumbing put the cherry on top. The state apartments were very similar to other palaces I have been to. They were very similar to Hampton Court Palace, and the Palace in Madrid. It was still very cool to see. I can relate this to my milestone because today at the castle I was people watching and got ideas for my stories. &lt;br /&gt;
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===My Complete Contributions===&lt;br /&gt;
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====[[Special:Contributions/Akacherski|All of My Created Content and Edits]]====&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17965</id>
		<title>User:Akacherski</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17965"/>
		<updated>2017-06-21T10:43:32Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Milestone 3 */&lt;/p&gt;
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&lt;div&gt;=Andrew Kacherski=&lt;br /&gt;
[[File:4850.JPG|right|frameless|thumb|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Overview=&lt;br /&gt;
For my projects, I hope to better learn the history of London through the history of photography (iconic images) and transportation systems. I also hope to learn more about the famous writers that came out of London. I have taken two writing classes thus far and am currently enrolled in one. I hope to appreciate London more deeply when I am finished. Any tourist can appreciate beautiful scenery and iconic landmarks, but it takes a special type of person to appreciate the city's history.  &lt;br /&gt;
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=Milestone 1=&lt;br /&gt;
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'''Getting Around London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article, we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Without effective means of transportation, the city would not be where it is today. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[Category:Profiles]] &lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Advisor:Clark]] &lt;br /&gt;
The history of transportation is quite extensive. Through our analysis of its history, we were able to determine what made it iconic today. Researching the technology that both the tube and double decker bus incorporated allowed us to see why they are both very efficient and London has one of the best public transportation systems in the world. The future of the tube and bus may shift towards the use of automation. This automation can help in making the system more efficient than it already is. &lt;br /&gt;
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[[Getting Around London|Read More]] &lt;br /&gt;
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=Milestone 2=&lt;br /&gt;
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'''Advertising Revelations'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Compare World War II posters to today's posters on the War on Terror&lt;br /&gt;
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The history behind the World War II posters is extraordinary. The people at that time had to endure things such as rationing, blackouts, and evacuations. The posters helped tell the citizens how to do these successfully and some explained why they were happening. Today's posters urge people to remain vigilant to help combat the War on Terror. These sets of posters had similarities in layout, wording, and message, but they also had some very strong differences. The future of advertising will show future societal problems and possibly be on new media. &lt;br /&gt;
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[[Advertising Revelations|Read More]] &lt;br /&gt;
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=Milestone 3=&lt;br /&gt;
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'''The People of London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Find demographics about the average Londoner, find people that fit that description, and do a creative writing piece about their backstory. &lt;br /&gt;
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After researching demographic information, I found people whose appearances fit the largest category from the demographic section. I would use these people as characters in my fictional stories about their life. The census revealed that London is a very diverse city. I used different writing styles, literary devices, and voices, to make each character distinct. I also used demographic information to make the stories more true to life. &lt;br /&gt;
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[[The People of London|Read More]] &lt;br /&gt;
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=Activity Journal=&lt;br /&gt;
The activity journal represents an ongoing log of reflections gained through each and every project activity on the calendar. &lt;br /&gt;
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==Activity #1: Westminster Abbey, Tower of London, and The British Library==&lt;br /&gt;
[[Westminster Abbey]], [[Tower of London]], and [[The British Library]], did not directly relate to my milestones. I feel that the background history may relate to my milestones as I dive deeper into them. I do not this affected my milestone aims. I may change them to incorporate royal or war history but the topics will likely remain the same. The tombs of [[Westminster Abbey]] stood out to me because some did not have bodies under them. I felt this was odd because I do not see the point of putting a tomb if there is no body. The [[Tower of London]] was cool with the torture devices and rooms where they used to defend the castle. The ravens were also cool but kind-of freaked me out a bit. The walk around the wall was nice. It gave a different perspective of the castle. [[The British Library]] was interesting. The huge cube of rare books in the center gives the library the feeling that this place houses all the information one could ever need. It adds an enigma of exactly how many books are in it. I was surprised to hear they do not keep any books in the library to check out. If you need material, you must order it 48 hours ion advance. I contributed to the Westminster Abbey, Tower of London, and The British Library pages. &lt;br /&gt;
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Think of this process as building a platform or a case that will help you make particular claims and conclusions through your [[Template_Milestone|project milestones]].&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #2 Natural History Museum==&lt;br /&gt;
Today my group and I went to the [[Natural History Museum]]. This museum was so much better than I thought it was going to be. All of the exhibits were hands on which I liked very much. I am a very hands-on learner so the interactive exhibits made the material come to life. I was especially interested in the space exhibit. They went into the workings of our planet and solar system in great detail and had a huge statue of earth! I also enjoyed the human evolution, bird, dinosaur, and sea exhibits. While none of the things I saw today not relate to my milestone at all, I still enjoyed my time and am glad I went. The gardens behind the museum were an amazing place to sit and do work. It was so peaceful and full of beautiful statues. We also went to a mass at [[Westminster Abbey]] and heard evensong. Overall today was an amazing day. I contributed to the [[Natural History Museum]] page&lt;br /&gt;
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==Activity #3: National Gallery==&lt;br /&gt;
Today we went to the [[The National Gallery]]. The art was very visually pleasing. I am a big fan of Rembrandt's work so I spent a lot of my time looking at his pieces. I contributed to the Rembrandt section on the national gallery page. His work tells story with so much emotion and detail, it is remarkable. I also saw pieces from Ruben and a few others. This related to my milestone because the paintings depicted everyday life dating back a few hundred years. This gave me insight into their technology and transportation. We also went to the [[Transportation Museum|London Transport Museum]]. This Museum was amazing. While it was aimed for children, it had many features and history for adults. It covered trains, boats, trams, and busses. It gave the history of all and how they changed through history. This directly related to my milestone because I am working on the history of transportation. It allowed me to focus my broad milestone into certain features and answer specific questions that I found while I was visiting the museum, like what challenges they had while building these systems and how they affected its outcome. This was an amazing museum and I'd highly recommend that everyone go and see it. I created the London Transport Museum, and contributed twice to the national gallery page. &lt;br /&gt;
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==Activity #4: British Museum==&lt;br /&gt;
I found the [[British Museum]] very interesting. What interested me the most were the vases and Mummy of Cleopatra. The amount of detail on each vase was immaculate. The statues from Greece and Rome told amazing stories. One that stood out to me was the fight with Centaur. It also blew me away that the heads from each statue were in different countries, such as Budapest, Netherlands, and Greece. The clock exhibit was also very interesting. They had clocks dating back to the 1700's. This was the very beginning of escapement devices and accurate clocks. Clocks also told things other than time such as Lunar/Solar cycle and easter calendar. &lt;br /&gt;
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Relating to my milestones, there was only one section of the museum I found kind of relevant. This was the exhibit on Europe from 1900-Present. I expected this exhibit to go through the entire history of Europe during this time period; it did not. Instead it had artifacts such as plates designed by Frank Lloyd Wright. I was disappointed. It still gave me insight into how the cultural and societal values at the time and how they incorporated them into they creations. This relates to my milestone. I created the section on the mummy of cleopatra on the British museum page. I also edited the entire page's grammar. &lt;br /&gt;
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==Activity #5: St. Paul's Cathedral==&lt;br /&gt;
When I entered [[St. Paul's Cathedral]], my jaw immediately dropped. The spanning archways, incredibly high ceilings, intricate detail, and the dome all exceeded my expectations. What I also found surprising were the acoustics in the whisper gallery. I did not believe that whispering across a massive dome would work but it actually did! The crypt downstairs had some nice memorials to people such as the Duke of Wellington. To see them represented in such a nice way made me feel their importance. &lt;br /&gt;
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For my milestones, I feel that they would relate to the church after it was burned in the greater fire of London and during World War 2. Winston Churchill explicitly said that St. Paul's cathedral must be saved during the blitz. My second milestone is about government advertising during world war 2 and how it relates to todays' government advertising. I feel I should go back and watch the video presentation about the history of the church for more background information about my milestone. I added information and a photo to the crypt section, and fixed grammar in the sculptures and mosaics sections.  &lt;br /&gt;
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==Activity #6: Tate Modern==&lt;br /&gt;
I will be honest, I am not a big fan of modern art. But when I walked into the [[Media Networks]] exhibit and [[Tate Modern]] that changed. This exhibit focused on the portrayal of social and political issues during the times they were painted. I found this to be extremely interesting. The section about the anti-nazi posters and the portrayal of Soviet lifestyle was interesting because it is not often you get to see things from their perspective. It gave me new insight into those situations in history and realized not everyone during that period in history agreed with the terrible things that were done. I also went to a Klyne concert at the Pickle Factory way out in zone 2. While I did not think I would enjoy their alternative style, I found myself really enjoying it. I have to make sure to follow them on Spotify. &lt;br /&gt;
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This exhibit kinda-sorta relates to my milestone. I am doing my milestones on transportation and government advertising through the ages. The transportation milestone is shown in the painting by Pivovarov. It shows that the car was the stereotypical mode of transportation during that time. For the advertising aspect, the entire section relates. It shows people's emotions toward government or social problems. My milestone is government produced advertisements, not advertisements about the government. This exhibit gave me insight into how the people felt about their government and what the prominent social problems were. I will definitely come back here for more information for my milestone. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #7: Museum of London==&lt;br /&gt;
The [[Museum of London]] was a very cool museum. This is the first museum I have been to where it focuses on a certain city as opposed to a time period. I found the [[World City]] Exhibit very interesting. It encompassed the history of London from 1950-present day. It talked about social changes, changes in demographics and the physical change of the city. I really liked this museum, except a few of the seemingly cool exhibits were closed for renovations. The [[Victorian Walk]] was also very cool. They set up 19 shops from the 19&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century. It felt like I traveled back in time.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The World City Exhibit relates to my milestone. It discusses the history of transportation, including the first taxi cab and the introduction of the first bus. I collected some information for my milestone but I may come back. Surprisingly there wasn't much information on the World Wars. So perhaps I will have to find somewhere else to go for that information.  &lt;br /&gt;
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==Activity #8: Tate Britain== &lt;br /&gt;
I was not a fan of this museum. Unlike [[Tate Modern]], I could not get behind and understand the artwork. The layout was great because they organized each exhibit by time period instead of by style. This allows the viewer to encompass the time period and better understand what was going on. I found the most interest in the 1930's exhibit. The stone statues are what particularly drew my attention. I have always appreciated carvings more than paintings. I feel it takes more craftsmanship to construct one than throwing paint onto a canvas. &lt;br /&gt;
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This museum had a weak correlation to my second milestone, [[Advertising Revelations]]. While there are posters and art expressing the concerns of the war they did not fit the criteria I had set for my milestone. I may end up changing my milestone to incorporate a wider range of advertisements instead of just ones about the war put out by the government. I feel this may be too constricting and may not find enough information. If I do open my milestone, I may come back to gather more information on the mentality the people had during this time period. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #9: Victoria and Albert Museum==&lt;br /&gt;
For some reason I had in my mind that this was another modern art museum and was prepared to get in and out of there as fast as I could. I was very wrong. This museum was very interesting. I liked the sections on Chinese and Korean history, and the Cast Court. The Cast Court was cool because it had perfect replicas of the most famous sculptures in the Renaissance period. Statues like David, and Dying Slave. I was upset the other court was closed for renovations. I wish we could have done the Pink Floyd exhibit but £16 and a very long line did not seem worth it. &lt;br /&gt;
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My milestone relates to the exhibit on Europe between 1700-1910. The mindset of artists around the time of the beginning of transportation and advertisements can prove to help solidify my 2&amp;lt;sup&amp;gt;nd &amp;lt;/sup&amp;gt; milestone. I honestly do not think I will go back for more information. There are better places for me to gather information for my milestones. I really liked this museum though. There were a lot of cool exhibits and displays. I would come back if I had a free day just to check it all out. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #10: Horniman Museum and Garden==&lt;br /&gt;
After about an hour on the bus through a not so nice area of London, we arrive at the Horniman Museum. I knew this place was gonna be cool when I saw the totem poles out front. But what blew me away was the Natural History exhibit. The room was massive and held almost every kind of animal you could think of that was beautifully preserved. It was mind boggling that most of the animals had been alive at one point. They even had a real walrus! How cool is that! They also had elephants, bugs, tigers, monkeys and a dodo.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I've been thinking about how I could relate this awesome museum to one of my remaining milestones and I cannot think of a way that it does. As much as I enjoyed this museum I will not be returning. I feel that I could find better information for my milestones at places such as the advertising museum or a park. If I was doing a milestone on the animals related to London or the history of music then this museum would be perfect. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #11: Hampton Court Palace==&lt;br /&gt;
I really liked the [[Hampton Court Palace]]. I have never been inside a place like this before. It was cool to see where the man who changed England's national religion lived. The size and detail of each room was amazing. Also the portraits on the ceiling how can anyone have those in their house! I feel like if I lived here I would get lost getting from place to place. Especially since I got lost about 3 times today and had a map. The royal tennis court was odd. It reminded me of a racquetball court and the rules didn't make sense. I think if I played it that it would make more sense.The [[The Gardens at Hampton Court Palace]] were amazing. They were very large and well kept. It also unreal to think that people used to joust and hunt in the gardens&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this seems like a place I can come back to for my capstone. There are a lot of typical Londoners here that would make great characters for my stories. I do not think I would come back though just because it is so far. I can go to a local park and find someone who I can write a story about. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #12: Museum of London Docklands==&lt;br /&gt;
The [[Museum of London Docklands]] was very interesting. I always found trade and ports to be very interesting in history class. It was the way societies and cultures interacted and shared. It went into great detail about the early beginnings of the docklands back in the 1500's which was cool but I loved the section about World War II. I had no idea that the docklands was such an important area to protect during this time. If this place were to get crippled then potentially no shipments could get into London. Its something I have never thought of before. Also the P.L.U.T.O. caught my attention. That was a genius idea to do this if there was an invasion. It would guarantee them a steady fuel supply.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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This museum had a few posters for my advertising milestone so I was able to take pictures of them and I can interpret them later. I do not think I will be heading back though because I got all the material I need for it while I was there. I was surprised to see that they had the posters I was looking for. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #13: Imperial War Museum==&lt;br /&gt;
I LOVED THIS MUSEUM. When you walked into the gate you were met with two massive cannons. Then when you walked through the door you are met with a Harrier, a tank, and a bunch of other propeller planes. The world war one exhibit was cool it had all of the old guns and bullets and uniforms and a tank! The world war II exhibit was also amazing. I found the exhibit on the war in Syria to be very enlightening. I didn't know much about what was going on over there aside from the horrid videos I've seen on Facebook. This exhibit helped me to become less ignorant. But my favorite exhibit was the spies. It was so cool to see all the stuff people used behind enemy lines and how they did it. When I was growing up I was a big fan of James Bond (and still am) and wanted to be a spy. This exhibit showed my how cool it would be to be a British spy for MI6.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For my milestone, they had a lot of world war propaganda.This was great for the World Wars section of my advertising milestone but didn't have any from other decades. It didn't relate to my milestone but I was able to take a few good photos. I collected what I needed and see no need to return. I probably will though because this museum was awesome. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #14: Museum of Brands, Packaging and Advertising==&lt;br /&gt;
I went to this museum today to supplement my milestone. It was a great museum. It was £7 to get in and they had all kinds of food, toys, posters, and games all the way back from the 1890's. It didn't take long to get through this museum because they had everything along a snaking hallway but it was very cool. The only downside was there weren't allowed to be any pictures. That didn't stop me though because I took a few anyway. I needed the information for my milestone. They did not have as many government issued posters as I had hoped. They mostly had commercial things aimed toward consumers so I will not be going back. I was able to get all I needed from the one trip in. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #15: London Science Museum==&lt;br /&gt;
Being an engineer I love science museums. They geared towards people who love science which is everyone on this trip. They're always so hands on and fun. The [[London Science Museum]] was no exception. The engineer your future exhibit was really cool. It promoted aspiring engineers to tackle viable future world problems. The games were really cool and they were really useful. The space exhibit was also really cool. They had all the old Apollo rocket stuff and NASA. For once I wasn't ashamed to be an American. Almost all of the rockets and machines were made in America and it made me feel a little patriotic. This in no way relates to my milestone but I still loved it. I may come back here just due to my love of science museums. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #16: The Wallace Collection==&lt;br /&gt;
[[The Wallace Collection]] was not what I was expecting. I heard from other students that this was an art collection that had furniture and armor. And to be honest I was dreading coming here. But I did not realize that it was a man's house. He had it set up so that he was able to live and display his collection. This is the goal when I am older. I want my house to be big enough to have a name and become a museum when I die. But the collection was very interesting. He had old clocks, priceless chairs and tapestries, china, sculptures, ornate chandeliers, and weapons. This was very cool to be able to walk through and see his collection. There are very few barriers so you are able to get up close and personal with the items. But you can't touch them of course. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this sort of relates to my third milestone. If I change my demographics to who I write about for my stories to a wealthy person from a couple hundred years ago then I may comeback here. It gives me insight into how they lived during the time. Honestly, I will not change my milestone because the way I have it outlined now will make for better stories, in my opinion&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #17: Changing of the Guards and Milestone work==&lt;br /&gt;
Today I went to the changing of the guards and it was not what I was expecting. It lasted for almost 45 minutes and they played a lot of music. They played Mama Mia and other songs! I didn't know the other ones but the crowd sure did. They had 2 bands that played for almost a half hour. I'm not sure if this counts as a concert but I sure think it was one. I thought the changing of the guards was just two groups switching places. I did not know it was a big show. The only thing I did not like about it was the crowd. People will push and shove you just to put their phone in front of your face to take a picture. Typical Tourists. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today I found more information for my milestone. I am doing it in a separate word document then uploading it section. I am doing it this way because I am doing some work offline and this allows me to still get information down. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #18: Romeo and Juliet==&lt;br /&gt;
To be honest I did not like this play. I felt that the modern interpretation took away from the story line and they tried too hard to be funny. The swat fighters battling, the Pluto costume, and the dancing all caught me off guard. I found it hard to understand what was going on. The modern clothes and attitudes with the old time language made it difficult for me to understand. If they would have used modern language I feel it would have made the play so much better. The second half was better though. It got a lot more dramatic and a lot more serious. I also feel if the first half was a little more serious and dramatic it would have made it better. I am in no rush to go back an see another show. Granted, it was a once in a lifetime opportunity to see Shakespeare at the Globe so I am lucky to have had the opportunity to go. This relates to my milestone; the director took a creative spin on Shakespeare. I am doing creative writing so there are some similarities.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #19: Stonehenge, Bath, and Lacock==&lt;br /&gt;
This was by far my favorite day of this trip. It has been on my bucket list for so long to see Stonehenge, and I am glad I had the opportunity to do so. I had never heard of Bath before this trip but I am very glad that we went. I have been to a few different cities in England over my trips here and this was not like any of the others. This city reminded me of Toledo but with Roman architecture. I wish we had more time here because I would love to go back and go in the thermal baths. Lacock was was a cool, old little city. I am not a 'Harry Pothead,' in fact I've never seen any of the movies, so I wasn't as intrigued by all of the Harry Potter stuff as other people. I still appreciated how it was a quiet little town that maintained its old time feel while still doing modern things and remaining lively. I found the pictures of the royal wedding from 2006 to be really cool and interesting. Andrew and Lily were awesome tour guides. I usually get bored but he managed to keep my attention and keep the tour interesting.  Overall I really liked this day. This relates to my milestone because it gives me ideas I can incorporate into my stories. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #20: Windsor Castle==&lt;br /&gt;
[[Windsor Castle]] is one of my favorite palaces. This was my second time coming back to this castle and I appreciated it a lot more. I am not sure if it is because I am older, or if because we came in June instead of February. Either way I still really liked it. The Doll house was very cool. I am a big fan of creating things by hand and woodworking so I was very intrigued. To see that much attention and detail be put into something so simple blew my mine. The working electricity and plumbing put the cherry on top. The state apartments were very similar to other palaces I have been to. They were very similar to Hampton Court Palace, and the Palace in Madrid. It was still very cool to see. I can relate this to my milestone because today at the castle I was people watching and got ideas for my stories. &lt;br /&gt;
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===My Complete Contributions===&lt;br /&gt;
Created: [[Tate Modern]],[[Media Networks]],[[Transportation Museum|London Transport Museum]], [[World City]], [[Horniman Museum]], [[Turning Points]]&lt;br /&gt;
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Contributed:[[Natural History Museum]], [[Westminster Abbey]], [[Tower of London]], [[The British Library]], [[St. Paul's Cathedral]], [[British Museum]], [[Tate Britain]], [[Victoria and Albert Museum]], [[Hampton Court Palace]], [[Imperial War Museum]], [[London Science Museum]], [[The Wallace Collection]], [[Bath]], [[Stonehenge]]&lt;br /&gt;
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====[[Special:Contributions/Akacherski|All of My Created Content and Edits]]====&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
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	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17959</id>
		<title>User:Akacherski</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17959"/>
		<updated>2017-06-21T10:39:28Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Milestone 2 */&lt;/p&gt;
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&lt;div&gt;=Andrew Kacherski=&lt;br /&gt;
[[File:4850.JPG|right|frameless|thumb|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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=Overview=&lt;br /&gt;
For my projects, I hope to better learn the history of London through the history of photography (iconic images) and transportation systems. I also hope to learn more about the famous writers that came out of London. I have taken two writing classes thus far and am currently enrolled in one. I hope to appreciate London more deeply when I am finished. Any tourist can appreciate beautiful scenery and iconic landmarks, but it takes a special type of person to appreciate the city's history.  &lt;br /&gt;
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=Milestone 1=&lt;br /&gt;
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'''Getting Around London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article, we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Without effective means of transportation, the city would not be where it is today. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[Category:Profiles]] &lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Advisor:Clark]] &lt;br /&gt;
The history of transportation is quite extensive. Through our analysis of its history, we were able to determine what made it iconic today. Researching the technology that both the tube and double decker bus incorporated allowed us to see why they are both very efficient and London has one of the best public transportation systems in the world. The future of the tube and bus may shift towards the use of automation. This automation can help in making the system more efficient than it already is. &lt;br /&gt;
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[[Getting Around London|Read More]] &lt;br /&gt;
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=Milestone 2=&lt;br /&gt;
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'''Advertising Revelations'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Compare World War II posters to today's posters on the War on Terror&lt;br /&gt;
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The history behind the World War II posters is extraordinary. The people at that time had to endure things such as rationing, blackouts, and evacuations. The posters helped tell the citizens how to do these successfully and some explained why they were happening. Today's posters urge people to remain vigilant to help combat the War on Terror. These sets of posters had similarities in layout, wording, and message, but they also had some very strong differences. The future of advertising will show future societal problems and possibly be on new media. &lt;br /&gt;
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[[Advertising Revelations|Read More]] &lt;br /&gt;
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=Milestone 3=&lt;br /&gt;
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'''The People of London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Find demographics about the average Londoner, find people that fit that description, and do a creative writing piece about their backstory. &lt;br /&gt;
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Below the objective statement, Insert a one or two paragraph summary of your findings from having reached this milestone. If this milestone, for you, represents a humanities and arts capstone, please indicate so. Edit the link below to link to your milestone page. &lt;br /&gt;
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[[The People of London|Read More]] &lt;br /&gt;
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=Activity Journal=&lt;br /&gt;
The activity journal represents an ongoing log of reflections gained through each and every project activity on the calendar. &lt;br /&gt;
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==Activity #1: Westminster Abbey, Tower of London, and The British Library==&lt;br /&gt;
[[Westminster Abbey]], [[Tower of London]], and [[The British Library]], did not directly relate to my milestones. I feel that the background history may relate to my milestones as I dive deeper into them. I do not this affected my milestone aims. I may change them to incorporate royal or war history but the topics will likely remain the same. The tombs of [[Westminster Abbey]] stood out to me because some did not have bodies under them. I felt this was odd because I do not see the point of putting a tomb if there is no body. The [[Tower of London]] was cool with the torture devices and rooms where they used to defend the castle. The ravens were also cool but kind-of freaked me out a bit. The walk around the wall was nice. It gave a different perspective of the castle. [[The British Library]] was interesting. The huge cube of rare books in the center gives the library the feeling that this place houses all the information one could ever need. It adds an enigma of exactly how many books are in it. I was surprised to hear they do not keep any books in the library to check out. If you need material, you must order it 48 hours ion advance. I contributed to the Westminster Abbey, Tower of London, and The British Library pages. &lt;br /&gt;
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Think of this process as building a platform or a case that will help you make particular claims and conclusions through your [[Template_Milestone|project milestones]].&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #2 Natural History Museum==&lt;br /&gt;
Today my group and I went to the [[Natural History Museum]]. This museum was so much better than I thought it was going to be. All of the exhibits were hands on which I liked very much. I am a very hands-on learner so the interactive exhibits made the material come to life. I was especially interested in the space exhibit. They went into the workings of our planet and solar system in great detail and had a huge statue of earth! I also enjoyed the human evolution, bird, dinosaur, and sea exhibits. While none of the things I saw today not relate to my milestone at all, I still enjoyed my time and am glad I went. The gardens behind the museum were an amazing place to sit and do work. It was so peaceful and full of beautiful statues. We also went to a mass at [[Westminster Abbey]] and heard evensong. Overall today was an amazing day. I contributed to the [[Natural History Museum]] page&lt;br /&gt;
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==Activity #3: National Gallery==&lt;br /&gt;
Today we went to the [[The National Gallery]]. The art was very visually pleasing. I am a big fan of Rembrandt's work so I spent a lot of my time looking at his pieces. I contributed to the Rembrandt section on the national gallery page. His work tells story with so much emotion and detail, it is remarkable. I also saw pieces from Ruben and a few others. This related to my milestone because the paintings depicted everyday life dating back a few hundred years. This gave me insight into their technology and transportation. We also went to the [[Transportation Museum|London Transport Museum]]. This Museum was amazing. While it was aimed for children, it had many features and history for adults. It covered trains, boats, trams, and busses. It gave the history of all and how they changed through history. This directly related to my milestone because I am working on the history of transportation. It allowed me to focus my broad milestone into certain features and answer specific questions that I found while I was visiting the museum, like what challenges they had while building these systems and how they affected its outcome. This was an amazing museum and I'd highly recommend that everyone go and see it. I created the London Transport Museum, and contributed twice to the national gallery page. &lt;br /&gt;
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==Activity #4: British Museum==&lt;br /&gt;
I found the [[British Museum]] very interesting. What interested me the most were the vases and Mummy of Cleopatra. The amount of detail on each vase was immaculate. The statues from Greece and Rome told amazing stories. One that stood out to me was the fight with Centaur. It also blew me away that the heads from each statue were in different countries, such as Budapest, Netherlands, and Greece. The clock exhibit was also very interesting. They had clocks dating back to the 1700's. This was the very beginning of escapement devices and accurate clocks. Clocks also told things other than time such as Lunar/Solar cycle and easter calendar. &lt;br /&gt;
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Relating to my milestones, there was only one section of the museum I found kind of relevant. This was the exhibit on Europe from 1900-Present. I expected this exhibit to go through the entire history of Europe during this time period; it did not. Instead it had artifacts such as plates designed by Frank Lloyd Wright. I was disappointed. It still gave me insight into how the cultural and societal values at the time and how they incorporated them into they creations. This relates to my milestone. I created the section on the mummy of cleopatra on the British museum page. I also edited the entire page's grammar. &lt;br /&gt;
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==Activity #5: St. Paul's Cathedral==&lt;br /&gt;
When I entered [[St. Paul's Cathedral]], my jaw immediately dropped. The spanning archways, incredibly high ceilings, intricate detail, and the dome all exceeded my expectations. What I also found surprising were the acoustics in the whisper gallery. I did not believe that whispering across a massive dome would work but it actually did! The crypt downstairs had some nice memorials to people such as the Duke of Wellington. To see them represented in such a nice way made me feel their importance. &lt;br /&gt;
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For my milestones, I feel that they would relate to the church after it was burned in the greater fire of London and during World War 2. Winston Churchill explicitly said that St. Paul's cathedral must be saved during the blitz. My second milestone is about government advertising during world war 2 and how it relates to todays' government advertising. I feel I should go back and watch the video presentation about the history of the church for more background information about my milestone. I added information and a photo to the crypt section, and fixed grammar in the sculptures and mosaics sections.  &lt;br /&gt;
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==Activity #6: Tate Modern==&lt;br /&gt;
I will be honest, I am not a big fan of modern art. But when I walked into the [[Media Networks]] exhibit and [[Tate Modern]] that changed. This exhibit focused on the portrayal of social and political issues during the times they were painted. I found this to be extremely interesting. The section about the anti-nazi posters and the portrayal of Soviet lifestyle was interesting because it is not often you get to see things from their perspective. It gave me new insight into those situations in history and realized not everyone during that period in history agreed with the terrible things that were done. I also went to a Klyne concert at the Pickle Factory way out in zone 2. While I did not think I would enjoy their alternative style, I found myself really enjoying it. I have to make sure to follow them on Spotify. &lt;br /&gt;
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This exhibit kinda-sorta relates to my milestone. I am doing my milestones on transportation and government advertising through the ages. The transportation milestone is shown in the painting by Pivovarov. It shows that the car was the stereotypical mode of transportation during that time. For the advertising aspect, the entire section relates. It shows people's emotions toward government or social problems. My milestone is government produced advertisements, not advertisements about the government. This exhibit gave me insight into how the people felt about their government and what the prominent social problems were. I will definitely come back here for more information for my milestone. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #7: Museum of London==&lt;br /&gt;
The [[Museum of London]] was a very cool museum. This is the first museum I have been to where it focuses on a certain city as opposed to a time period. I found the [[World City]] Exhibit very interesting. It encompassed the history of London from 1950-present day. It talked about social changes, changes in demographics and the physical change of the city. I really liked this museum, except a few of the seemingly cool exhibits were closed for renovations. The [[Victorian Walk]] was also very cool. They set up 19 shops from the 19&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century. It felt like I traveled back in time.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The World City Exhibit relates to my milestone. It discusses the history of transportation, including the first taxi cab and the introduction of the first bus. I collected some information for my milestone but I may come back. Surprisingly there wasn't much information on the World Wars. So perhaps I will have to find somewhere else to go for that information.  &lt;br /&gt;
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==Activity #8: Tate Britain== &lt;br /&gt;
I was not a fan of this museum. Unlike [[Tate Modern]], I could not get behind and understand the artwork. The layout was great because they organized each exhibit by time period instead of by style. This allows the viewer to encompass the time period and better understand what was going on. I found the most interest in the 1930's exhibit. The stone statues are what particularly drew my attention. I have always appreciated carvings more than paintings. I feel it takes more craftsmanship to construct one than throwing paint onto a canvas. &lt;br /&gt;
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This museum had a weak correlation to my second milestone, [[Advertising Revelations]]. While there are posters and art expressing the concerns of the war they did not fit the criteria I had set for my milestone. I may end up changing my milestone to incorporate a wider range of advertisements instead of just ones about the war put out by the government. I feel this may be too constricting and may not find enough information. If I do open my milestone, I may come back to gather more information on the mentality the people had during this time period. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #9: Victoria and Albert Museum==&lt;br /&gt;
For some reason I had in my mind that this was another modern art museum and was prepared to get in and out of there as fast as I could. I was very wrong. This museum was very interesting. I liked the sections on Chinese and Korean history, and the Cast Court. The Cast Court was cool because it had perfect replicas of the most famous sculptures in the Renaissance period. Statues like David, and Dying Slave. I was upset the other court was closed for renovations. I wish we could have done the Pink Floyd exhibit but £16 and a very long line did not seem worth it. &lt;br /&gt;
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My milestone relates to the exhibit on Europe between 1700-1910. The mindset of artists around the time of the beginning of transportation and advertisements can prove to help solidify my 2&amp;lt;sup&amp;gt;nd &amp;lt;/sup&amp;gt; milestone. I honestly do not think I will go back for more information. There are better places for me to gather information for my milestones. I really liked this museum though. There were a lot of cool exhibits and displays. I would come back if I had a free day just to check it all out. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #10: Horniman Museum and Garden==&lt;br /&gt;
After about an hour on the bus through a not so nice area of London, we arrive at the Horniman Museum. I knew this place was gonna be cool when I saw the totem poles out front. But what blew me away was the Natural History exhibit. The room was massive and held almost every kind of animal you could think of that was beautifully preserved. It was mind boggling that most of the animals had been alive at one point. They even had a real walrus! How cool is that! They also had elephants, bugs, tigers, monkeys and a dodo.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I've been thinking about how I could relate this awesome museum to one of my remaining milestones and I cannot think of a way that it does. As much as I enjoyed this museum I will not be returning. I feel that I could find better information for my milestones at places such as the advertising museum or a park. If I was doing a milestone on the animals related to London or the history of music then this museum would be perfect. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #11: Hampton Court Palace==&lt;br /&gt;
I really liked the [[Hampton Court Palace]]. I have never been inside a place like this before. It was cool to see where the man who changed England's national religion lived. The size and detail of each room was amazing. Also the portraits on the ceiling how can anyone have those in their house! I feel like if I lived here I would get lost getting from place to place. Especially since I got lost about 3 times today and had a map. The royal tennis court was odd. It reminded me of a racquetball court and the rules didn't make sense. I think if I played it that it would make more sense.The [[The Gardens at Hampton Court Palace]] were amazing. They were very large and well kept. It also unreal to think that people used to joust and hunt in the gardens&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this seems like a place I can come back to for my capstone. There are a lot of typical Londoners here that would make great characters for my stories. I do not think I would come back though just because it is so far. I can go to a local park and find someone who I can write a story about. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #12: Museum of London Docklands==&lt;br /&gt;
The [[Museum of London Docklands]] was very interesting. I always found trade and ports to be very interesting in history class. It was the way societies and cultures interacted and shared. It went into great detail about the early beginnings of the docklands back in the 1500's which was cool but I loved the section about World War II. I had no idea that the docklands was such an important area to protect during this time. If this place were to get crippled then potentially no shipments could get into London. Its something I have never thought of before. Also the P.L.U.T.O. caught my attention. That was a genius idea to do this if there was an invasion. It would guarantee them a steady fuel supply.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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This museum had a few posters for my advertising milestone so I was able to take pictures of them and I can interpret them later. I do not think I will be heading back though because I got all the material I need for it while I was there. I was surprised to see that they had the posters I was looking for. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #13: Imperial War Museum==&lt;br /&gt;
I LOVED THIS MUSEUM. When you walked into the gate you were met with two massive cannons. Then when you walked through the door you are met with a Harrier, a tank, and a bunch of other propeller planes. The world war one exhibit was cool it had all of the old guns and bullets and uniforms and a tank! The world war II exhibit was also amazing. I found the exhibit on the war in Syria to be very enlightening. I didn't know much about what was going on over there aside from the horrid videos I've seen on Facebook. This exhibit helped me to become less ignorant. But my favorite exhibit was the spies. It was so cool to see all the stuff people used behind enemy lines and how they did it. When I was growing up I was a big fan of James Bond (and still am) and wanted to be a spy. This exhibit showed my how cool it would be to be a British spy for MI6.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For my milestone, they had a lot of world war propaganda.This was great for the World Wars section of my advertising milestone but didn't have any from other decades. It didn't relate to my milestone but I was able to take a few good photos. I collected what I needed and see no need to return. I probably will though because this museum was awesome. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #14: Museum of Brands, Packaging and Advertising==&lt;br /&gt;
I went to this museum today to supplement my milestone. It was a great museum. It was £7 to get in and they had all kinds of food, toys, posters, and games all the way back from the 1890's. It didn't take long to get through this museum because they had everything along a snaking hallway but it was very cool. The only downside was there weren't allowed to be any pictures. That didn't stop me though because I took a few anyway. I needed the information for my milestone. They did not have as many government issued posters as I had hoped. They mostly had commercial things aimed toward consumers so I will not be going back. I was able to get all I needed from the one trip in. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #15: London Science Museum==&lt;br /&gt;
Being an engineer I love science museums. They geared towards people who love science which is everyone on this trip. They're always so hands on and fun. The [[London Science Museum]] was no exception. The engineer your future exhibit was really cool. It promoted aspiring engineers to tackle viable future world problems. The games were really cool and they were really useful. The space exhibit was also really cool. They had all the old Apollo rocket stuff and NASA. For once I wasn't ashamed to be an American. Almost all of the rockets and machines were made in America and it made me feel a little patriotic. This in no way relates to my milestone but I still loved it. I may come back here just due to my love of science museums. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #16: The Wallace Collection==&lt;br /&gt;
[[The Wallace Collection]] was not what I was expecting. I heard from other students that this was an art collection that had furniture and armor. And to be honest I was dreading coming here. But I did not realize that it was a man's house. He had it set up so that he was able to live and display his collection. This is the goal when I am older. I want my house to be big enough to have a name and become a museum when I die. But the collection was very interesting. He had old clocks, priceless chairs and tapestries, china, sculptures, ornate chandeliers, and weapons. This was very cool to be able to walk through and see his collection. There are very few barriers so you are able to get up close and personal with the items. But you can't touch them of course. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this sort of relates to my third milestone. If I change my demographics to who I write about for my stories to a wealthy person from a couple hundred years ago then I may comeback here. It gives me insight into how they lived during the time. Honestly, I will not change my milestone because the way I have it outlined now will make for better stories, in my opinion&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #17: Changing of the Guards and Milestone work==&lt;br /&gt;
Today I went to the changing of the guards and it was not what I was expecting. It lasted for almost 45 minutes and they played a lot of music. They played Mama Mia and other songs! I didn't know the other ones but the crowd sure did. They had 2 bands that played for almost a half hour. I'm not sure if this counts as a concert but I sure think it was one. I thought the changing of the guards was just two groups switching places. I did not know it was a big show. The only thing I did not like about it was the crowd. People will push and shove you just to put their phone in front of your face to take a picture. Typical Tourists. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today I found more information for my milestone. I am doing it in a separate word document then uploading it section. I am doing it this way because I am doing some work offline and this allows me to still get information down. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #18: Romeo and Juliet==&lt;br /&gt;
To be honest I did not like this play. I felt that the modern interpretation took away from the story line and they tried too hard to be funny. The swat fighters battling, the Pluto costume, and the dancing all caught me off guard. I found it hard to understand what was going on. The modern clothes and attitudes with the old time language made it difficult for me to understand. If they would have used modern language I feel it would have made the play so much better. The second half was better though. It got a lot more dramatic and a lot more serious. I also feel if the first half was a little more serious and dramatic it would have made it better. I am in no rush to go back an see another show. Granted, it was a once in a lifetime opportunity to see Shakespeare at the Globe so I am lucky to have had the opportunity to go. This relates to my milestone; the director took a creative spin on Shakespeare. I am doing creative writing so there are some similarities.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #19: Stonehenge, Bath, and Lacock==&lt;br /&gt;
This was by far my favorite day of this trip. It has been on my bucket list for so long to see Stonehenge, and I am glad I had the opportunity to do so. I had never heard of Bath before this trip but I am very glad that we went. I have been to a few different cities in England over my trips here and this was not like any of the others. This city reminded me of Toledo but with Roman architecture. I wish we had more time here because I would love to go back and go in the thermal baths. Lacock was was a cool, old little city. I am not a 'Harry Pothead,' in fact I've never seen any of the movies, so I wasn't as intrigued by all of the Harry Potter stuff as other people. I still appreciated how it was a quiet little town that maintained its old time feel while still doing modern things and remaining lively. I found the pictures of the royal wedding from 2006 to be really cool and interesting. Andrew and Lily were awesome tour guides. I usually get bored but he managed to keep my attention and keep the tour interesting.  Overall I really liked this day. This relates to my milestone because it gives me ideas I can incorporate into my stories. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #20: Windsor Castle==&lt;br /&gt;
[[Windsor Castle]] is one of my favorite palaces. This was my second time coming back to this castle and I appreciated it a lot more. I am not sure if it is because I am older, or if because we came in June instead of February. Either way I still really liked it. The Doll house was very cool. I am a big fan of creating things by hand and woodworking so I was very intrigued. To see that much attention and detail be put into something so simple blew my mine. The working electricity and plumbing put the cherry on top. The state apartments were very similar to other palaces I have been to. They were very similar to Hampton Court Palace, and the Palace in Madrid. It was still very cool to see. I can relate this to my milestone because today at the castle I was people watching and got ideas for my stories. &lt;br /&gt;
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===My Complete Contributions===&lt;br /&gt;
Created: [[Tate Modern]],[[Media Networks]],[[Transportation Museum|London Transport Museum]], [[World City]], [[Horniman Museum]], [[Turning Points]]&lt;br /&gt;
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Contributed:[[Natural History Museum]], [[Westminster Abbey]], [[Tower of London]], [[The British Library]], [[St. Paul's Cathedral]], [[British Museum]], [[Tate Britain]], [[Victoria and Albert Museum]], [[Hampton Court Palace]], [[Imperial War Museum]], [[London Science Museum]], [[The Wallace Collection]], [[Bath]], [[Stonehenge]]&lt;br /&gt;
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====[[Special:Contributions/Akacherski|All of My Created Content and Edits]]====&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
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	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17956</id>
		<title>User:Akacherski</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17956"/>
		<updated>2017-06-21T10:36:12Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Milestone 1 */&lt;/p&gt;
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&lt;div&gt;=Andrew Kacherski=&lt;br /&gt;
[[File:4850.JPG|right|frameless|thumb|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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__TOC__&lt;br /&gt;
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=Overview=&lt;br /&gt;
For my projects, I hope to better learn the history of London through the history of photography (iconic images) and transportation systems. I also hope to learn more about the famous writers that came out of London. I have taken two writing classes thus far and am currently enrolled in one. I hope to appreciate London more deeply when I am finished. Any tourist can appreciate beautiful scenery and iconic landmarks, but it takes a special type of person to appreciate the city's history.  &lt;br /&gt;
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=Milestone 1=&lt;br /&gt;
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'''Getting Around London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article, we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Without effective means of transportation, the city would not be where it is today. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[Category:Profiles]] &lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Advisor:Clark]] &lt;br /&gt;
The history of transportation is quite extensive. Through our analysis of its history, we were able to determine what made it iconic today. Researching the technology that both the tube and double decker bus incorporated allowed us to see why they are both very efficient and London has one of the best public transportation systems in the world. The future of the tube and bus may shift towards the use of automation. This automation can help in making the system more efficient than it already is. &lt;br /&gt;
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[[Getting Around London|Read More]] &lt;br /&gt;
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=Milestone 2=&lt;br /&gt;
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'''Advertising Revelations'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Compare World War II posters to today's poster on the war on terror&lt;br /&gt;
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Below the objective statement, Insert a one or two paragraph summary of your findings from having reached this milestone. Edit the link below to link to your milestone page. &lt;br /&gt;
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[[Advertising Revelations|Read More]] &lt;br /&gt;
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=Milestone 3=&lt;br /&gt;
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'''The People of London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Find demographics about the average Londoner, find people that fit that description, and do a creative writing piece about their backstory. &lt;br /&gt;
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Below the objective statement, Insert a one or two paragraph summary of your findings from having reached this milestone. If this milestone, for you, represents a humanities and arts capstone, please indicate so. Edit the link below to link to your milestone page. &lt;br /&gt;
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[[The People of London|Read More]] &lt;br /&gt;
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=Activity Journal=&lt;br /&gt;
The activity journal represents an ongoing log of reflections gained through each and every project activity on the calendar. &lt;br /&gt;
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==Activity #1: Westminster Abbey, Tower of London, and The British Library==&lt;br /&gt;
[[Westminster Abbey]], [[Tower of London]], and [[The British Library]], did not directly relate to my milestones. I feel that the background history may relate to my milestones as I dive deeper into them. I do not this affected my milestone aims. I may change them to incorporate royal or war history but the topics will likely remain the same. The tombs of [[Westminster Abbey]] stood out to me because some did not have bodies under them. I felt this was odd because I do not see the point of putting a tomb if there is no body. The [[Tower of London]] was cool with the torture devices and rooms where they used to defend the castle. The ravens were also cool but kind-of freaked me out a bit. The walk around the wall was nice. It gave a different perspective of the castle. [[The British Library]] was interesting. The huge cube of rare books in the center gives the library the feeling that this place houses all the information one could ever need. It adds an enigma of exactly how many books are in it. I was surprised to hear they do not keep any books in the library to check out. If you need material, you must order it 48 hours ion advance. I contributed to the Westminster Abbey, Tower of London, and The British Library pages. &lt;br /&gt;
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Think of this process as building a platform or a case that will help you make particular claims and conclusions through your [[Template_Milestone|project milestones]].&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #2 Natural History Museum==&lt;br /&gt;
Today my group and I went to the [[Natural History Museum]]. This museum was so much better than I thought it was going to be. All of the exhibits were hands on which I liked very much. I am a very hands-on learner so the interactive exhibits made the material come to life. I was especially interested in the space exhibit. They went into the workings of our planet and solar system in great detail and had a huge statue of earth! I also enjoyed the human evolution, bird, dinosaur, and sea exhibits. While none of the things I saw today not relate to my milestone at all, I still enjoyed my time and am glad I went. The gardens behind the museum were an amazing place to sit and do work. It was so peaceful and full of beautiful statues. We also went to a mass at [[Westminster Abbey]] and heard evensong. Overall today was an amazing day. I contributed to the [[Natural History Museum]] page&lt;br /&gt;
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==Activity #3: National Gallery==&lt;br /&gt;
Today we went to the [[The National Gallery]]. The art was very visually pleasing. I am a big fan of Rembrandt's work so I spent a lot of my time looking at his pieces. I contributed to the Rembrandt section on the national gallery page. His work tells story with so much emotion and detail, it is remarkable. I also saw pieces from Ruben and a few others. This related to my milestone because the paintings depicted everyday life dating back a few hundred years. This gave me insight into their technology and transportation. We also went to the [[Transportation Museum|London Transport Museum]]. This Museum was amazing. While it was aimed for children, it had many features and history for adults. It covered trains, boats, trams, and busses. It gave the history of all and how they changed through history. This directly related to my milestone because I am working on the history of transportation. It allowed me to focus my broad milestone into certain features and answer specific questions that I found while I was visiting the museum, like what challenges they had while building these systems and how they affected its outcome. This was an amazing museum and I'd highly recommend that everyone go and see it. I created the London Transport Museum, and contributed twice to the national gallery page. &lt;br /&gt;
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==Activity #4: British Museum==&lt;br /&gt;
I found the [[British Museum]] very interesting. What interested me the most were the vases and Mummy of Cleopatra. The amount of detail on each vase was immaculate. The statues from Greece and Rome told amazing stories. One that stood out to me was the fight with Centaur. It also blew me away that the heads from each statue were in different countries, such as Budapest, Netherlands, and Greece. The clock exhibit was also very interesting. They had clocks dating back to the 1700's. This was the very beginning of escapement devices and accurate clocks. Clocks also told things other than time such as Lunar/Solar cycle and easter calendar. &lt;br /&gt;
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Relating to my milestones, there was only one section of the museum I found kind of relevant. This was the exhibit on Europe from 1900-Present. I expected this exhibit to go through the entire history of Europe during this time period; it did not. Instead it had artifacts such as plates designed by Frank Lloyd Wright. I was disappointed. It still gave me insight into how the cultural and societal values at the time and how they incorporated them into they creations. This relates to my milestone. I created the section on the mummy of cleopatra on the British museum page. I also edited the entire page's grammar. &lt;br /&gt;
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==Activity #5: St. Paul's Cathedral==&lt;br /&gt;
When I entered [[St. Paul's Cathedral]], my jaw immediately dropped. The spanning archways, incredibly high ceilings, intricate detail, and the dome all exceeded my expectations. What I also found surprising were the acoustics in the whisper gallery. I did not believe that whispering across a massive dome would work but it actually did! The crypt downstairs had some nice memorials to people such as the Duke of Wellington. To see them represented in such a nice way made me feel their importance. &lt;br /&gt;
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For my milestones, I feel that they would relate to the church after it was burned in the greater fire of London and during World War 2. Winston Churchill explicitly said that St. Paul's cathedral must be saved during the blitz. My second milestone is about government advertising during world war 2 and how it relates to todays' government advertising. I feel I should go back and watch the video presentation about the history of the church for more background information about my milestone. I added information and a photo to the crypt section, and fixed grammar in the sculptures and mosaics sections.  &lt;br /&gt;
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==Activity #6: Tate Modern==&lt;br /&gt;
I will be honest, I am not a big fan of modern art. But when I walked into the [[Media Networks]] exhibit and [[Tate Modern]] that changed. This exhibit focused on the portrayal of social and political issues during the times they were painted. I found this to be extremely interesting. The section about the anti-nazi posters and the portrayal of Soviet lifestyle was interesting because it is not often you get to see things from their perspective. It gave me new insight into those situations in history and realized not everyone during that period in history agreed with the terrible things that were done. I also went to a Klyne concert at the Pickle Factory way out in zone 2. While I did not think I would enjoy their alternative style, I found myself really enjoying it. I have to make sure to follow them on Spotify. &lt;br /&gt;
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This exhibit kinda-sorta relates to my milestone. I am doing my milestones on transportation and government advertising through the ages. The transportation milestone is shown in the painting by Pivovarov. It shows that the car was the stereotypical mode of transportation during that time. For the advertising aspect, the entire section relates. It shows people's emotions toward government or social problems. My milestone is government produced advertisements, not advertisements about the government. This exhibit gave me insight into how the people felt about their government and what the prominent social problems were. I will definitely come back here for more information for my milestone. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #7: Museum of London==&lt;br /&gt;
The [[Museum of London]] was a very cool museum. This is the first museum I have been to where it focuses on a certain city as opposed to a time period. I found the [[World City]] Exhibit very interesting. It encompassed the history of London from 1950-present day. It talked about social changes, changes in demographics and the physical change of the city. I really liked this museum, except a few of the seemingly cool exhibits were closed for renovations. The [[Victorian Walk]] was also very cool. They set up 19 shops from the 19&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century. It felt like I traveled back in time.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The World City Exhibit relates to my milestone. It discusses the history of transportation, including the first taxi cab and the introduction of the first bus. I collected some information for my milestone but I may come back. Surprisingly there wasn't much information on the World Wars. So perhaps I will have to find somewhere else to go for that information.  &lt;br /&gt;
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==Activity #8: Tate Britain== &lt;br /&gt;
I was not a fan of this museum. Unlike [[Tate Modern]], I could not get behind and understand the artwork. The layout was great because they organized each exhibit by time period instead of by style. This allows the viewer to encompass the time period and better understand what was going on. I found the most interest in the 1930's exhibit. The stone statues are what particularly drew my attention. I have always appreciated carvings more than paintings. I feel it takes more craftsmanship to construct one than throwing paint onto a canvas. &lt;br /&gt;
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This museum had a weak correlation to my second milestone, [[Advertising Revelations]]. While there are posters and art expressing the concerns of the war they did not fit the criteria I had set for my milestone. I may end up changing my milestone to incorporate a wider range of advertisements instead of just ones about the war put out by the government. I feel this may be too constricting and may not find enough information. If I do open my milestone, I may come back to gather more information on the mentality the people had during this time period. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #9: Victoria and Albert Museum==&lt;br /&gt;
For some reason I had in my mind that this was another modern art museum and was prepared to get in and out of there as fast as I could. I was very wrong. This museum was very interesting. I liked the sections on Chinese and Korean history, and the Cast Court. The Cast Court was cool because it had perfect replicas of the most famous sculptures in the Renaissance period. Statues like David, and Dying Slave. I was upset the other court was closed for renovations. I wish we could have done the Pink Floyd exhibit but £16 and a very long line did not seem worth it. &lt;br /&gt;
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My milestone relates to the exhibit on Europe between 1700-1910. The mindset of artists around the time of the beginning of transportation and advertisements can prove to help solidify my 2&amp;lt;sup&amp;gt;nd &amp;lt;/sup&amp;gt; milestone. I honestly do not think I will go back for more information. There are better places for me to gather information for my milestones. I really liked this museum though. There were a lot of cool exhibits and displays. I would come back if I had a free day just to check it all out. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #10: Horniman Museum and Garden==&lt;br /&gt;
After about an hour on the bus through a not so nice area of London, we arrive at the Horniman Museum. I knew this place was gonna be cool when I saw the totem poles out front. But what blew me away was the Natural History exhibit. The room was massive and held almost every kind of animal you could think of that was beautifully preserved. It was mind boggling that most of the animals had been alive at one point. They even had a real walrus! How cool is that! They also had elephants, bugs, tigers, monkeys and a dodo.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I've been thinking about how I could relate this awesome museum to one of my remaining milestones and I cannot think of a way that it does. As much as I enjoyed this museum I will not be returning. I feel that I could find better information for my milestones at places such as the advertising museum or a park. If I was doing a milestone on the animals related to London or the history of music then this museum would be perfect. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #11: Hampton Court Palace==&lt;br /&gt;
I really liked the [[Hampton Court Palace]]. I have never been inside a place like this before. It was cool to see where the man who changed England's national religion lived. The size and detail of each room was amazing. Also the portraits on the ceiling how can anyone have those in their house! I feel like if I lived here I would get lost getting from place to place. Especially since I got lost about 3 times today and had a map. The royal tennis court was odd. It reminded me of a racquetball court and the rules didn't make sense. I think if I played it that it would make more sense.The [[The Gardens at Hampton Court Palace]] were amazing. They were very large and well kept. It also unreal to think that people used to joust and hunt in the gardens&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this seems like a place I can come back to for my capstone. There are a lot of typical Londoners here that would make great characters for my stories. I do not think I would come back though just because it is so far. I can go to a local park and find someone who I can write a story about. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #12: Museum of London Docklands==&lt;br /&gt;
The [[Museum of London Docklands]] was very interesting. I always found trade and ports to be very interesting in history class. It was the way societies and cultures interacted and shared. It went into great detail about the early beginnings of the docklands back in the 1500's which was cool but I loved the section about World War II. I had no idea that the docklands was such an important area to protect during this time. If this place were to get crippled then potentially no shipments could get into London. Its something I have never thought of before. Also the P.L.U.T.O. caught my attention. That was a genius idea to do this if there was an invasion. It would guarantee them a steady fuel supply.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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This museum had a few posters for my advertising milestone so I was able to take pictures of them and I can interpret them later. I do not think I will be heading back though because I got all the material I need for it while I was there. I was surprised to see that they had the posters I was looking for. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #13: Imperial War Museum==&lt;br /&gt;
I LOVED THIS MUSEUM. When you walked into the gate you were met with two massive cannons. Then when you walked through the door you are met with a Harrier, a tank, and a bunch of other propeller planes. The world war one exhibit was cool it had all of the old guns and bullets and uniforms and a tank! The world war II exhibit was also amazing. I found the exhibit on the war in Syria to be very enlightening. I didn't know much about what was going on over there aside from the horrid videos I've seen on Facebook. This exhibit helped me to become less ignorant. But my favorite exhibit was the spies. It was so cool to see all the stuff people used behind enemy lines and how they did it. When I was growing up I was a big fan of James Bond (and still am) and wanted to be a spy. This exhibit showed my how cool it would be to be a British spy for MI6.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For my milestone, they had a lot of world war propaganda.This was great for the World Wars section of my advertising milestone but didn't have any from other decades. It didn't relate to my milestone but I was able to take a few good photos. I collected what I needed and see no need to return. I probably will though because this museum was awesome. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #14: Museum of Brands, Packaging and Advertising==&lt;br /&gt;
I went to this museum today to supplement my milestone. It was a great museum. It was £7 to get in and they had all kinds of food, toys, posters, and games all the way back from the 1890's. It didn't take long to get through this museum because they had everything along a snaking hallway but it was very cool. The only downside was there weren't allowed to be any pictures. That didn't stop me though because I took a few anyway. I needed the information for my milestone. They did not have as many government issued posters as I had hoped. They mostly had commercial things aimed toward consumers so I will not be going back. I was able to get all I needed from the one trip in. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #15: London Science Museum==&lt;br /&gt;
Being an engineer I love science museums. They geared towards people who love science which is everyone on this trip. They're always so hands on and fun. The [[London Science Museum]] was no exception. The engineer your future exhibit was really cool. It promoted aspiring engineers to tackle viable future world problems. The games were really cool and they were really useful. The space exhibit was also really cool. They had all the old Apollo rocket stuff and NASA. For once I wasn't ashamed to be an American. Almost all of the rockets and machines were made in America and it made me feel a little patriotic. This in no way relates to my milestone but I still loved it. I may come back here just due to my love of science museums. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #16: The Wallace Collection==&lt;br /&gt;
[[The Wallace Collection]] was not what I was expecting. I heard from other students that this was an art collection that had furniture and armor. And to be honest I was dreading coming here. But I did not realize that it was a man's house. He had it set up so that he was able to live and display his collection. This is the goal when I am older. I want my house to be big enough to have a name and become a museum when I die. But the collection was very interesting. He had old clocks, priceless chairs and tapestries, china, sculptures, ornate chandeliers, and weapons. This was very cool to be able to walk through and see his collection. There are very few barriers so you are able to get up close and personal with the items. But you can't touch them of course. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this sort of relates to my third milestone. If I change my demographics to who I write about for my stories to a wealthy person from a couple hundred years ago then I may comeback here. It gives me insight into how they lived during the time. Honestly, I will not change my milestone because the way I have it outlined now will make for better stories, in my opinion&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #17: Changing of the Guards and Milestone work==&lt;br /&gt;
Today I went to the changing of the guards and it was not what I was expecting. It lasted for almost 45 minutes and they played a lot of music. They played Mama Mia and other songs! I didn't know the other ones but the crowd sure did. They had 2 bands that played for almost a half hour. I'm not sure if this counts as a concert but I sure think it was one. I thought the changing of the guards was just two groups switching places. I did not know it was a big show. The only thing I did not like about it was the crowd. People will push and shove you just to put their phone in front of your face to take a picture. Typical Tourists. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today I found more information for my milestone. I am doing it in a separate word document then uploading it section. I am doing it this way because I am doing some work offline and this allows me to still get information down. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #18: Romeo and Juliet==&lt;br /&gt;
To be honest I did not like this play. I felt that the modern interpretation took away from the story line and they tried too hard to be funny. The swat fighters battling, the Pluto costume, and the dancing all caught me off guard. I found it hard to understand what was going on. The modern clothes and attitudes with the old time language made it difficult for me to understand. If they would have used modern language I feel it would have made the play so much better. The second half was better though. It got a lot more dramatic and a lot more serious. I also feel if the first half was a little more serious and dramatic it would have made it better. I am in no rush to go back an see another show. Granted, it was a once in a lifetime opportunity to see Shakespeare at the Globe so I am lucky to have had the opportunity to go. This relates to my milestone; the director took a creative spin on Shakespeare. I am doing creative writing so there are some similarities.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #19: Stonehenge, Bath, and Lacock==&lt;br /&gt;
This was by far my favorite day of this trip. It has been on my bucket list for so long to see Stonehenge, and I am glad I had the opportunity to do so. I had never heard of Bath before this trip but I am very glad that we went. I have been to a few different cities in England over my trips here and this was not like any of the others. This city reminded me of Toledo but with Roman architecture. I wish we had more time here because I would love to go back and go in the thermal baths. Lacock was was a cool, old little city. I am not a 'Harry Pothead,' in fact I've never seen any of the movies, so I wasn't as intrigued by all of the Harry Potter stuff as other people. I still appreciated how it was a quiet little town that maintained its old time feel while still doing modern things and remaining lively. I found the pictures of the royal wedding from 2006 to be really cool and interesting. Andrew and Lily were awesome tour guides. I usually get bored but he managed to keep my attention and keep the tour interesting.  Overall I really liked this day. This relates to my milestone because it gives me ideas I can incorporate into my stories. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #20: Windsor Castle==&lt;br /&gt;
[[Windsor Castle]] is one of my favorite palaces. This was my second time coming back to this castle and I appreciated it a lot more. I am not sure if it is because I am older, or if because we came in June instead of February. Either way I still really liked it. The Doll house was very cool. I am a big fan of creating things by hand and woodworking so I was very intrigued. To see that much attention and detail be put into something so simple blew my mine. The working electricity and plumbing put the cherry on top. The state apartments were very similar to other palaces I have been to. They were very similar to Hampton Court Palace, and the Palace in Madrid. It was still very cool to see. I can relate this to my milestone because today at the castle I was people watching and got ideas for my stories. &lt;br /&gt;
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===My Complete Contributions===&lt;br /&gt;
Created: [[Tate Modern]],[[Media Networks]],[[Transportation Museum|London Transport Museum]], [[World City]], [[Horniman Museum]], [[Turning Points]]&lt;br /&gt;
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Contributed:[[Natural History Museum]], [[Westminster Abbey]], [[Tower of London]], [[The British Library]], [[St. Paul's Cathedral]], [[British Museum]], [[Tate Britain]], [[Victoria and Albert Museum]], [[Hampton Court Palace]], [[Imperial War Museum]], [[London Science Museum]], [[The Wallace Collection]], [[Bath]], [[Stonehenge]]&lt;br /&gt;
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====[[Special:Contributions/Akacherski|All of My Created Content and Edits]]====&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17954</id>
		<title>User:Akacherski</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=User:Akacherski&amp;diff=17954"/>
		<updated>2017-06-21T10:32:00Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Milestone 1 */&lt;/p&gt;
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&lt;div&gt;=Andrew Kacherski=&lt;br /&gt;
[[File:4850.JPG|right|frameless|thumb|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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=Overview=&lt;br /&gt;
For my projects, I hope to better learn the history of London through the history of photography (iconic images) and transportation systems. I also hope to learn more about the famous writers that came out of London. I have taken two writing classes thus far and am currently enrolled in one. I hope to appreciate London more deeply when I am finished. Any tourist can appreciate beautiful scenery and iconic landmarks, but it takes a special type of person to appreciate the city's history.  &lt;br /&gt;
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=Milestone 1=&lt;br /&gt;
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'''Getting Around London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article, we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Without effective means of transportation, the city would not be where it is today. &lt;br /&gt;
[[Category:Profiles]] &lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Advisor:Clark]] &lt;br /&gt;
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[[Getting Around London|Read More]] &lt;br /&gt;
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=Milestone 2=&lt;br /&gt;
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'''Advertising Revelations'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Compare World War II posters to today's poster on the war on terror&lt;br /&gt;
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Below the objective statement, Insert a one or two paragraph summary of your findings from having reached this milestone. Edit the link below to link to your milestone page. &lt;br /&gt;
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[[Advertising Revelations|Read More]] &lt;br /&gt;
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=Milestone 3=&lt;br /&gt;
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'''The People of London'''&amp;lt;br&amp;gt;&lt;br /&gt;
'''Objective:''' Find demographics about the average Londoner, find people that fit that description, and do a creative writing piece about their backstory. &lt;br /&gt;
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Below the objective statement, Insert a one or two paragraph summary of your findings from having reached this milestone. If this milestone, for you, represents a humanities and arts capstone, please indicate so. Edit the link below to link to your milestone page. &lt;br /&gt;
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[[The People of London|Read More]] &lt;br /&gt;
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=Activity Journal=&lt;br /&gt;
The activity journal represents an ongoing log of reflections gained through each and every project activity on the calendar. &lt;br /&gt;
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==Activity #1: Westminster Abbey, Tower of London, and The British Library==&lt;br /&gt;
[[Westminster Abbey]], [[Tower of London]], and [[The British Library]], did not directly relate to my milestones. I feel that the background history may relate to my milestones as I dive deeper into them. I do not this affected my milestone aims. I may change them to incorporate royal or war history but the topics will likely remain the same. The tombs of [[Westminster Abbey]] stood out to me because some did not have bodies under them. I felt this was odd because I do not see the point of putting a tomb if there is no body. The [[Tower of London]] was cool with the torture devices and rooms where they used to defend the castle. The ravens were also cool but kind-of freaked me out a bit. The walk around the wall was nice. It gave a different perspective of the castle. [[The British Library]] was interesting. The huge cube of rare books in the center gives the library the feeling that this place houses all the information one could ever need. It adds an enigma of exactly how many books are in it. I was surprised to hear they do not keep any books in the library to check out. If you need material, you must order it 48 hours ion advance. I contributed to the Westminster Abbey, Tower of London, and The British Library pages. &lt;br /&gt;
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Think of this process as building a platform or a case that will help you make particular claims and conclusions through your [[Template_Milestone|project milestones]].&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #2 Natural History Museum==&lt;br /&gt;
Today my group and I went to the [[Natural History Museum]]. This museum was so much better than I thought it was going to be. All of the exhibits were hands on which I liked very much. I am a very hands-on learner so the interactive exhibits made the material come to life. I was especially interested in the space exhibit. They went into the workings of our planet and solar system in great detail and had a huge statue of earth! I also enjoyed the human evolution, bird, dinosaur, and sea exhibits. While none of the things I saw today not relate to my milestone at all, I still enjoyed my time and am glad I went. The gardens behind the museum were an amazing place to sit and do work. It was so peaceful and full of beautiful statues. We also went to a mass at [[Westminster Abbey]] and heard evensong. Overall today was an amazing day. I contributed to the [[Natural History Museum]] page&lt;br /&gt;
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==Activity #3: National Gallery==&lt;br /&gt;
Today we went to the [[The National Gallery]]. The art was very visually pleasing. I am a big fan of Rembrandt's work so I spent a lot of my time looking at his pieces. I contributed to the Rembrandt section on the national gallery page. His work tells story with so much emotion and detail, it is remarkable. I also saw pieces from Ruben and a few others. This related to my milestone because the paintings depicted everyday life dating back a few hundred years. This gave me insight into their technology and transportation. We also went to the [[Transportation Museum|London Transport Museum]]. This Museum was amazing. While it was aimed for children, it had many features and history for adults. It covered trains, boats, trams, and busses. It gave the history of all and how they changed through history. This directly related to my milestone because I am working on the history of transportation. It allowed me to focus my broad milestone into certain features and answer specific questions that I found while I was visiting the museum, like what challenges they had while building these systems and how they affected its outcome. This was an amazing museum and I'd highly recommend that everyone go and see it. I created the London Transport Museum, and contributed twice to the national gallery page. &lt;br /&gt;
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==Activity #4: British Museum==&lt;br /&gt;
I found the [[British Museum]] very interesting. What interested me the most were the vases and Mummy of Cleopatra. The amount of detail on each vase was immaculate. The statues from Greece and Rome told amazing stories. One that stood out to me was the fight with Centaur. It also blew me away that the heads from each statue were in different countries, such as Budapest, Netherlands, and Greece. The clock exhibit was also very interesting. They had clocks dating back to the 1700's. This was the very beginning of escapement devices and accurate clocks. Clocks also told things other than time such as Lunar/Solar cycle and easter calendar. &lt;br /&gt;
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Relating to my milestones, there was only one section of the museum I found kind of relevant. This was the exhibit on Europe from 1900-Present. I expected this exhibit to go through the entire history of Europe during this time period; it did not. Instead it had artifacts such as plates designed by Frank Lloyd Wright. I was disappointed. It still gave me insight into how the cultural and societal values at the time and how they incorporated them into they creations. This relates to my milestone. I created the section on the mummy of cleopatra on the British museum page. I also edited the entire page's grammar. &lt;br /&gt;
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==Activity #5: St. Paul's Cathedral==&lt;br /&gt;
When I entered [[St. Paul's Cathedral]], my jaw immediately dropped. The spanning archways, incredibly high ceilings, intricate detail, and the dome all exceeded my expectations. What I also found surprising were the acoustics in the whisper gallery. I did not believe that whispering across a massive dome would work but it actually did! The crypt downstairs had some nice memorials to people such as the Duke of Wellington. To see them represented in such a nice way made me feel their importance. &lt;br /&gt;
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For my milestones, I feel that they would relate to the church after it was burned in the greater fire of London and during World War 2. Winston Churchill explicitly said that St. Paul's cathedral must be saved during the blitz. My second milestone is about government advertising during world war 2 and how it relates to todays' government advertising. I feel I should go back and watch the video presentation about the history of the church for more background information about my milestone. I added information and a photo to the crypt section, and fixed grammar in the sculptures and mosaics sections.  &lt;br /&gt;
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==Activity #6: Tate Modern==&lt;br /&gt;
I will be honest, I am not a big fan of modern art. But when I walked into the [[Media Networks]] exhibit and [[Tate Modern]] that changed. This exhibit focused on the portrayal of social and political issues during the times they were painted. I found this to be extremely interesting. The section about the anti-nazi posters and the portrayal of Soviet lifestyle was interesting because it is not often you get to see things from their perspective. It gave me new insight into those situations in history and realized not everyone during that period in history agreed with the terrible things that were done. I also went to a Klyne concert at the Pickle Factory way out in zone 2. While I did not think I would enjoy their alternative style, I found myself really enjoying it. I have to make sure to follow them on Spotify. &lt;br /&gt;
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This exhibit kinda-sorta relates to my milestone. I am doing my milestones on transportation and government advertising through the ages. The transportation milestone is shown in the painting by Pivovarov. It shows that the car was the stereotypical mode of transportation during that time. For the advertising aspect, the entire section relates. It shows people's emotions toward government or social problems. My milestone is government produced advertisements, not advertisements about the government. This exhibit gave me insight into how the people felt about their government and what the prominent social problems were. I will definitely come back here for more information for my milestone. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #7: Museum of London==&lt;br /&gt;
The [[Museum of London]] was a very cool museum. This is the first museum I have been to where it focuses on a certain city as opposed to a time period. I found the [[World City]] Exhibit very interesting. It encompassed the history of London from 1950-present day. It talked about social changes, changes in demographics and the physical change of the city. I really liked this museum, except a few of the seemingly cool exhibits were closed for renovations. The [[Victorian Walk]] was also very cool. They set up 19 shops from the 19&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century. It felt like I traveled back in time.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The World City Exhibit relates to my milestone. It discusses the history of transportation, including the first taxi cab and the introduction of the first bus. I collected some information for my milestone but I may come back. Surprisingly there wasn't much information on the World Wars. So perhaps I will have to find somewhere else to go for that information.  &lt;br /&gt;
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==Activity #8: Tate Britain== &lt;br /&gt;
I was not a fan of this museum. Unlike [[Tate Modern]], I could not get behind and understand the artwork. The layout was great because they organized each exhibit by time period instead of by style. This allows the viewer to encompass the time period and better understand what was going on. I found the most interest in the 1930's exhibit. The stone statues are what particularly drew my attention. I have always appreciated carvings more than paintings. I feel it takes more craftsmanship to construct one than throwing paint onto a canvas. &lt;br /&gt;
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This museum had a weak correlation to my second milestone, [[Advertising Revelations]]. While there are posters and art expressing the concerns of the war they did not fit the criteria I had set for my milestone. I may end up changing my milestone to incorporate a wider range of advertisements instead of just ones about the war put out by the government. I feel this may be too constricting and may not find enough information. If I do open my milestone, I may come back to gather more information on the mentality the people had during this time period. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #9: Victoria and Albert Museum==&lt;br /&gt;
For some reason I had in my mind that this was another modern art museum and was prepared to get in and out of there as fast as I could. I was very wrong. This museum was very interesting. I liked the sections on Chinese and Korean history, and the Cast Court. The Cast Court was cool because it had perfect replicas of the most famous sculptures in the Renaissance period. Statues like David, and Dying Slave. I was upset the other court was closed for renovations. I wish we could have done the Pink Floyd exhibit but £16 and a very long line did not seem worth it. &lt;br /&gt;
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My milestone relates to the exhibit on Europe between 1700-1910. The mindset of artists around the time of the beginning of transportation and advertisements can prove to help solidify my 2&amp;lt;sup&amp;gt;nd &amp;lt;/sup&amp;gt; milestone. I honestly do not think I will go back for more information. There are better places for me to gather information for my milestones. I really liked this museum though. There were a lot of cool exhibits and displays. I would come back if I had a free day just to check it all out. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #10: Horniman Museum and Garden==&lt;br /&gt;
After about an hour on the bus through a not so nice area of London, we arrive at the Horniman Museum. I knew this place was gonna be cool when I saw the totem poles out front. But what blew me away was the Natural History exhibit. The room was massive and held almost every kind of animal you could think of that was beautifully preserved. It was mind boggling that most of the animals had been alive at one point. They even had a real walrus! How cool is that! They also had elephants, bugs, tigers, monkeys and a dodo.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I've been thinking about how I could relate this awesome museum to one of my remaining milestones and I cannot think of a way that it does. As much as I enjoyed this museum I will not be returning. I feel that I could find better information for my milestones at places such as the advertising museum or a park. If I was doing a milestone on the animals related to London or the history of music then this museum would be perfect. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #11: Hampton Court Palace==&lt;br /&gt;
I really liked the [[Hampton Court Palace]]. I have never been inside a place like this before. It was cool to see where the man who changed England's national religion lived. The size and detail of each room was amazing. Also the portraits on the ceiling how can anyone have those in their house! I feel like if I lived here I would get lost getting from place to place. Especially since I got lost about 3 times today and had a map. The royal tennis court was odd. It reminded me of a racquetball court and the rules didn't make sense. I think if I played it that it would make more sense.The [[The Gardens at Hampton Court Palace]] were amazing. They were very large and well kept. It also unreal to think that people used to joust and hunt in the gardens&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this seems like a place I can come back to for my capstone. There are a lot of typical Londoners here that would make great characters for my stories. I do not think I would come back though just because it is so far. I can go to a local park and find someone who I can write a story about. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #12: Museum of London Docklands==&lt;br /&gt;
The [[Museum of London Docklands]] was very interesting. I always found trade and ports to be very interesting in history class. It was the way societies and cultures interacted and shared. It went into great detail about the early beginnings of the docklands back in the 1500's which was cool but I loved the section about World War II. I had no idea that the docklands was such an important area to protect during this time. If this place were to get crippled then potentially no shipments could get into London. Its something I have never thought of before. Also the P.L.U.T.O. caught my attention. That was a genius idea to do this if there was an invasion. It would guarantee them a steady fuel supply.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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This museum had a few posters for my advertising milestone so I was able to take pictures of them and I can interpret them later. I do not think I will be heading back though because I got all the material I need for it while I was there. I was surprised to see that they had the posters I was looking for. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #13: Imperial War Museum==&lt;br /&gt;
I LOVED THIS MUSEUM. When you walked into the gate you were met with two massive cannons. Then when you walked through the door you are met with a Harrier, a tank, and a bunch of other propeller planes. The world war one exhibit was cool it had all of the old guns and bullets and uniforms and a tank! The world war II exhibit was also amazing. I found the exhibit on the war in Syria to be very enlightening. I didn't know much about what was going on over there aside from the horrid videos I've seen on Facebook. This exhibit helped me to become less ignorant. But my favorite exhibit was the spies. It was so cool to see all the stuff people used behind enemy lines and how they did it. When I was growing up I was a big fan of James Bond (and still am) and wanted to be a spy. This exhibit showed my how cool it would be to be a British spy for MI6.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For my milestone, they had a lot of world war propaganda.This was great for the World Wars section of my advertising milestone but didn't have any from other decades. It didn't relate to my milestone but I was able to take a few good photos. I collected what I needed and see no need to return. I probably will though because this museum was awesome. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #14: Museum of Brands, Packaging and Advertising==&lt;br /&gt;
I went to this museum today to supplement my milestone. It was a great museum. It was £7 to get in and they had all kinds of food, toys, posters, and games all the way back from the 1890's. It didn't take long to get through this museum because they had everything along a snaking hallway but it was very cool. The only downside was there weren't allowed to be any pictures. That didn't stop me though because I took a few anyway. I needed the information for my milestone. They did not have as many government issued posters as I had hoped. They mostly had commercial things aimed toward consumers so I will not be going back. I was able to get all I needed from the one trip in. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #15: London Science Museum==&lt;br /&gt;
Being an engineer I love science museums. They geared towards people who love science which is everyone on this trip. They're always so hands on and fun. The [[London Science Museum]] was no exception. The engineer your future exhibit was really cool. It promoted aspiring engineers to tackle viable future world problems. The games were really cool and they were really useful. The space exhibit was also really cool. They had all the old Apollo rocket stuff and NASA. For once I wasn't ashamed to be an American. Almost all of the rockets and machines were made in America and it made me feel a little patriotic. This in no way relates to my milestone but I still loved it. I may come back here just due to my love of science museums. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #16: The Wallace Collection==&lt;br /&gt;
[[The Wallace Collection]] was not what I was expecting. I heard from other students that this was an art collection that had furniture and armor. And to be honest I was dreading coming here. But I did not realize that it was a man's house. He had it set up so that he was able to live and display his collection. This is the goal when I am older. I want my house to be big enough to have a name and become a museum when I die. But the collection was very interesting. He had old clocks, priceless chairs and tapestries, china, sculptures, ornate chandeliers, and weapons. This was very cool to be able to walk through and see his collection. There are very few barriers so you are able to get up close and personal with the items. But you can't touch them of course. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In relation to my milestone this sort of relates to my third milestone. If I change my demographics to who I write about for my stories to a wealthy person from a couple hundred years ago then I may comeback here. It gives me insight into how they lived during the time. Honestly, I will not change my milestone because the way I have it outlined now will make for better stories, in my opinion&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #17: Changing of the Guards and Milestone work==&lt;br /&gt;
Today I went to the changing of the guards and it was not what I was expecting. It lasted for almost 45 minutes and they played a lot of music. They played Mama Mia and other songs! I didn't know the other ones but the crowd sure did. They had 2 bands that played for almost a half hour. I'm not sure if this counts as a concert but I sure think it was one. I thought the changing of the guards was just two groups switching places. I did not know it was a big show. The only thing I did not like about it was the crowd. People will push and shove you just to put their phone in front of your face to take a picture. Typical Tourists. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today I found more information for my milestone. I am doing it in a separate word document then uploading it section. I am doing it this way because I am doing some work offline and this allows me to still get information down. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #18: Romeo and Juliet==&lt;br /&gt;
To be honest I did not like this play. I felt that the modern interpretation took away from the story line and they tried too hard to be funny. The swat fighters battling, the Pluto costume, and the dancing all caught me off guard. I found it hard to understand what was going on. The modern clothes and attitudes with the old time language made it difficult for me to understand. If they would have used modern language I feel it would have made the play so much better. The second half was better though. It got a lot more dramatic and a lot more serious. I also feel if the first half was a little more serious and dramatic it would have made it better. I am in no rush to go back an see another show. Granted, it was a once in a lifetime opportunity to see Shakespeare at the Globe so I am lucky to have had the opportunity to go. This relates to my milestone; the director took a creative spin on Shakespeare. I am doing creative writing so there are some similarities.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #19: Stonehenge, Bath, and Lacock==&lt;br /&gt;
This was by far my favorite day of this trip. It has been on my bucket list for so long to see Stonehenge, and I am glad I had the opportunity to do so. I had never heard of Bath before this trip but I am very glad that we went. I have been to a few different cities in England over my trips here and this was not like any of the others. This city reminded me of Toledo but with Roman architecture. I wish we had more time here because I would love to go back and go in the thermal baths. Lacock was was a cool, old little city. I am not a 'Harry Pothead,' in fact I've never seen any of the movies, so I wasn't as intrigued by all of the Harry Potter stuff as other people. I still appreciated how it was a quiet little town that maintained its old time feel while still doing modern things and remaining lively. I found the pictures of the royal wedding from 2006 to be really cool and interesting. Andrew and Lily were awesome tour guides. I usually get bored but he managed to keep my attention and keep the tour interesting.  Overall I really liked this day. This relates to my milestone because it gives me ideas I can incorporate into my stories. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Activity #20: Windsor Castle==&lt;br /&gt;
[[Windsor Castle]] is one of my favorite palaces. This was my second time coming back to this castle and I appreciated it a lot more. I am not sure if it is because I am older, or if because we came in June instead of February. Either way I still really liked it. The Doll house was very cool. I am a big fan of creating things by hand and woodworking so I was very intrigued. To see that much attention and detail be put into something so simple blew my mine. The working electricity and plumbing put the cherry on top. The state apartments were very similar to other palaces I have been to. They were very similar to Hampton Court Palace, and the Palace in Madrid. It was still very cool to see. I can relate this to my milestone because today at the castle I was people watching and got ideas for my stories. &lt;br /&gt;
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===My Complete Contributions===&lt;br /&gt;
Created: [[Tate Modern]],[[Media Networks]],[[Transportation Museum|London Transport Museum]], [[World City]], [[Horniman Museum]], [[Turning Points]]&lt;br /&gt;
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Contributed:[[Natural History Museum]], [[Westminster Abbey]], [[Tower of London]], [[The British Library]], [[St. Paul's Cathedral]], [[British Museum]], [[Tate Britain]], [[Victoria and Albert Museum]], [[Hampton Court Palace]], [[Imperial War Museum]], [[London Science Museum]], [[The Wallace Collection]], [[Bath]], [[Stonehenge]]&lt;br /&gt;
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====[[Special:Contributions/Akacherski|All of My Created Content and Edits]]====&lt;br /&gt;
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&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17942</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17942"/>
		<updated>2017-06-21T10:17:44Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Abstract */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. In this project. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles, literary devices, and voices to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
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Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
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==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
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The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=17940</id>
		<title>Advertising Revelations</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Advertising_Revelations&amp;diff=17940"/>
		<updated>2017-06-21T10:16:16Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Introduction */&lt;/p&gt;
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&lt;div&gt;=Advertising Revelations=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Advertising Revelations&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:7876.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Piccadilly Circus&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
War advertising over the ages has changed. In this milestone I will compare the poster advertisements  produced during the world wars to the ones produced today for the war on terror. Advertising will also change in the future. I plan to evaluate trends today to gauge where it is going in the future. World War II posters told viewers many different messages. Today's posters have a similar message to each other: fight terrorism. I will briefly evaluate the history behind the World War II posters and compare them to today's posters on the war on terror.&lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This project aims to compare World War II posters to today's posters about the War on Terror. These posters have a historical side and an artistic side, making them popular with people who support either art or history. World War II advertising posters had to cover a lot of material. The Ministry of Information had to make posters to help Britain win, and this meant gaining support from within the country. Each poster had an interesting history behind it and was the reason they were produced. Today, we are using posters to help combat the War on Terror. There are shocking similarities between the two sets of posters and also some strong differences. The future of advertising is uncertain and always changing. People have researched the history behind both sets of posters, but I have yet to come across a direct comparison. &lt;br /&gt;
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&lt;br /&gt;
=Background=&lt;br /&gt;
&lt;br /&gt;
==World War II==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
This time period was dominated by world war propaganda. Not just in the United Kingdom, but in all countries involved in the wars. Propaganda has a certain negative connotation when used today but that was not the case then. This was a way for the government to generate support for the war effort. The most common form of propaganda was the poster. According to Vallée, they were often called &amp;quot;weapons on the wall.&amp;quot;&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. These advertisements encouraged citizens that Britain could win the war, and it needed their help to do so. &amp;lt;ref&amp;gt;McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&amp;lt;/ref&amp;gt;. These posters often depicted women working in factories or other male dominated jobs to show that they could replace men and help with the war efforts. This encouraged the government to increase advertising by commissioning more posters to be made.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
In 1939, the Ministry of Information was formed to commission posters to influence public opinion. Their work included posters to convince people to grow their own food to cut down on import costs.  Others encouraged people to reconsider their weekend trips and encourage the women to take jobs in the factories. &amp;lt;ref&amp;gt;World War Two : Government Posters.&amp;lt;/ref&amp;gt; To make the posters more effective, the Ministry of Information hired artists to design them. They had drawn up a list of fifty eligible artists who could be commissioned. To provide these artists financial compensation for their work, the Ministry of Information had three options. These were full-time salaried employees who had six month contracts, others were paid off direct commission, and others were encouraged to submit their work for purchase consideration. The Ministry of Information also had criteria the posters must fit. The most important one was that the poster must be painted through an eyewitness' perspective&amp;lt;ref&amp;gt;McCloskey, B. (2005). Artists of World War II. Greenwood Publishing Group.&amp;lt;/ref&amp;gt;. The posters and artwork are painted as if you are witnessing the events being portrayed first hand, as if you are standing there in that situation. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Victory===&lt;br /&gt;
British victory posters were produced to boost morale. This was important because morale had a direct bearing on industrial production&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. They were also intended to be seen by the Germans to undermine their morale. Often the posters put a positive spin on things that were not positive. They sometimes included aspects of the other kinds of propaganda posters. In 1941, the British Ministry of Agriculture started a campaign 'Dig for Victory.' This campaign encouraged people to grow their own food in times of harsh rationing &amp;lt;ref&amp;gt;Dig for Victory&amp;lt;/ref&amp;gt;. The posters also indicate that the women at home could also help with victory by replacing men's jobs. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretations====&lt;br /&gt;
As part of the “Keep ‘em pulling for victory” campaign, the dazed head of Hitler was seen trapped in the heel of a shoe and on the verge of exploding, as “production” has already lit the fuse; “Give this heel the hot foot”, reads the caption. Hitler is presented as an easy, vulnerable target and production (active participation in the war effort), will inevitably result in victory over him &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
victory1.jpg&lt;br /&gt;
victory2.jpg&lt;br /&gt;
victory3.jpg&lt;br /&gt;
victory4.jpg&lt;br /&gt;
victory5.jpg&lt;br /&gt;
victory6.jpg&lt;br /&gt;
victory7.png&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Evacuation===&lt;br /&gt;
Evacuation: The evacuation posters during WWII were very straightforward. They told the viewer about evacuating London in case of aerial bombings.  This way when it came time to evacuate, such as Operation Pied Piper, the idea of evacuation wasn’t new to them and they understood what they had to do. During World War II, it was estimated that over 1.5 million people were evacuated from their homes&amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the threats of aerial attacks became non-existent, people began to return to their homes. By 1939, almost half of the evacuees had returned home. This was not advised by the government because they still felt that bomb threats were imminent. This led them to start posting material advising mothers not to bring their children home. These kinds of posters were intended to appeal to a mothers’ maternal sense. The poster shown below depicts Hitler urging a mother to bring her children back to the city. It is implied by his body positioning, body language, and conversation with the mother that he wants her to bring the children back so he can attack the city and cause more casualties. &amp;lt;ref&amp;gt;Clouting, L.&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
The first poster in the gallery pictures a British mother and her children sitting under a tree in a safe area with an enticing, ghost-like Hitler standing behind her and whispering, “Take them back, take them back, take them back” while pointing at a city in the background. According to Vallée, listening to the Hitler, whose eyes and words have been deliberately drawn in red to suggest danger and evil, is clearly synonymous with putting lives in danger, and Hitler is pictured as a threatening figure  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
evacuation2.jpg&lt;br /&gt;
evacuation1.jpg|&lt;br /&gt;
evacuation3.jpg&lt;br /&gt;
evacuation4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Careless Talk===&lt;br /&gt;
'Careless Talk Costs Lives' became some of the most notable posters from this era. The campaign against careless talk was very important. It was intended to keep people from divulging information to enemy sympathizers or enemy spies&amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. . Casual talk could allow the enemy to target specific targets and cause mass causalities. The influx of anti-Nazi German refugees had people on edge, they believed the refugees were actually spies, working for the Germans. Since they were not trusted, these refugees were rounded up, arrested, and sent to the Isle of Man. Not wanting to leave anything to chance, Winston Churchill ordered an anti-gossip campaign in 1941: careless talk &amp;lt;ref&amp;gt;Aldgate, A.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
This analysis is of the red poster shown below. Vallée believes the presence of Hitler is made even more ominous by the use of dimension in the picture: with its big ear, is truly menacing. This incarnation of threat has the obvious objective of frightening the viewer or at least of encouraging him/her to think twice before talking.The general message to the population was that Hitler was always liable to be listening to them &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. In the British poster entitled “Beware”, the darkening expression on Hitler’s half face shows the seriousness of the danger represented by the Nazi leader. It is to be read in the dark look, with the sinister, drooping eye instantly linked to his outsized lingering ear. Again, the simple, but nonetheless effective, correspondence between the caption, “Beware”, and the expression on Hitler’s caricatured face clearly turns the latter into the epitome of danger  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
careless1.jpg|&lt;br /&gt;
careless2.jpg&lt;br /&gt;
careless3.jpg&lt;br /&gt;
careless4.jpg&lt;br /&gt;
careless5.jpg&lt;br /&gt;
careless6.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Blackout===&lt;br /&gt;
Blackouts were crucial to keeping civilians safe. During the war Britain shut off the power to the entire city of London. The reasoning behind this was that the Axis bombers would have a hard time conducting aerial attacks at night if there were no lights on in the city. The darkness could help the bomber to miss their target, saving historical landmarks and civilian lives. This required full cooperation from civilians. The government provided blackout material so that people could cover their windows so that absolutely no light could get out. People often needed two or three sheets of material in order to achieve this. Some people became assigned the position if A.R.P. (air raid precaution) warden. They wore a helmet with a W on the front so they could be easily recognized. They were in charge of making sure their neighbors were completely blacked out. The warden would go around and knock on doors and tell people if they had light showing. They could also report someone who did not comply with the blackout. The report could lead to a hefty fine or a court appearance. &amp;lt;ref&amp;gt;New Restrictions on the Home Front- Britain is Blacked Out&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Blackout posters helped to remind people of the importance of blackouts. They would tell the viewer the times the blackout was imposed, or how to stay safe during it. The posters also warned people of the dangers of the blackout such as crime or potential hazards associated with moving at night. There were also publications about how ones diet could help them to have stayed safe during this time. There were posters produced telling viewers to eat carrots. Carrots are rich in Vitamin A which was believed to help with eyesight. Below is a gallery of posters produced by the ministry of information regarding the blackout.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
blackout1.jpg|&lt;br /&gt;
blackout2.jpg|&lt;br /&gt;
blackout3.jpg|&lt;br /&gt;
blackout4.jpg|&lt;br /&gt;
blackout5.jpg|&lt;br /&gt;
blackout6.jpg|&lt;br /&gt;
blackout7.jpg|&lt;br /&gt;
carrot.JPG|&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Support===&lt;br /&gt;
Support posters are probably the most familiar form of  propaganda you've seen . They called for all men and women to help Britain win the war. With a large portion of men leaving their jobs to defend Britain in the war, ad campaigns and posters called for women to work in factories to make weapons or planes while the men were at war. Due to the harsh rationing and the call for people to grow their own food other posters called for women to work on farms. These campaigns conveyed the message that everyone had an important role to play. This allowed the public to feel involved in the war. There were also calls to support the troops in battle. &lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
support1.jpg&lt;br /&gt;
support2.jpg&lt;br /&gt;
support3.jpg&lt;br /&gt;
support4.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
===Preventing Waste===&lt;br /&gt;
Waste was a major concern during WWII. The factories were focused on producing war materials. By wasting consumer goods, factories would have to take their attention away from war materials and direct it towards consumer goods. This can be problematic for the war. Posters during this time called for recycling, rationing, and growing your own food. During the war Britain had to be self-sufficient due to the attacks shipping ports. Clothing was a major source of waste. Posters urged people to ‘Make Do and Mend.’ They advocated for people not to buy new clothes, but instead be content with the clothing they had now. If something was tattered, to mend it themselves. There were also posters rag donations. They also encouraged people to donate any material scraps to rag collectors so that the material could be used for blankets and uniforms for the soldiers&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. . &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Food waste was another major concern. The food supply was limited during the war, so to help combat this problem the government commissioned a series of posters. One kind encouraged people to grow their own food. This allowed people to grow what they like and not put strain on farmers or the food packaging industry. This saved tin cans and other materials needed to pack food so that they could be used for war materials such as helmets and bullets.&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;.  There were also posters created about portion size. The food supply was limited since some food companies converted their factories to create war materials. These posters had slogans such as ‘A clear plate means a clear conscience.’ This encouraged people not to take more food than they could eat. This helped to prevent waste and aimed to allow everyone an equal opportunity to food. There was also a campaign about milk. Calcium intake among vulnerable sections of British Society was a priority for the Ministry of Food. The increased calcium was believed to help keep pregnant women and children healthy. During this time, milk rations were increased for these two groups. The government even initiated a provision of free milk to school children from 1946 to 1971. The poster had slogans such as ‘Milk: The Backbone Of Young Britain.’ The poster depicted a child with a glass bottle of milk as a spine drinking a glass of milk&amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. . &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Aside from food people were encouraged to recycle. Children were encouraged to collect metal, paper, and rags for recycling. The poster below containing the quote &amp;quot;Join the Cogs&amp;quot; depicts the soap cartons collected by children being used as artillery shells in war. Bones were also highly sought after. The recycling of bones allowed them to be used as glue or fertilizer &amp;lt;ref&amp;gt;Harris, K., &amp;amp; Webb, C.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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 &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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====Historians' Interpretation====&lt;br /&gt;
In the famous poster “Better pot-luck with Churchill today than humble pie under Hitler tomorrow,” Hitler is represented as an unappetising humble pie, and caricatured through the Nazi salute. Vallée believes the effect of the poster is both to highlight the danger the Nazi leader represented and to belittle him through a contrast with the attractive British Prime Minister. Indeed, roundness is what characterises the brown pot, with the chubby, smiling face of Churchill whose features are clearly synonymous with kindness, openness and mirth. Behind the images of the two leaders, one can easily discern the type of society that each symbolises &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. The saluting Hitler-pie is small and aggressive, as is suggested by the sharp and pointed lines of the face, and the exaggerated arm movement. The features of the pie face, with its small, black, piercing eyes, the lines underneath them and round the mouth, which is both distorted by his “Heil” and smeared by his black moustache, are so aptly drawn that they seem to encompass the nastiness of the character and of the regime that he wants to impose. The choice the viewer should make is simple: follow and support Churchill and reject Hitler. This poster shows the belittling of Hitler. The belittling process is systematic, but, while some posters evidently encourage aggressiveness, if not hatred, and are definitely unfunny, this one relies on ridicule and lampooning in a much more humorous or light-hearted vein, by means of aesthetic exaggeration and simplification &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
waste1.jpg|&lt;br /&gt;
waste2.jpg&lt;br /&gt;
waste4.jpg&lt;br /&gt;
waste3.jpg&lt;br /&gt;
waste5.jpg&lt;br /&gt;
waste6.jpg&lt;br /&gt;
waste7.jpg&lt;br /&gt;
waste8.jpg&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Good v. Evil===&lt;br /&gt;
These posters served as a way for the British government to justify their involvement in the war. The posters aimed at the viewers’ emotions. They were aimed to boost morale and share specified ideologies. It was important during this time that people knew who the enemy was because this eliminated the possibility of people questioning the ethics of the war, and reduced the probability of becoming traitors&amp;lt;ref&amp;gt;Sambrowski J.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
====Historians' Interpretation====&lt;br /&gt;
One of the best ways to galvanize public opinion was to use deeply negative representations of the enemy. This often resulted in the use of caricature. The emotional impact created by the artists in these posters was enough to sustain the will to fight in war  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
The danger represented by the Nazi leader is often brought close to home by propaganda artists.  Vallée claims that when propaganda combines an accusatory tone, warning and fear-breeding visions, it is designed to be conducive to action. Hitler was also portrayed as different animals. Vallée says &amp;quot;The dehumanisation of the Nazi leader is complete: only the familiar lock of hair and the stamped swastikas remain. What is more, as a serpent, Hitler is condemned as slithering, treacherous and potentially deadly.&amp;quot; The &amp;quot;You and I&amp;quot; on the pants leg represents the good. It shows that good triumphs evil and that we can stop the evil Hitler  &amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
good1.jpg&lt;br /&gt;
good2.jpg&lt;br /&gt;
good3.jpg&lt;br /&gt;
snake1.jpg&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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[[File: ProjectPicture.jpg|x320px|right|thumb| Additional Image]]&amp;lt;br&amp;gt;&lt;br /&gt;
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==Comparisons==&lt;br /&gt;
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Current day war advertising isn't as it was during World War II. This is because there isn't a direct enemy to fight against. Today we are fighting with the concept of terrorism instead of a dictator, like Hitler. Today's war is so much more complicated. Instead of fighting a person or country, we're trying to fight a radical idea and today's advertising reflects this. Today in tube stations, bus stations, and airports, you are likely to find some sort of poster about reporting something unusual. The poster usually depicts a bag that was left on the ground by someone and everyone walking around it. This poster is meant to make the passenger more aware of their surroundings in order to keep them safe. By placing these posters, the idea of suspicious solitary bags will be in the backs of peoples' minds. This will make them more likely to report something more unusual. World War II was a major war that changed the course of history. It's posters were vital to making sure that a tyrannical dictatorship didn't take over Europe. Today's war on terror is meant to protect citizens from attacks. There is no threat of losing control of the country. Today's posters do not fill the same niche as the posters from World War II. The posters from World War II would be needed to save many more lives. &lt;br /&gt;
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===Similarities===&lt;br /&gt;
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Through my analysis of these posters, I have noticed they have similar color and layout patterns. According to Mahaney, propaganda posters were the most successful medium to depict the attempts to educate and persuade the civilians&amp;lt;ref&amp;gt;Mahaney, D. (2002). Propaganda Posters. OAH Magazine of History, 16(3), 41-46. Retrieved from http://www.jstor.org.ezproxy.wpi.edu/stable/25163525&amp;lt;/ref&amp;gt; By bolding the important text and phrasing it as a command it urges the importance of the message.  Shown below is the poster I mentioned, 'Report Anything Unusual Won't Hurt You.' The background of the poster is yellow, the text is short, bolded and phrased as a command, making it very easy to get the attention of the reader. Also shown below is a poster I saw in Stansted airport in London. This was two days after the terror attacks on London Bridge and Borough Market. The sign says 'See it, Say it, Sorted.' Again this poster uses short commands and contrasting colors to draw attention to the eye. This poster has a white background and a red text box making it very bold on the poster. It depicts a man reporting an incident to a police officer and it appears the police officer is handling the situation. This is meant to show how easy it is to defuse a potentially dangerous situation. &lt;br /&gt;
The World War II posters are very similar. They have bright colors and command sentences. Instead of a bright background, they used colored text on a white background for a lot of posters. Most of the posters had one sentence in a much larger text relating to the picture behind it. This can been on the 'Tighten your Grip' poster. The sentence is bold, bright, and relating to the picture, similar to modern day posters. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The language both sets of posters use is very similar in that their word choice helps to solidify their message. The posters mentioned above are called fear propaganda. These posters warn that something horrible will happen if they do not follow a specific course of action. They play on fear and try to get you not to think&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;. They warn if you do not warn an authority about something suspicious, there could be an attack. The other common type of propaganda used is bandwagon propaganda. This style tells the viewer that everyone is doing it and so should you. People will be more likely to join or agree when they believe “everyone” is doing it&amp;lt;ref&amp;gt;Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf Published by the National World War 2 Museum&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The similar histories behind the posters and styles of effective graphic art are what allowed them to become so similar. Currently, the war on terror is unpredictable. We have no way of knowing when or where an attack can happen. The only real way to combat this is to prepare people for the worst and urge them to remain vigilant. This was the same approach used during the air raids/blackouts during World War 2. The civilians had no way of knowing it was coming or where they were going to attack. They could only fight it by making sure their windows were completely blacked out. Since this approach worked well, the government is trying the same approach now to fight terror. The only way to prevent an attack is remaining proactive. They are also similar in that both wars are a war of ideas. Along with posters, short propaganda movies were shown in cinemas during World War 2 to encourage men to join the army. Groups today are also using films to recruit new members. Al-Qaeda and other terrorist groups create propaganda movies to encourage members to join&amp;lt;ref&amp;gt;Evera, S. V. (2007). The War on Terror: Forgotten Lessons From World War II. Middle East Policy, 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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current1.jpg&lt;br /&gt;
current2.jpg&lt;br /&gt;
old1.jpg&lt;br /&gt;
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===Differences===&lt;br /&gt;
The most obvious difference between the two sets of posters is content. During World War II, it was vital that the public comply to the posters' messages. Doing so could hurt the country. There were a lot more messages then than there are today. Currently, there is no declared war so precautions like rationings and evacuations are not necessary. The war on terror is hard because there is no way to prevent it, like using blackouts to avoid air raids. The only way to combat terrorism is to remind people to stay vigilant. There is also a difference in language. In the World War II posters, the language suggests that by you doing your part, you can help to win the war. This is clear in the rationing, growing your own food, recycling, and evacuation posters. Today's posters use language that implies that it is a team effort in order to win the war on terror. It uses language such as we and together. Today's society uses mostly bandwagon propaganda and places teamwork and cooperation as a main focus. By wording the posters this way, it allows the viewer to feel like they are part of something bigger than themselves. There is also the idea that if you do not do your part you are letting your team down. As I mentioned above another difference between the poster is the severity. Not listening to a poster during World War II could have caused unforeseen tragic events, possibly the losing of the war. Today if do not report a suspicious event, you are likely to be fine. &lt;br /&gt;
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==Interpretations==&lt;br /&gt;
Based on the number of posters produced during both time periods, the government placed a great amount of emphasis on them. They really wanted to get the message across to the citizens to help their cause succeed. The posters from World War 2 seem to be cartoon-like. I feel there is a few reasons for this. The cartoon-like pictures allowed people to get the message across without scaring them. Cartoons were familiar to people as they were showed in the movie theaters and served as a form of entertainment . The posters are acting in the same way. It allows the message to come across in a cartoon world and not necessarily the one they are living in. This makes the threat seem less dangerous and people still got the message it was trying to portray. The reason for them being drawn in this manner is because of the artists. The artists who were commissioned by the Ministry of Information often times did other artistic work. Edward Ardizzone, for example, was a children's book illustrator and an artist who painted the human side of World War 2. His gently humorous drawing style allowed him to to humanize the events of the war and become on of the most enduringly popular artists commissioned&amp;lt;ref&amp;gt;Bernard, C. (2015, September 15). How War Artist Edward Ardizzone Showed The Human Side Of War. Retrieved June 14, 2017, from http://www.iwm.org.uk/history/how-war-artist-edward-ardizzone-showed-the-human-side-of-war&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Today the opposite is true. Due to the exposure people have to violence, whether it be in movies, video games, TV shows, etc., people are becoming numb to it. A study conducted by Brad J. Bushman and Craig A. Anderson showed that those who were subjected to violent video games or violent movies took longer to respond to a violent situation than those who were not exposed to the violent media&amp;lt;ref&amp;gt;Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&amp;lt;/ref&amp;gt;. The way advertisers are trying to captivate the viewer's attention now is to use real-life and bold examples. The use of computers helps them to achieve this. The posters now make the viewer feel as if the situation described can happen near them at any time. This keeps them on their toes and keeps them vigilant. &lt;br /&gt;
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If I had to choose which era of posters made me more aware and wanting to participate, I don't believe I would be able to fairly choose.I have never faced things that occurred during World War 2: blackouts, rationing, careless talk, recycling, and evacuations. The problems in each set of posters depicted societal problems at that time. We do not face rationings and evacuations today just as in the 1940's, they did not have to worry about reporting suspicious baggage or having an uneasy feeling in a large crowd. For the time period they were intended for, these posters accurately represented an attempted solution to a societal problem.&lt;br /&gt;
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The posters were often bright and colorful to draw attention and catch the viewers eye. The audience for these posters was not limited to adults. They were meant to be shown to the entire population, children included. Bright colors are also synonymous advertising related to children so this also caught the child’s eye. If the posters were not bright and colorful, then they were every simple; they had just a few words. This allowed the posters to be read quickly as the viewer walked by quickly on the platform to catch their train.&lt;br /&gt;
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Evacuation posters were made to get the idea in the back of peoples’ minds. These posters mostly depicted the evacuation of women and children. The idea was that the men could handle themselves or stay back and fight for the city. The women and children had to be brought out of the city to be protected.&lt;br /&gt;
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Blackout posters were often used dark colors to reinforce the idea of a blackout.&lt;br /&gt;
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Good vs. Evil posters portrayed the Germans as evil, heartless people that needed to be stopped.&lt;br /&gt;
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One question that came into my mind while I was researching these posters, what determined the quantity of each poster produced at any given time? Did events in the war determine what posters were produced at that time? After further research, Cecile Vallee has the same speculations. She believes that the dates and contexts of the posters explain the changes in approach but since the posters are undated and the Ministry of Information did not release the artist of each poster, it is determine if there is a correlation&amp;lt;ref&amp;gt;Vallée, C. (2012). Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==Future of Advertising==&lt;br /&gt;
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Advertising is changing rapidly. It has to adapt to changing societies and current world problems. This means introducing new media to get the message across. Posters are a great way for people to get information as they pass by. But advances in technology can allow for screens to rotate through countless posters in the same amount of space where one poster once hung. These digital advertisements would easier to change and could be easily be made from anywhere in the world. This means that the government could commission more artists or have more competition for poster creation. Competition increases the quality of the deliverable so the government could end up with better posters than before. They can also incorporate multi-media elements such as video and sound. This can increase the probability of attracting the attention of the person passing by. It would be reasonable to assume this will allow the advertisement to be more effective and have a further reach. These digital posters also have the potential to be shared on social media. Social media is a world-wide platform for sending information. In a matter of minutes, information has the potential to be seen by millions of people. Currently governments use social media to get information to people but it doesn't seem to be effective. For example, the President of the United States has 18.4 million followers on twitter (source: twitter). The current population of the United States is 321.4 million people. For this example, lets just say that all 18.4 million followers live in the United States. In reality there is probably a good number of followers who don't. In this situation, this means that only 5% of the population follows the President on twitter. Granted the Presidnet's tweets are not a public service announcement and not many people like the President, but the principle is the same. How many people would follow this public service account if it were created? Would it be effective? Would the disdain toward the government carry on to public service announcements and cause people to miss vital information that could cost them their life? This does not seem like an effective medium to spread information. In my opinion, a more effective medium the government could pursue in the future is push notifications to your phone. This means that you would get an alert if the government wants to tell you something important. This system is currently in place for Amber Alerts and Emergency Alerts. It would not be unlikely that the government begins to use this system more often. If the government were to start doing this, there will be push back. In the United States, there is currently a problem with the idea of government spying on person devices and the NSA. The idea of them pushing notifications to everyone's phone will not go over well. Also where do we differentiate what is important enough to be sent to every phone? What will stop companies from doing this to advertise their product? I feel there are too many problems with this option and there would need to be strict guidelines set in place prior to considering this as an option. I do not see this method being used in the near future. &lt;br /&gt;
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In general, the future of advertising will stray away from the use of paper and incorporate more technology. This is present in every day life. Ebooks are replacing books, Google is replacing encyclopedias and libraries, and phone games are replacing board games. A study conducted by Mara Rojeski at Dickenson College found that there was a much higher use of ebooks over print reserves at the school's library &amp;lt;ref&amp;gt;Rojeski, M. (2012). User perceptions of ebooks versus print books for class reserves in an academic library. Reference Services Review, 40(2), 228-241. doi:10.1108/00907321211228291&amp;lt;/ref&amp;gt;.  This was only conducted on a college campus. However it shows that our generation would rather use ebooks than traditional books, showing the move away from paper. There is a push around the world to use less paper and be more eco-friendly. This initiative will force the government to follow the trend of going paperless. The language or layout of these posters will not change. The style of bright colors and command sentences have proven to be effective. This has been used in posters for the past century. I do not see a new style taking precedent any time soon. The only thing that will change will be the medium the poster is on. Even the inclusion of video elements will not change how the posters are worded or laid out. Anthony Hughes, Todd Wilkens, Barbara M. Wildemuth, and Gary Marchionini conducted an eye tracking survey and concluded that &amp;quot;a co-reference between an image and a text should be carefully conducted to ensure that the maximum amount on encoded information is passed along to the viewer.&amp;quot;&amp;lt;ref&amp;gt;Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; International Conference on Image and Video Retrieval. Springer Berlin Heidelberg, 2003.&amp;lt;/ref&amp;gt; Simply stated that there is a point that incorporates both pictures and text that passes the most information along to the viewer. By eliminating text from a poster and making it solely a digital video medium, it is possible the entire message is not received by the viewer.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the propaganda from World War 2 had an interesting history behind each of the styles of posters and is very similar to the advertisements today for the War on Terror. The style, wording, and layout are all very similar. I believe that the World War 2 posters influenced today's posters. There weren't many differences beside message and style. For the future of advertising, I see a push towards paperless advertising coming soon. The rest of the world is moving towards becoming paperless, advertising is bound to follow that trend. If I were to continue this project I would move beyond comparing advertising. I would research and compare the actual wars: World War 2 and War on Terror. I feel that there are a lot of similarities that we may not be aware of and I feel that it would be interesting to investigate this. &lt;br /&gt;
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=References=&lt;br /&gt;
#McDonough, J., &amp;amp; Egolf, K. (2015). ''The Advertising Age Encyclopedia of Advertising''. Routledge.&lt;br /&gt;
#World War Two : Government Posters. (2008). Retrieved May 29, 2017, from https://nationalarchives.gov.uk/documents/education/propaganda.pdf&lt;br /&gt;
#Evera, S. V. (2007). ''The War on Terror: Forgotten Lessons From World War II. Middle East Policy'', 14(2), 59-68. doi:10.1111/j.1475-4967.2007.00297.x&lt;br /&gt;
#Vallée, C. (2012). ''Monsters and Clowns Incorporated: the Representations of Adolf Hitler in British and American WWII Propaganda Posters''. Revue LISA/LISA e-journal. Littératures, Histoire des Idées, Images, Sociétés du Monde Anglophone–Literature, History of Ideas, Images and Societies of the English-speaking World, 10(1), 126-150.&lt;br /&gt;
#Samborski, J. (2014). ''World War II Propaganda''. College History. Retrieved June 20, 2017, from http://www.collegehistory.info/modern/friendly/06-propaganda.pdf&lt;br /&gt;
#McCloskey, B. (2005). ''Artists of World War II''. London UK, Greenwood Publishing Group.&lt;br /&gt;
#Hughes, Anthony, et al. &amp;quot;Text or pictures? An eyetracking study of how people view digital video surrogates.&amp;quot; ''International Conference on Image and Video Retrieval''. Springer Berlin Heidelberg, 2003.&lt;br /&gt;
#Messinger, G. S. (1992). ''British Propaganda and the State in the First World War''. London, UK,  Manchester University Press.&lt;br /&gt;
#Museum of Brands, Packaging, and Advertising, , London UK, www.museumofbrands.com/, June 6, 2017&lt;br /&gt;
#Winning Over Hearts and Minds Analyzing WWII Propaganda Posters. (n.d.). Retrieved June 14, 2017, from http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/pdfs/winning-over-hearts-and-minds.pdf (This lesson plan from the Imperial War Museum is meant for teachers to teach their students about analyzing World War II posters but I has a very well written background that contains a lot of relevant information for my project.)&lt;br /&gt;
#Clouting, L. (n.d.). The Evacuated Children Of The Second World War. Retrieved June 01, 2017, from http://www.iwm.org.uk/history/the-evacuated-children-of-the-second-world-war (this source provides examples of evacuation posters and gives a brief history behind the posters.)&lt;br /&gt;
#Harris, K., &amp;amp; Webb, C. (n.d.). Second World War Posters. Retrieved June 1, 2017, from http://www.iwm.org.uk/learning/resources/second-world-war-posters-0 (this source posts a few examples of preventing waste posters, explains why they were made, and a brief history behind the posters.)&lt;br /&gt;
#Dig for Victory. (n.d.). Retrieved June 06, 2017, from http://www.bl.uk/learning/timeline/item107597.html (the British Library posted examples of World War II posters and explains the history behind the posters.&lt;br /&gt;
#Aldgate, A., &amp;amp; Richards, J. (2007). ''Britain can take it: The British cinema in the Second World War''. IB Tauris.&lt;br /&gt;
#Bushman, B. J., &amp;amp; Anderson, C. A. (2009). Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Psychological Science, 20(3), 273-277. doi:10.1111/j.1467-9280.2009.02287.x&lt;br /&gt;
#''New Restrictions on the Home Front- Britain is Blacked Out''. (n.d.). Retrieved June 05, 2017, from http://www.homesweethomefront.co.uk/web_pages/hshf_blackout_pg.htm&lt;br /&gt;
#Dawson, E., &amp;amp; Rafferty, P. (2001).'Careless talk costs lives': a case study examining the operation of information in British domestic posters of the Second World War. ''New review of Information and Library Research'', 7, 129-155.&lt;br /&gt;
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[[Category:History Projects]]&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17932</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17932"/>
		<updated>2017-06-21T10:05:15Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Section 2: Deliverable */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
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|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17930</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17930"/>
		<updated>2017-06-21T10:04:00Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Voices of the People */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&lt;br /&gt;
===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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&lt;br /&gt;
===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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&lt;br /&gt;
==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
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Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
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The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) You can see this in my word choice when describing her experiences.This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone. I chose to use a mix of formal and casual diction because, through my experiences in London, British people tend to use a mix of formal and casual diction when they speak. This diction made Phil appear to be a normal London citizen. In terms of connotation, I used different connotations for the different experiences he went through. After he did not get the role, I made used negative connotations to express the negative tone and to help the reader understand how upset he was at not getting the part. When he got the idea to start busking, I used positive connotations to show the reader that he had cheered up. I strategically used an inspirational tone because it gave the reader mixed emotions. The reader is supposed to feel sad along with Phil when he doesn't get the part, and feel happy when he starts busking and becomes happy. The inspirational tone shows that nothing in life can set you back from making yourself happy. The resilience shown here is another reason Phil stands out.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17921</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17921"/>
		<updated>2017-06-21T09:56:15Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Busker */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I do not enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
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Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
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==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
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The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17906</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17906"/>
		<updated>2017-06-21T09:45:42Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Voices of the People */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
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=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I don't enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot;&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Formal diction tends to lack contractions and use more sophisticated language.  Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. Americans, very often, speak to each other in a casual diction. Through my experience here, the British tend to speak a little more formally and use a mix of casual and formal diction (this is just an observation.) This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In Phil's story, I use casual and formal diction, a combination of positive and negative connotations, and portrayed an inspirational tone.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17895</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17895"/>
		<updated>2017-06-21T09:39:23Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Voices of the People */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I don't enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. People, very often, speak to each other in a casual diction. Through my experience here, Britons tend to speak a little more formally and use a mix of casual and formal diction. This makes Rebecca stand out from other citizens. I use positive connotations to make the story more upbeat and attribute to the happy tone. The tone of this piece is meant to be happy because it shows that anyone can do anything in London. It is an amazing city, full of opportunity. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17892</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17892"/>
		<updated>2017-06-21T09:36:01Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Woman */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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&lt;br /&gt;
=Section 1: Background=&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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&lt;br /&gt;
===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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&lt;br /&gt;
==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I don't enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated working at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. Feeling confident, she signed the lease the following week and they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
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Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
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==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. People, very often, speak to each other in a casual diction. Through my experience here, Britons tend to speak a little more formally and use a mix of casual and formal diction. This makes Rebecca stand out from other citizens.&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
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&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17890</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17890"/>
		<updated>2017-06-21T09:33:00Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Voices of the People */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
&lt;br /&gt;
I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
&lt;br /&gt;
After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I don't enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. She signed the lease the following week and then they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone. I used casual diction because since the story is in the third person point of view, this is how I normally speak. This point of view and language makes you feel as though you are hearing the story from one of your friends. People, very often, speak to each other in a casual diction. Through my experience here, Britons tend to speak a little more formally and use a mix of casual and formal diction. This makes Rebecca stand out from other citizens.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
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		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17885</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17885"/>
		<updated>2017-06-21T09:25:49Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Voices of the People */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
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=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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=Introduction=&lt;br /&gt;
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In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
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The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I don't enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. She signed the lease the following week and then they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different. In Rebecca's story, I used casual diction, positive connotations, and a happier tone.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
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		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17884</id>
		<title>The People of London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=The_People_of_London&amp;diff=17884"/>
		<updated>2017-06-21T09:25:02Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Narrative */&lt;/p&gt;
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&lt;div&gt;=The People of London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]]&amp;lt;br&amp;gt;&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:1494.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Big Ben and Parliament&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[user:Akacherski|Andrew Kacherski]]&lt;br /&gt;
}}&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
[[Category:Writing &amp;amp; Rhetoric Projects]]&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
The people of London are very diverse. Being such a large city, people are drawn to it from all over the world. I have always been curious about people and make it a point to learn their life story. This project is a little different. I am going to create their backstory for them. I will observe their current behavior and use different creative writing styles to write pieces about their backstory. I will write stories about someone you are likely to encounter during your day in London and use demographic information to make the story more believable. &lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
In this project, I will research the demographics of the population of London, and create creative writing pieces about an &amp;quot;average&amp;quot; man, woman, and busker. This milestone is meant to entertain those reading them. The stories are completely fictional, including the names. Other people have written stories about someone's life, but in my stories, I use demographic information to make them more believable. I will also use different writing styles to make the stories differ from each other, making them more intriguing for the reader. I also incorporate literary devices to add layers of depth to my writing. At WPI, I have taken WR 2010, which I found to be an extremely useful course. I liked it so much I decided to complete my capstone in writing.  &lt;br /&gt;
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&lt;br /&gt;
=Section 1: Background=&lt;br /&gt;
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==London Demographics==&lt;br /&gt;
===Ethnicity===&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The ethnicity of London is very diverse. According to the 2011 census, 37% of people in London were born outside of the United Kingdom. As you move out of central London, the demographics change. The percent of people of a certain ethnicity ranges from 6%-23%. For example, in one area of the city, 23% of the people living there are Asian. In a different part of the city, only 6% of the people living there are Asian. This pattern suggests that different nationalities tend to live with others who are the same ethnicity as them; this is evident in areas such as Chinatown. Between the years 1981-2011, 2,587,066 people have migrated from the Middle East and Asia to London. This group of migrants is significantly larger than groups migrating from other countries. In London, 49% of people are White and are from the UK. The next largest ethnicity in London is Black/African/Caribbean with 7% percent. The reason for this drastic difference is because the UK consists of Britain, Wales, Scotland, and Northern Ireland. These countries much closer to London than the Caribbean and Africa, making these people more likely to move to London&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The ethnicity of a population changes with each generation. Graphs from the census show how different age groups have different population percentages. In the 25-29 year-old category, most people were from Pakistan. In the 45-49 year-old category, most people were from the Caribbean&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Age===&lt;br /&gt;
London has a younger age profile than the nine other core cities in the United Kingdom. There are 832,966 people living in London that are between the ages 25-29; making it a fairly young city and the largest age group. The second largest age group is 30-34 years old, which has a population of 796,888. Together this means around 20% of the population of London is between the age of 25-34. Another interesting fact is there are more children aged 0-4 than there are adults aged 45-49. This means that a lot of younger people starting families in London. There are also a lot of students in the city. In London, there are over 350,000 students. The majority of students live in London during their terms but move back to counties such as Cornwall, Devon, Oxford, Berks, and Yorkshire while they are not studying&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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&lt;br /&gt;
===Gender===&lt;br /&gt;
According to a 2011 census, there are 4,033,289 males living in the city of London. They are very well spread out throughout the city residing in 32 boroughs. Croydon has the most men, with 176,224, but there are many boroughs that are close behind. According to the same census, there are 4,140,652 females in London. They are also very well spread out with the majority residing in Croydon (187,154). There are also many boroughs that have almost as many women as Croydon&amp;lt;ref&amp;gt;2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Population===&lt;br /&gt;
The population of London, as of 2011, is 8,173,941.The largest borough in London according to the census is Croydon. It is home to 363,378 people. Croydon also has one of the lowest weekly rents in all of London&amp;lt;ref&amp;gt;L. (2017, June 05). London Rents map.&amp;lt;/ref&amp;gt;. This borough was also home to the famous Charles Dickens.  Another borough is Newham. It has a population of 307,984. According to the 2011 census data, it is one of the poorest boroughs of London. It has a mean income of £22,000 per year. The mean salaries of the other boroughs are between £30,000 and £60,000. This makes it the poorest area in the United Kingdom. The area in London with the lowest weekly rent in Ilford, Its median rent is £90, £30 below the London average. In the city of London, the type of housing is split almost in half. 1,686,116 households lived in flats while 1,580,057 households lived in houses. According to the map, as the property gets closer to the center of London, the number of flats increases. Also as one gets closer to the center of London, the number of shared dwellings increases. It caps out at 5% in Kensington and Chelsea. A shared dwelling is when two or more unfamiliar people share a house or apartment. Over the past 10 years, Inner London has experienced a 20% increase in population. According to a GLA projection, the population will reach 9,203,000 by the year 2021&amp;lt;ref&amp;gt;Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Occupation===&lt;br /&gt;
In London, 3,998,897 people have jobs that were reported to the census &amp;lt;ref&amp;gt;Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from&amp;lt;/ref&amp;gt;. This number is probably higher because some people do not fill out the census, or have jobs that are off the books. If this is true, then over half of the population is has a job. The percentage of people who are unemployed is around 5%&amp;lt;ref&amp;gt;Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region&amp;lt;/ref&amp;gt;. This makes it very likely that if you talk to someone in the street, they will have a job. The occupation that dominates the population is professional occupations:  24% of the men in London work in a professional occupation and 25% of females work in professional occupations. A professional occupation is an occupation that requires a formal education (universities). These are jobs such as bankers, engineers, doctors, lawyers, etc. The biggest jobs in London are Construction, Health, and Finance. The average weekly pay for a person in London is around £500. The number of public sector jobs has been steadily decreasing over the past few years so people are turning to the private sector for employment. Due to the rise in the cost of living, the number of hours that people are working per week has also been a steady increase over the past few years. In London, there are a lot of women who own/run businesses in London. 27% of women own/run a real estate company, 18% own/run a health and social work site, and 16% own/run wholesale sites. The statistic that stands out to me is that 5% of women own/run restaurants or hotels&amp;lt;ref&amp;gt;FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&amp;lt;/ref&amp;gt;. This may not sound like a lot only 3% of men own/run hotels or restaurants. That means two out of every three hotels or restaurants are owned/run by women. &lt;br /&gt;
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==Types of Writing==&lt;br /&gt;
For my stories, I will use two different styles of essay writing. There are four main kinds of essay writing but for this situation, I feel these two types of essays will elicit the best result. The other types of essays will not work for the style of these pieces. Below I will discuss how to identify each piece. Look for aspects of these styles in my stories below. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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===Narrative===&lt;br /&gt;
A narrative essay is an essay in which the author tells a story. These pieces of writing are often anecdotal, experiential and personal. Narratives can recall on the authors' personal experiences. They allow the author the author to express themselves in a creative way. One of the best ways to reveal who you are is to write about how you became aware of something. This happens through encountering new experiences and ideas. Narratives provide human interest and draw the reader in for more information&amp;lt;ref&amp;gt;Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&amp;lt;/ref&amp;gt;Narratives can also be used to tell an underlying message. Below in my story about a man you may encounter, I use the narrative writing style. This is evident from the first person point of view, recalling of personal experiences, and the underlying message. In my narrative, I used literary devices to add to the plot of the story and make it more interesting for those reading my story. In my narrative, I used devices such as Personification, conflict, Deus Ex Machina, Epilogue, and Flashback. Each of these devices adds a layer of detail that allows the main character to become more human. I used personification to give the smoke action and create a metaphor. The metaphor is about his smoking addiction. The conflict can be seen throughout the story as him versus his negative thoughts. Deus Ex Machina is a common literary element, although most may not know it by name. It is the introduction of a character to resolve a problem in the plot. In my narrative, the character that does this is the little boy on the train. After he is introduced, Graham did not have any negative thoughts. The conflict seemed to be over. The epilogue is located at the end of the three stories and adds an unexpected twist. The flashback can be seen when he sees the woman by the river and reflects about his ex-girlfriend. It explains why he was not able to talk to the girl as he walks by. I feel that these literary devices add to the plot of the narrative and allow the reader to connect more with Graham. Without the use of theses devices, the story would simply be a recap of events, nothing that anyone would want to read. &lt;br /&gt;
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===Descriptive===&lt;br /&gt;
A descriptive essay is a genre of essay in which the author is describing something--an object, person, place experience or emotion. This is usually the author describing a particular experience or situation in time. This style allows for a ton of artistic freedom as the goal of this style is to allow the reader to paint a vivid image in their head &amp;lt;ref&amp;gt;Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/.&amp;lt;/ref&amp;gt;. My stories about the woman and the busker are written using a descriptive style. They both describe experiences throughout the character's life in a particular situation in time. The stories allow the reader to picture the story in their mind as the read it. In these pieces, I used literary devices such as Allusion, Epilogue, Alliteration, Point of View, and Simile. The allusion can be seen in the busker story when he sings &amp;quot;Bohemian Rhapsody.&amp;quot; Epilogue can also be seen at the end of the three stories. I did a combined epilogue for all the stories. The alliteration can be seen when Rebecca is on the bus when the &amp;quot;wind whips.&amp;quot; The third-person point of view allows me to tell it as a story. It reinforces the idea that these stories are made up. Similes are my favorite literary device. They compare things using like or as and can often add so much to a story. They can make the reader compare an object to something to make the description clearer and give the reader a more vivid picture. In my busker story, I say his &amp;quot;[voice] sounds as though he swallowed glass.&amp;quot; This gives the reader a vivid description as to how his voice sounds. &lt;br /&gt;
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==Why I Chose These Types==&lt;br /&gt;
The four main kinds of essays are narrative, descriptive, expository, and argumentative. For my stories below, I used the narrative and descriptive styles. These stories allow for the most creative elements in the story. In an argumentative essay, the main point of the body should be to argue a point and convince the reader that the author's view is correct and the other view is wrong. Since I am telling a story of someone's life, and not arguing any points or trying to convince someone, I could not use this style of writing. The main point of these stories is to entertain through a fictional account of someone's life, not to argue a point. I also did not use an expository style. In this style, the author is researching and investigating an idea, similar to a research paper. This style also makes the author take a stance on the idea to persuade the reader in an argument. Since I am not researching any ideas in my background stories, I could not use this style either.&lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = Writing the People of London&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:3058.JPG|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption = Writing in Action&lt;br /&gt;
|label2 = '''Photo Credit'''&lt;br /&gt;
|data2 = [[User:Ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&amp;lt;br&amp;gt;&lt;br /&gt;
==Why Did I Tell You This?==&lt;br /&gt;
I will use census and demographic information to make my stories more believable. By incorporating these elements, it will make the story appear to be more realistic. Specifying gender, age, and ethnicity before I write my story will allow me to find a person I believe fits these criteria. Then using information such as the type of dwelling and where there from, I can accurately tell a story about their past. This is just to show the break-up of the population and the probability of running into someone who fits these criteria during your day. Please note that these stories may not portray the &amp;quot;average&amp;quot; Londoner. They are meant to represent the type of person you are likely to see if you spend time in London. The characters are only average in their appearance. &lt;br /&gt;
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==Man==&lt;br /&gt;
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Throughout my time here, I have seen a lot of well-dressed men. They are always wearing nice suits and watches. I was walking by Saint Paul's Cathedral one day and noticed the London Stock Exchange nearby. Seeing all those men in very expensive suits had me wondering what their everyday life was like. I passed by a lot of men at this time but one man stood out to me. He was well dressed, smiling, but had seemed as though something was bothering him. I am going to call him Graham and here is his backstory: (Disclaimer: I am writing through the eyes of Graham.) &lt;br /&gt;
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When I woke up, my alarm sounded louder and more obnoxious than usual. I knew it was like this every day so I just attributed it to my desire to sleep a little more. I was only 31 but I felt as though I was 60. I had already hit the snooze button 4 times and decided if I hit it one more time I would be late for sure. In my line of work, you can not be late. Meetings with clients, conference calls, and paperwork dictates my schedule. I rolled out of bed lethargically, as I do every morning. I got combed my hair, looked at my pale self in the mirror, got dressed and went off to work. &lt;br /&gt;
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My flat was about a kilometer from the tube station so it was a ten-minute walk. It was much bigger than the flat where I grew up in Croydon. I have a car, but in a city like London, it’s faster if you just take public transportation. I bought this car thinking it would help me somehow. Society has always perceived rich people differently than everyone else, with expensive cars, big houses, and extravagant parties. We are seen as having everything in our lives put together. For a while, I had thought this too. We have a high-paying job, nice flat, and probably tons of friends. When I bought my car, it cost me £300,000, when I bought my flat it cost me £1.2 million and I assumed the friends would soon follow. I assumed wrong. I was just as lonely as before I purchased these things. Granted, I had “mates” who would hang out with me and spend my money. But when I ask them to do things like go and watch a football match at the pub, they are always too busy or not around. &lt;br /&gt;
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I get on the central line and become a strap hanger, just as everyone else does during rush hour. I am a personal wealth advisor at Goldman Sachs. I never excelled at English in school but I loved numbers so I decided finance would be where my talents would be put to best use. I see the usual cast of characters on the tube: the woman with the screaming baby, the man who looks as though he just finished up an overnight shift, and men and women who are going off to start their day. I usually tune them out with headphones and a few games I have downloaded on my phone. It makes the ride a little more tolerable. It helps to distract me from the heat of the train car during this time of year. The beating sun and the sheer number of people on the train make it feel as though I am in a sauna. I noticed off to my left a teenager who was checking out my suit. He also complimented my watch. This kid has an appreciation for nice clothes. In the window of the train behind him was a reflection of his cellphone screen. He was texting someone with a heart next to their name, probably a girlfriend. I wish I had someone. &lt;br /&gt;
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I finally get to St. Paul’s station and squeeze my way through the crowd of people. I always hated large crowds. Luckily the building was a short walk from the station. The cooler air was refreshing. I made it into work and sat down to start my day. I checked my email and found one from a man named Saad. He was from somewhere in the Middle East. His father was a big name in the oil industry. Saad had recently purchased a vacation flat in Kensington. I oversee Saad’s accounts. “Ow Goddammit,” I said as I spilled my cup of coffee all over my hand, that’s what I get for picking it up too fast. Pippa, my assistant overfilled the cup again. I asked her numerous times not do this but she doesn’t seem to get it. I eventually just learned to accept it. Saad is always asking if he can afford some ridiculously expensive toy like a yacht or something similar. All day I receive emails similar to the one from Saad. Everyone expects me to be able to double their money or tell them exactly what to do with their money. It's getting stressful doing this all the time. &lt;br /&gt;
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On my lunch break, I walk down to Borough market. This was a nice walk from my building on Fleet Street but it got me out of the office for a little while. It helped me use my full hour for lunch. On my way down I use my vaporizer. I quit smoking a few weeks ago because I realized how much damage the tar does. I still miss the taste of it sometimes. It helps me to relax a little before I go back to work. As I exhaled, the cloud seemed to swirl around me and take hold of me, similar to how this habit has taken a hold of me.&lt;br /&gt;
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I had just taken the stairs down from Blackfriars Bridge and was walking along the Thames when I see this beautiful woman with long brown hair. She was average height, had light eyes and an amazing smile. She reminded me of my ex-girlfriend Evelyn. We had met in my office. She came in as a consultant one day and we hit it off. We dated for close to six months before we had to part. We both had too many skeletons in our closet. As much as we tried to make it work, it only did more harm than good. Thinking about Evelyn put a damper on my mood. As I got closer I could barely muster up a smile, let alone the courage to talk to her. We passed going opposite ways, most likely never to cross paths again. I got to Borough Market and I passed all kinds of food stands: Fish and Chips, Pad Thai, Caribbean. Nothing seemed that interesting so I grabbed a lamb wrap and sat down on a bench. I could hear the busker playing, and everyone was nodding along while they ate. I said to myself, “Wow he has it made. He gets to come out and make people happy with his music for a living. I finished up my wrap and decided to head back to work. &lt;br /&gt;
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I enjoyed the walk along the river. The view of the buildings, the tourists taking selfies, people walking their dogs all brought some joy to my day. I always replay that scene from Harry Potter on Millennium Bridge when I walk by. I got back to my office and it was the same situation. I looked up and saw my diploma hanging on the wall. In university, I was shallow. I only looked at degrees that made a lot of money. My friends and I from upper school always saw this as the pinnacle of life. I never once thought what degree would get me a job I would be happy doing for the rest of my life. &lt;br /&gt;
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After another mundane day of work, I started my trek back to the tube station. Being crammed into a metal tin like sardines was one of my favorite things. That was sarcasm in case you didn’t read it that way. I was fortunate and found a seat in one of the front cars of the train. Next to me was a little boy who couldn’t have been older than seven. He noticed I was playing with my fidget spinner. I had seen them on Facebook about six months ago and they claimed to help with concentration. So, I ordered one thinking it would help me to concentrate at work, it does not. Now they’re sold at every souvenir store and street vendor in the city and almost every child I see has one. I’m surprised this one does not. As I spun it he reached over and touched my arm. He asked me if I wanted to see a “cool trick.” Being intrigued I said sure and handed it to him. He spun it and was able to balance it on his nose. I laughed and told him how impressed I was. His mother was on the other side of him and just looked over at us and laughed. We talked about his school and what he wanted to do when he got older. He asked what I did and I told him I manage people’s money. He said, “I want to be rich when I'm older.” I just laughed and thought to myself “No you don’t kid.” The boy and his mother got off at the next stop. Why couldn’t all people be as pure as a child? Realizing I had a large smile on my face, It quickly faded so that I wouldn’t look weird to the other people on the train. I got off at the stop after and made my way home. Mentally preparing myself to do the same thing again tomorrow.&lt;br /&gt;
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==Busker==&lt;br /&gt;
As I walked through Blackfriars station on my way to get some bubble-waffle ice cream, I heard a busker playing such an iconic song I identified it from just a few notes: Wonderwall by Oasis. As I looked around to hear where it was coming from, I expected to find a teenager with a speaker. But surprisingly I was greeted by a man who looked to be about 27 years old with a microphone, acoustic guitar, and open guitar case in front of him. The quintessential busker. He looked very familiar and it did not hit me until I was on the tube back to my flat where I recognized him from. He worked at the coffee shop I had gone to earlier to work on my second milestone. Here is his back story: &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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I wasn’t able to catch the man’s name so for my story so I am going to call him Phil. Growing up, Phil had everything given to him. His parents were very wealthy; his father owned a construction company and his mother was a surgeon who came to London from the British Virgin Islands in her 20’s for medical school. They had met at a modern art exhibition. Early on, Phil found a deep appreciation for the arts. He loved to sing and perform. With his parents being very wealthy and connected individuals, Phil got accepted into the Westminster Abbey Choir School. Being so young, Phil did not understand how big of an honor it is to be one of thirty boys accepted into the school. He spent the next five years of his life singing in the evensong, masses, and even Queen Elizabeth’s Golden Jubilee. He could not have been happier. He was performing and doing what he loved. When he was 13, he began to go through puberty. This was also the cutoff age for the choir school for the same reason. Having gone to the Westminster Abbey Choir School, Phil was easily accepted into the Theatre and Music program at St. Paul’s School. He did well in school and had a lot of friends. Being at an all-boys boarding school did not help Phil’s chance of getting a girlfriend. &lt;br /&gt;
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As Phil got older, his parents tried to convince him to pursue a degree that gave a more stable career such as Business, Finance, or Medicine. &amp;quot;But I don't enjoy those things!&amp;quot; He would always say. &amp;quot;I want to do something I enjoy. Not just something that will make me a lot of money.&amp;quot; He wanted nothing to do with those professions because he didn’t want to be ‘just like his parents.’ The pushing of him towards these professions agitated him. Being a resentful teenager who knows everything, he decided that he was going to spite his parents and go to drama school. With an impressive list of schools on his resume, Phil was able to get accepted into the Royal Academy of Dramatic Arts. His parents did not support his decision and decided that they were not going to pay for his university and they would not give him any more money. They had good intentions; they planned for him to see how hard it was to be an actor and come back to them and change his degree focus. Instead, Phil saw it as his parents were turning their backs on him and he resented them ever since. With no source of income, Phil became a mix of a starving artist and a broke college student. His third year of schooling, Phil had to pick up a part-time job as a barista at Knockbox Coffee to help pay for his student loans. He intended for this to be a temporary job until he graduated from his program then would be a top prospect for acting work. &lt;br /&gt;
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Graduation came and went and Phil had a very important audition lined up. It would be a supporting role for a musical at the Royal National Theatre. His audition was singing and dancing, something he had been doing for as long as he could remember. It was very important that he makes it to this audition because it was being conducted by a highly-respected director and his word has been known to carry a lot of weight. Being nervous the night before, Phil and a few friends from drama school went down to the pub to wash away his fear. Turns out that Phil may have had a little too much to drink. So much that it may hinder his performance at the audition. Over the speaker system, Bohemian Rhapsody by Queen came on. His friends quickly realized how bad Phil was when he stood on the bar and began to belt out &amp;quot;I see a little silhouetto of a man Scaramouche, Scaramouche, will you do the Fandango?&amp;quot;. His friends pulled him down from the bar and hailed a cab home. &lt;br /&gt;
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Feeling horrible the next morning, Phil woke up an hour before his audition time. He quickly showered and gets on the bus down to the theater. The motion of the bus and number of people did not help his splitting headache. He arrived five minutes late to his performance but the director still lets him audition. He began to sing and realize that his voice is off. It sounds as though he swallowed glass and when he started to dance he immediately became nauseous and dizzy. Afterward, the director thanked him for his audition and asked him if something was the matter. Having seen Phil’s resume, he expected big things from him. Phil explained the situation and the director was ashamed but understood. The director could not risk giving the role to Phil in case something like this were to happen again. Phil understood and left with a heavy heart. &lt;br /&gt;
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Phil went to work the next day but was not his chipper self. He hummed a much sadder song and did not have his notorious smile. This audition really bummed him out. He knew how much influence that director has and figured he was ruined for a couple months, or until everyone forgot about his name. Phil then remembered what allowed him to get through school; his passion for music. Later that evening he grabbed his old acoustic guitar and a microphone and headed down to Blackfriars station. He set up his guitar case and began to play songs that he grew up with in the 90’s. His favorite was Wonderwall.&lt;br /&gt;
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After doing this for a few nights, he began to feel much better about himself and had some extra pocket change to help pay the rent. He dreamed of making it big just as other buskers had before him: Robin Williams, Bernie Mac, Ed Sheeran, the list goes on. He has a new ambition in life. Treat each performance in the tube station as an audition. One day he will get the gig he auditions for. &lt;br /&gt;
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==Woman==&lt;br /&gt;
Today I went over to Shoreditch for some cookie dough from this cool place in Old Street tube station. I did not realize that they had opened up shop the day prior and how much of a hipster area it was in. I loved it. As I was paying I talked to the seemingly happy cashier and realized she was the owner. Here is her backstory:&lt;br /&gt;
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Rebecca was born in New York City in 1992. She was average height, had long brown hair, and light eyes. Her family lived in Greenpoint Brooklyn. Her dad was a bus driver for the MTA and her mom was a teacher at P.S. 119 in Brooklyn. Rebecca always enjoyed being in the kitchen and helped her mom and grandmother cook. She was always told she had a real talent but she just dismissed it as flattery as people were eating her cooking. When she reached high school, she began to consider the culinary field. Rebecca wasn’t sure so the thought of culinary school came and went. She knew she wouldn’t be able to go to school right away so took a few years off to work and save up. When she had enough to get started, she looked around at schools and decided she would attend Johnson and Wales in Rhode Island. &lt;br /&gt;
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While she was there she heard about a program over the summer to go to Paris, France and learn to perfect dessert baking. Rebecca always had a sweet tooth and figured she would be paying off her student debts for a long time anyway, what’s an extra couple thousand dollars? She signed up and that summer she was going to the city of love. She baked all kinds of desserts: macaroons, Crème Brulee etc.&lt;br /&gt;
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One day after she was done for the day, her and her friend Aimee from Johnson and Wales, who had come on the program too, were in the mood for cookies. As chefs do they changed the recipe they had found in a French cookbook to make it taste better. Everyone knows when you bake cookies, you have to try some of the dough. They were surprised when it was the best cookie dough they have ever had. They laughed to themselves and ate the rest of the bowl. They didn’t even bother baking any cookies. The friends finished up their program and Aimee was going back home. Rebecca hadn’t had many opportunities to travel so she figured while she was over here she may as well make use of it. She had taken the Eurostar to London and decided she would plan the rest of her trip from there. &lt;br /&gt;
When she arrived she absolutely fell in love. She had missed the modern, big city, feel since she had been away from New York for the past ten months. She loved the culture, people, and city. Granted she wasn’t a big fan of the weather but it was something she could learn to live with. She may have been thinking impulsively, but she decided she wasn’t leaving. She loved this city more than anything and decided she could find work, despite not finishing her program. Rebecca was able to find a flat in Ilford. It was the area with the cheapest rent in London that she could find on such a short notice. &lt;br /&gt;
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Later she found a job at a local bakery that had a storefront in Clerkenwell but did a lot of their business at food markets. They would set up a stand and sell all the leftover pastries from yesterday. They would always tell the customer they were made that morning but anyone with half working taste buds could see through that lie. Rebecca worked here for about a year until her and a few of the girls she worked with went out to celebrate her 27th birthday. They were talking about how much they wished an ice cream place was open at this hour and then someone mentioned cookies. This made Rebecca have a flashback to the cookie dough her and Aimee made in Paris. That’s when the idea dawned on her; she should open up a cookie dough place. She found an open retail location in Old Street tube station. It was in Shoreditch which was a very eclectic place. Having grown up in Greenpoint, she was surrounded by hipsters. She was comfortable in Shoreditch and loved the idea of opening a store there. She knew how much a few of her friends hated at that bakery so she pitched the idea to them about coming to work for her. They were instantly on board. She signed the lease the following week and then they were in business.  &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
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As she took the double decker bus back to her flat, she couldn’t help but second-guess her decision. Not just about opening the store, but leaving her school and family across the pond. She just attributed this to nerves and focused back to her twitter feed. She couldn’t sleep. She had a mix of nervous and excitement building up inside of her. &lt;br /&gt;
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After about two weeks of renovations, her store was open for business. She had advertised on Facebook. This was a very hipster area and everyone had social media so she figured this would be more effective than a website. Plus it was free. Her first day open she sold out of cookie dough within the first two hours. She had no choice but to close up for the day until she could make more dough. She couldn’t have imagined her store doing this well. She was trending on all kinds of social media as people were taking pictures of the fun flavors and sharing it with their friends. “She had finally become famous!” she thought to herself. She shortly realized that no one knew who she was. Everyone knew about her business. She planned had a plan set in place if her business were to do well. She would save as much as possible. Then, if she found a nice man, stay in London. The male to female ratio is about 1:1 so she had her hopes up that she could find a man. Or if when the trend dies down, she would use the money she saved to go back home and finish her degree. She thought about this as she was on the bus into the city. She was grabbing lunch with a few friends near Borough Market at a new Japanese restaurant to celebrate her store’s new success. She couldn’t help herself from smiling all day long. The wind whipped through the windows outside as she traveled there. &lt;br /&gt;
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==Epilogue==&lt;br /&gt;
After Rebecca had left the restaurant, she was walking along the Thames back towards the bus stop when she noticed a very handsome man using a vaporizer. He was tall, had light hair and light eyes, and in a very nice suit that fit him well. She hoped he would stop and talk to her as she thought he was very cute. As they got closer she smiled at him and he gave her a half-hearted smile back. She just assumed a man like that had a girlfriend so she didn’t take it personally. Little did she know he was dying to talk to her but just couldn't't bring himself to do it. As she walked by Blackfriars station, she heard a song that reminded her of her childhood: Wonderwall by Oasis. She couldn’t help but not sing along and threw a few of her leftover pence from lunch into his guitar case. She went on back to the bus stop. She had to go back to the store to make more cookie dough for tomorrow. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Making them into &amp;quot;Londoners&amp;quot;==&lt;br /&gt;
The goal of my writing was to not make the characters if my stories stereotypical Londoners. The goal of the pieces is to make the demographics of the characters resemble them the demographics of the city. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In my stories, I made Graham 31 years old, Rebecca 27 years old and Phil in his 20's, since 20% of the population is between the age of 25-34. In the UK 49% of citizens are white and from the U.K., Graham and Phil both fit this category. Phil's mother is from the Caribbean along with 7% of the population. I chose to make her from the Caribbean because 37% of the citizens of London were not born in the United Kingdom. &amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In terms of occupations, finance is one of the largest professions in London, so it was only fitting that I make Graham a wealth manager and make Phil's dad try to push Phil into studying finance. Health care is another major occupation in London. This is why Phil's mother was a surgeon. The other major occupation in London is construction. By making Phil's dad in the construction business, I was able to incorporate all the major job areas in London into one story. I made Rebecca a small business owner because there have been trends that small businesses have been becoming more prominent and that 2 out of every 3 restaurants or hotels were owned by women. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Since Croydon is the most populated borough in London, I had to incorporate it into my story. Making Graham grow up there allowed me to incorporate this. Since Ilford had the cheapest rent in the city, it was fitting that Rebecca had a flat there because she just opened a small business and didn't have much money. In terms of gender for my characters, I made them realistic of what you would see in London. Almost half of the population is males and almost half the population is females. This is why I wrote a story about a man, Graham, and a woman, Rebecca. I made the busker a man because, in my 3 separate visits here, I have yet to see a woman busking. Every busker I have seen was a man. This is why I chose Phil for my story. I am not saying that there aren't woman buskers because I'm sure there are. Just in my experience, I have never seen a woman busking. By including these details, they represent more of the London you are likely to see when you come to visit. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Voices of the People==&lt;br /&gt;
Voice was also an important component of making these pieces unique. &amp;quot;Voice has been regarded as a key marker of individuality and as an ideological expression of Western cultural hegemony.&amp;quot; The term refers to the expression of a point of view in speech and the way we engage with others. Our voice can do things such as simplify syntax, delay or emphasize arguements&amp;lt;ref&amp;gt;Hyland, Ken, and Carmen Sancho Guinda, eds. Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan, 2012.&amp;lt;/ref&amp;gt;. Voice allows the author to show an image of themselves regarding their argument, community, and reader&amp;lt;ref&amp;gt;Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&amp;lt;/ref&amp;gt;. Any piece of literature you write will always have your voice in it. The author of a piece can change their voice to allow characters to have an individual voice. The creation of voices in writing requires the author to change the diction and tone&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. The diction of a piece is your choice of vocabulary. An email to a professor or final exam paper would have a formal diction. Whereas a text message to your friend would have either a casual diction or slang diction. Within diction are positive and negative connotations. This is the way something is said, either making it sound positive or negative&amp;lt;ref&amp;gt;Style, Diction, Tone, and Voice. (2009). Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&amp;lt;/ref&amp;gt;. Pieces are defined not just by what they write, but how they write it. This is called tone. The tone of a piece is the overall attitude of the writing. It is important that the tone is appropriate for the intended audience&amp;lt;ref&amp;gt;Hyland, K. (2004). Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing. University of Michigan Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
For the story about Graham, I used formal diction, negative connotations, and an appropriate tone for the message I was trying to portray. I used a formal diction because he is a well-educated wealth advisor. I allowed him to use a casual diction a few times because he wasn't the best at English in school and not everyone speaks formally all the time. This distinguishes himself from others because others often use casual diction more frequently. Connotation and tone helped me to portray my underlying message. When he discusses how hot the tube was, squeezing his way out of the tube station and a few other places are examples of the negative connotations. The tone of this piece can be described as pessimistic/sad. Throughout the piece, he makes comments about how sad he is with his life. This combination of tone and connotation allowed me to be effective in accurately portraying this message. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The story about Rebecca is very different.&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude, the people of London are very diverse. They range in age, ethnicity, and occupation. The backstories of the citizens are just as diverse as the population. By researching demographics and including different writing styles and literary devices into my fictional stories, it makes it more believable to the reader if they are familiar with London. If I were to continue, I would not do fictional writing. I feel it would be more interesting to talk to someone from London that you meet, and get their backstory from them. I feel that would hold more true to the &amp;quot;average&amp;quot; Londoner. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Clegg, R. (2017, May 17). Statistical bulletin:UK labour market: May 2017. Retrieved June 09, 2017, from https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/bulletins/uklabourmarket/may2017#public-and-private-sector-employment &lt;br /&gt;
#L. (2017, June 05). London Rents map. Retrieved June 09, 2017, from https://www.london.gov.uk/what-we-do/housing-and-land/renting/london-rents-map&lt;br /&gt;
#2011 Census. (2012). Retrieved June 13, 2017, from https://data.london.gov.uk/census/&lt;br /&gt;
#FSB. (2016). Women In Enterprise: The Untapped Potential [Pamphlet]. Blackpool, UK: Federation of Small Businesses.&lt;br /&gt;
#Londons Population Change 2001-2011. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/census/infographic-demography/&lt;br /&gt;
#Unemployment Rate, Region. (n.d.). Retrieved June 13, 2017, from https://data.london.gov.uk/dataset/unemployment-rate-region (This is the census information from the 2011 London Census. I used this website to find and download excel spreadsheets regarding the population of London to include in the demographics section. I referenced documents regarding housing characteristics, occupations, diversity, population, and comparing London's demographics to other core cities in the UK.) &lt;br /&gt;
#Descriptive Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/03/&lt;br /&gt;
#Narrative Essays. (n.d.). Retrieved June 13, 2017, from https://owl.english.purdue.edu/owl/resource/685/04/&lt;br /&gt;
#Hyland, Ken, and Carmen Sancho Guinda, eds. ''Stance and voice in written academic genres''. Houndmills, UK: Palgrave Macmillan, 2012.&lt;br /&gt;
#Lorés-Sanz, R. (2011). The construction of the author's voice in academic writing: The interplay of cultural and disciplinary factors. Text &amp;amp; Talk-An Interdisciplinary Journal of Language, Discourse &amp;amp; Communication Studies, 31(2), 173-193.&lt;br /&gt;
#Style, Diction, Tone, and Voice. (2009). Wheaton College. Retrieved June 20, 2017, from http://www.wheaton.edu/Academics/Services/Writing-Center/Writing-Resources/Style-Diction-Tone-and-Voice&lt;br /&gt;
#Hyland, K. (2004). ''Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing''. University of Michigan Press.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Getting_Around_London&amp;diff=17883</id>
		<title>Getting Around London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Getting_Around_London&amp;diff=17883"/>
		<updated>2017-06-21T09:22:12Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=Getting Around London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]] and [[User:Ekmceachern|Emily McEachern]] &amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Primary Modes of Transportation&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:Tube.jpg|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =The Tube&lt;br /&gt;
|label2 = Photo Credit&lt;br /&gt;
|data2 = [[user:ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:bus.jpg|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =Double Decker Bus&lt;br /&gt;
|label2 = Photo Credit&lt;br /&gt;
|data2 = [[user:ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Andrew does not have much experience with humanities and arts courses at WPI. He has taken one writing course, WR 2010, and has taken two other writing classes at another institution that he was able to transfer the credits from. Emily has taken 2 history courses and 1 philosophy course at WPI: HI1332, HI2332, and PY1731. Our major take away from this project is seeing the transportation system as a living thing. It is constantly growing and evolving much like a living thing. It also brought us to see its importance regarding the growing of London into a world city. Without effective means of transportation, the city would not be where it is today. &lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The goal of this project is to understand the underlying causes of why the transport systems of London have become iconic to the city and give input on what the possible future of transport technology could be. Also, the project aims to make comparisons between these systems and other systems from around the world, in order to uncover the reasons for why and how they have evolved differently from each other or how they have become similar. We believe it is important for everyone to understand the history of transport technologies and systems in order to look ahead to the future and be able to improve upon the strong foundation that has been in place in these systems for years. Also, without public transit systems like the Tube or the double decker bus, the city of London would most likely not be able to function in the way that it does today.&lt;br /&gt;
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Our methods of research for this project were somewhat different from past experience in HUA courses at WPI because we were able to utilize museums, specifically the London Transport Museum, to find information for our background section. Neither of us have had the opportunity use a museum so much for information in this kind of project. We also used methods of research such as books found at the library and journal articles found on the internet, which we are both very familiar with from past research experiences. &lt;br /&gt;
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&lt;br /&gt;
=Section 1: Background= &lt;br /&gt;
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==The Tube==&lt;br /&gt;
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===History===&lt;br /&gt;
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The world's first public railway was a horse drawn line near London in 1803. Steam locomotives would come to take the place of the horse in 1825, when the steam engine was applied to passenger trains. George Stephenson built the first inter-city passenger line in London, the Liverpool &amp;amp; Manchester Railway, in 1830&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. The first suburban railways opened in 1837 and took passengers from London to Paris and vice versa. &lt;br /&gt;
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In 1854, The Metropolitan Railway Company was given the task of building an underground line to relieve the city traffic congestion. The underground construction also meant that no property needed to be destroyed at ground level, in central London. This line would bring passengers to Paddington, Euston, and King's Cross stations&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. This line would be known as the Metropolitan Railway.&lt;br /&gt;
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Outside of Central London, in the 1860s the main southern lines were given permission to extend across the river to Victoria, Blackfriars and Cannon Street and shortly after this the Northern and Eastern lines were given permission as well to expand. Due to this expansion, by 1900 London had more terminals than any other city in the World. Unfortunately this meant that at least 100,000 British people had their homes destroyed by the creation of new lines and stations&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. In addition, railway companies were not legally responsible for finding places for them to live, leaving thousands of people homeless. &lt;br /&gt;
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In the early 1900's, thousands of people traveled to London's city center for work from the suburbs. Horse drawn carriages could not take them the distance needed to get to their jobs. Trains became the preferred mode of transportation. This allowed the middle class to move out of the city center to more affordable suburbs and still work in the city. In 1912, it was estimated that 25% of all riders rode the cheap, early, workman's train. This 25% was dominated by men. Women often rode the suburban rails for leisure travel.  &lt;br /&gt;
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During the beginning of the Second World War, preparations were made to protect the city's transportation systems because many feared that the city would be destroyed by Nazi air raids. Staff for the various transportation systems were trained in fire fighting and first aid in case of emergency, and some of the Underground's stations were converted to air raid shelters. The government also utilized the underground stations as administrative offices and for military purposes. Evacuation procedures were also created in case of emergency, so people could find safety in case of an attack situation. Similar to many other jobs during World War II, women began to replace men working on the Tube as they went off to war&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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====Technology that made the Tube possible====&lt;br /&gt;
&lt;br /&gt;
With the ability to harness water pressure, the first lift was installed into the underground in 1890. This was the first lift of its kind because while Elisha Otis (who did work in Worcester MA) was building lifts to bring people up floors, this lift was designed to bring people down levels. This lift brought people down 50 feet. Those who rode it said it gave them the sensation that the earth is rising around you. Without this technology, the tube would not be where it is today. People are more inclined to use the tube because it has a safe and easy way to get to the platform as opposed to taking 5 flights of stairs with their stuff (baby carriages, groceries, etc). It also allows the handicapped to easily access the platform&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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Electricity was another major technology that allowed the tube to thrive. Prior to 1890, the trains were not electric. This means that they were using steam engines. When you are 50 feet below the ground in a concrete tube full of steam-exhaust, it gets quite warm. People often did not take the trains because it felt like torture, an article in ''The Times'' wrote in 1884 &amp;quot;a journey from Kings Cross to Baker street is a form of mild torture which no person would undergo if he could conveniently help it&amp;quot;. They would rather walk than pay to go into a boiling hot tunnel&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. With the introduction of electricity, tunnels became cooler and quieter. This attracted more people and made the ride more enjoyable. &lt;br /&gt;
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Similar to the invention of the lift, the escalator became a necessary part of the Tube, after its first use in 1911, as it expanded deeper underground. Traveling to the track from ground level could become a very strenuous task in certain stations that go very deep underground, such as in the Angel underground station where one escalator rises 27.5 meters vertically&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. Climbing this distance on a staircase would be very difficult for some people and by implementing the system of escalators the Tube has become accessible to many more people.&lt;br /&gt;
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A much more recent innovation that helps the London Underground system run smoothly is the Oyster Card. Launched in 2003, the Oyster Card was simply a card with microchip technology that allowed the passenger to more easily enter the tube, by simply tapping their card on the yellow circle on the gate to enter the station. This is a fast and effective way to get passengers in and out of stations, making busy morning commutes much easier. However, the original design of the Oyster Card was somewhat flawed because it was easy for hackers to clone Oyster Cards. The cards were changed eventually and now used radio-frequency identification (RFID) technology. RFID technology uses an electromagnetic field to operate. The Oyster Card has contributed to the popularity of the Tube as well, because it is convenient for many commuters to easily check travel records and the balance of their card online&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Successes and why===&lt;br /&gt;
The tube is popular for numerous reasons. It is a fast and efficient way to get around the city. It can reach speeds of up to 20.5 mph in some areas and 60 mph in the metropolitan line without having to worry about the city traffic above ground. It has 250 miles of track so it can take you almost anywhere in the city you can think of. The flat fare is also another reason for its success. This started in 1907 with a rate of 2 pence. This was fairly cheap for the time and allowed people to get across the city. People saw it as a major convenience. &lt;br /&gt;
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The tube gained so much success because it played an important role in the development of suburbs outside of London. Suburbs at Neasden, Wembley, and Pinner were built close to railway stations which helped improve inner city overcrowding, by allowing Londoners to expand in all directions away form the city. Wembley's population grew by 552% with the expansion of the tube and Harrow gained over 100,000 new residents in the time between the World Wars&amp;lt;ref&amp;gt;London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&amp;lt;/ref&amp;gt;. Specifically suburbs to the North-West of the city, such as Edgeware and Kenton, grew substantially. &lt;br /&gt;
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Today, the Tube is still extremely popular, and its is showing a continuous pattern of exponential increase. In 2007 over 1 billion journeys on the tube were recorded. Also, in 2011 there were just under 1.2 billion users of the tube making it the third most used metro system in Europe, behind Moscow and Paris's systems&amp;lt;ref&amp;gt;London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
==The Double Decker Bus==&lt;br /&gt;
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===History===&lt;br /&gt;
The London bus dates back to 1829 with the introduction of the omnibus. Due to licensing regulations, monopolies of public transportation in the city center were tightly controlled. To get around this, George Shillibeer ran his omnibus on heavily traveled routes outside of the city. This bus held 22 passengers and had only one route: from Paddington to Islington. This bus would often get crowded so uncovered seats were added to the roof, creating the first double decker bus. As they gained popularity, features were added to them such as a roof on the second deck. It was advertised saying &amp;quot;(the) omnibus is fashionable, French, and suitably respectable for Ladies and Children.&amp;quot; Eventually the government stepped in, in 1832, to end the monopoly of public transport and competition among bus services began to rise&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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As public transportation became more popular, the bus lines expanded to accommodate more places and riders. During the first world war, public transportation became less reliable and led small independent transport companies to step in to solve this and make a profit. So many companies stepped in that the roads became reckless and dangerous. The government had to intervene to combat this issue and created a single authority responsible for overseeing London's public transport. This authority was later named the London Transport. &lt;br /&gt;
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London Transport became a national authority in 1948 and was overseen by the central government. In 1970, oversight of London Transport was given to the Greater London Council. With the deregulation of bus services outside of London in 1986, oversight was once again shifted to the central government. The government then went as far as abolishing the Greater London Council. The government then created London Buses Limited. London Buses Limited had to compete against privately owned operators for lines and passengers. Currently buses are run by Transport for London which is overseen by the Mayor of London, who creates and implements transport strategies that will accommodate growth&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Technology that made the Double Decker Bus possible====&lt;br /&gt;
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Bus technology advanced the same as car technology. The same factors that allowed cars to gain in popularity and safety also apply to buses. The cab over design of the double decker bus gave it successes in the city. It allowed the bus to make tighter turns which was important in the narrow streets of London. The tires also played a major role in the success of the buses. This can be seen in the 20th century when they switched the solid rubber tires to ones filled with air. This increased the buses traction on the road, making them safer. While they have come far from where they started, bus technologies are still changing. Currently in the city there are around 2000 hybrid buses and 8 hydrogen buses in the fleet&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. They were introduced as a green initiative to reduce on carbon emissions in the city. Within the past year, the city announced that the first fully electric double decker bus will begin routes along the city. This will help tremendously with pollution as the current buses run using natural gas. This technology will help to cut on fuel costs and environment emissions thus helping the city be more cost efficient and be more sustainable. &lt;br /&gt;
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&lt;br /&gt;
===Succeses and why===&lt;br /&gt;
In 1920 the bus was the most popular method of transportation in London. By the time 1930 came around, the people of London were making close to 2 Billion bus trips per year, which was more than double the amount that was being made in 1921. The large increase in popularity was caused by many changing aspects of the buses and their routes. Covered second levels of the buses were created and new pneumatics made the bus ride much more comfortable for the passengers. Bus routes also expanded to be just from central London to the new suburban areas and into the country. These advances to the bus and lines gave passengers a feeling that they were being taken care of and also gave them a pleasant experience&amp;lt;ref&amp;gt;Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&amp;lt;/ref&amp;gt;. Traffic times were greatly reduced because less people were in cars due to the fact that they were riding buses. Also, for some people it was found to be more cost efficient to ride the bus to the same place one would normally drive. Today many people take the bus because it is cheaper than the tube and has more stops in different areas of the city. The bus runs consistently all night where certain areas on the tube close down or have limited service, this contributes to its popularity&amp;lt;ref&amp;gt;Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Section 2: Deliverable=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
==How have both the Tube and Double-Decker buses become so iconic?==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = The Official Tube Map&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:Tube Map.gif|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =Tube Map&lt;br /&gt;
|label2 =  Photo Credit&lt;br /&gt;
|data2 =  Transport for London website&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
One way the tube has become so iconic is through its very unique map. The map itself is very different from that of the New York subway or the Metro in Paris. The lines of the tube are placed on a white background instead of being placed on a map of what the city looks like above ground. This map is also very heavily copyrighted by the London Underground Limited branding regulations and any other version of the map are never used for this reason. Even when asked how they would draw London, many Londoners simply said they would draw the tube map. Londoners also have created many associations to Tube stops shown on the maps to locations in London. The Tube itself has starred in numerous movies and video games such as Skyfall An American Werewolf in London, and Call of Duty: Modern Warfare 3. This further reinforced the Tube as a symbol of London. Also in Harry Potter, Albus Dumbledore has a scar on his left knee that is an exact copy of the London Underground map. Associating the City of London with the Tube in movies, creates a strong relationship between the two and contributes to the idea of the Tube as a symbol of London&amp;lt;ref&amp;gt;Porter, R. (1998). London: a social history. Harvard University Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The Tube has also contributed to some of the greatest artists in recent history. As you enter a station you are instantly flooded with poster and billboard space filled with bright and colorful signs, hoping to draw your eye. While today it consists of mostly advertisements and signs, there used to hang beautiful art. The art you are most familiar with in Tube stations today is busking. There are many famous celebrities that used to busk such as Ed Sheeran, Passenger, Robin Williams, Pierce Brosnan, Sheryl Crow, Rod Stewart, Steve Martin, and BB King. The Tube has become an important part of art and music culture in London&amp;lt;ref&amp;gt;Porter, R. (1998). London: a social history. Harvard University Press.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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The Routemaster Bus (double decker bus) has become so iconic because of numerous media portrayals and tourism campaigns. The bright red buses were originally painted that color back in the early stages of transportation to stand out from its competitors; now practically every bus in the city is red. These red buses can be seen in almost every movie that takes place in London such as On the Buses, Live and Let Die, Diamonds are Forever, and Harry Potter and the Prisoner of Azkaban. They were also seen in TV shows such as Some Mother's Do 'Ave 'Em. These buses further reinforced themselves as a symbol of the U.K. when they came to America for a 'Come to Britain' campaign organized by the British Travel and Holiday association. They drove from New York to San Francisco then back through the Eastern Provinces of Canada, traveling more than 12,000 miles. Some say this was a way to show North America that Britain was not as boring as it was portrayed in stereotypes. In San Francisco there was an exhibit in the San Francisco Museum of Modern Art called 'British Art Today.' It included pieces such as a bobby, town crier, mini-skirted beefeater and a Routemaster shipped in just for the occasion. This bus was seen driving between the city's famous cable cars on the hills&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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&lt;br /&gt;
==Transportation in the Future==&lt;br /&gt;
Between 1975-1985, peak speeds of the bus and Tube were 11% slower than in 1968. The decaying bus and Tube services promoted greater use of cars and worsened the traffic congestion. Many calls were made to the government to invest in maintaining these services but they were ignored as a way to keep taxes low for citizens. Present day Londoners will hopefully never have to experience this again. The gridlock, that was so common during the 20&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century became a major problem and the government decided it needed to be dealt with. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
To combat this, the future is looking towards autonomy and car sharing, and making our vehicles healthier to be around. Currently, diesel fuels themselves aren't a major health problem to humans, but their brake dust, tire rubber particulates, and road particulates are. However, diesel emissions are dangerous to the planet because they produce nitrous oxide, which many scientists believe is contributing to global warming. Most people feel that if we had electric cars we wouldn't have this problem. They have no emissions and are advancing towards becoming more efficient than petrol engines. The major problem with this is the electricity still has to be created to power these cars. Renewable energy can be used to create electricity but in the winter and at night not enough energy would be produced to fill the demand. We would need to resort to nuclear power, which is dangerous, or burning of fossil fuels, which causes global warming&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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To solve this problem, scientists, engineers, and urban planners believe that cars will become autonomous and by having self driving cars, people will ride share or use ride sharing services. It would be similar to using the popular service Uber but there wouldn't be a driver. This idea can be further applied to public transportation. By creating electric autonomous buses, there would be virtually no environmental impact and eliminate bus bunching. Bus bunching is very common for the city of London's bus system. Bus bunching occurs when a few buses traveling the same route arrive to a stop very close together. This causes people to have to wait a long time for the next bus if they miss those. This can be eliminated because with autonomous GPS, it can tell where the other buses are and can keep them from arriving too close together. This would allow the buses to arrive on a set schedule&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The current problem with autonomous drivers is pedestrians and unexpected hazards. A self driving car or bus may not know how to respond to a situation a normal human could respond to. This includes traffic jams, emergency vehicles blocking lanes, pedestrians jaywalking, and emergency braking. While eventually the coding would get better to accommodate these, people will likely die or be injured before it is fixed. It is very possible to run these autonomous buses if there were more one-way streets and better road markings but until these problems are fixed, it is unlikely that autonomous buses will be a part of the near future&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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Autonomous trains require separate analysis. They seem to be more and more possible each day. They do not have to worry about the problems that drivers would. They have to simply go forward and brake at different stops. While occasionally things or people fall on the track, train conductors often do not have time to bring the train to a safe stop because the station is a very short distance away. It is very likely we will start seeing autonomous trains in the near future. Trains are a very convenient and a cheap way to move a lot of people. By making them autonomous, there would be less delays and could potentially make the tickets cheaper for passengers. I highly doubt the reduce price though, because governments always need as much money as they can possibly get&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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As with anything that is autonomous there is a possibility of a cyber attack. That is why governments have been very reluctant to switch from human-controlled transportation. Who knows how many people would be injured or killed if an autonomous bus or train were to get hacked. The scary part is there is no real way to protect against this. Often when things are hacked people look to see how the program was exploited then patch the exploit to avoid being hacked in the same way again. This would not be safe for transportation because peoples lives are at risk&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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A major question from many is, what about the train conductors and bus drivers that this will put out of work? This question can be simply answered. As anything become more industrialized or autonomous, current jobs may be lost but it will open new jobs to replace them. If we make trains autonomous we lose train conductors. But we need people to perform system checks on the autonomous system to make sure it is running alright. If we make autonomous buses we lose bus drivers. But we need people to perform maintenance on these buses. It may be smart to keep a bus driver on board incase of an emergency or situation known to cause the autonomy problems. This way the driver will be there to handle the situationk&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude once a way to get autonomous transportation to be able to properly react to real-life situations and prevent them from getting hacked, we will see the implementation of both. It may seem that people will be out of jobs thanks to autonomy but soon after new jobs will be created to take their place.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Comparison of the Tube and Double Decker Buses to Other Transportation Systems==&lt;br /&gt;
===The Tube vs. NYC Subway===&lt;br /&gt;
While they were created around the same time, the Tube and the New York City Subway have evolved to be two very different transportation systems. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
First, as mentioned above in the background section, the Tube map has always been a unique part of the Tube. Its design is simple, and does not incorporate the city landscape above ground. This is unlike what the New York City subway map looks like, shown to the right, where streets and bridges are shown directly next to and on top of, the subways lines&amp;lt;ref&amp;gt;Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&amp;lt;/ref&amp;gt;. Another reason the maps differ is that the Tube's map is heavily regulated and only one version is shown in stations, while the New York subway has many different versions of the map. The map shown to the right is only one of the many versions of the NYC subway map. The Tube map is often found easier to read because of its simplicity, in comparison to the New York Subway map.&lt;br /&gt;
{{Infobox&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:New York City Subway Map.jpg|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =NYC Subway Map&lt;br /&gt;
|label2 = Photo Credit&lt;br /&gt;
|data2 = NYC Subway&lt;br /&gt;
}}&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Another difference between the Tube and the New York subway is the use of the contactless card. The Tube, as mentioned in the background section, uses an Oyster card which is a contactless and easily used pass to enter and exit stations. The New York Subway has something similar but much less convenient, the MetroCard or MTA card as some call it&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;. The MetroCard is not a contactless card and must be slid by the user who then passes through the gate. This takes away some of the ease of using a contactless card, like the Oyster Card, and could be the cause of long lines and congestion when trying to get into the station. This is only a minor difference but can cause problems in the long run, especially during peak hours of the subway. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Cost of taking these two systems also differs. The Tube's system of pricing is a little bit more complicated because the all of the systems of transport in London cover nine distinct zones, each of which has a different price. However, for simplicity fares in Zone one can be compared fares of the New York Subway. For a single ride on the New York subway the price is only 3 US dollars&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;, but a single ride in Zone 1 on the Tube is almost 6.5 US dollars. The Tube is actually much more expensive for someone without an Oyster Card and making a single journey. If a passenger has an Oyster card they will be paying 3.25 US dollars per ride and a passenger with a MetroCard for the NYC Subway will be paying 2.75 US dollars&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;. These prices are much closer together but overall the Tube is still more expensive. Both systems reduce the price for having a card, which encourages regular usage. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
Historically, both the Tube and the New York subway have seen increases in their usage with both cities currently experiencing population growth. However there are more journeys made on the New York subway, despite London having a slightly higher population. The New York Subway has over 5 million journeys made per weekday&amp;lt;ref&amp;gt;Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&amp;lt;/ref&amp;gt; which is much more compared to London's maximum number of journeys in one day, which was 4.8 million.&lt;br /&gt;
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&lt;br /&gt;
===The Tube vs. The Shanghai Metro===&lt;br /&gt;
The Shanghai Metro is one of the busiest Metro systems in the World. It is the third oldest metro system in China and holds the record for being the largest transit system by route length and is the second largest concerning its number of stations. Comparing sizes, the London Underground is substantially smaller, it has only 270 stations while the Shanghai Metro has 364 stations&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt;. This is because the city of Shanghai has almost 3 times the amount of people living in the city that London has. Both railways are still expanding and there is plans to begin connecting the Shanghai metro to other subway systems in China. &lt;br /&gt;
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A difference between these two systems is the way they passengers are charged. On the Shanghai metro passengers are charged based on mileage which is very different from the tube where passengers are charged based on what zone they are traveling to and from. The highest fare on the Shanghai metro that can be paid is 14 Yuan&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt;, which is equivalent to about 2 US dollars. Once again, similar to the New York Subway, this is less expensive than a tube ride in Zone 1.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Also similar to the Tube, the Shanghai Metro has a Shanghai Public Transport Card which can be used on all of the public transport systems in Shanghai. This card also uses RFID technology&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt; like the Oyster card, but was launched 4 years before the Oyster Card.&lt;br /&gt;
&lt;br /&gt;
===Routemaster vs. San Francisco Cable Car===&lt;br /&gt;
Similar to the Double Decker bus, the Cable Car is iconic to San Francisco. Its routes are much shorter and it has less frequent stops, which makes sense because San Francisco has a smaller population than London and has a smaller area in general. &lt;br /&gt;
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The bus in London is much less expensive than the cable car in San Francisco. The cable car is 7 US dollars for a single ride while the bus is only a little under 2 US dollars. The high cost may be due to the fact that the cable car has experienced a decline in usage over time&amp;lt;ref&amp;gt;Kahn, E. M. (1944). Cable car days in San Francisco. Stanford University Press.&amp;lt;/ref&amp;gt;. It is more of a tourist attraction rather than something people use everyday for commuting purposes because it does not go to the same spots in the city it used to. The bus is a much more popular method of transport for both tourists and commuters in London. &lt;br /&gt;
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&lt;br /&gt;
=Gallery=&lt;br /&gt;
&amp;lt;gallery mode=&amp;quot;packed&amp;quot;&amp;gt;&lt;br /&gt;
Image:1555.JPG|''First Double Decker Bus''&lt;br /&gt;
Image:1559.JPG|''Train Map 1875''&lt;br /&gt;
Image:1560.JPG|''Digging of the tube line''&lt;br /&gt;
Image:1563.JPG|''Metropolitan Railway Map''&lt;br /&gt;
Image:1585.JPG|''Very First Tube Map''&lt;br /&gt;
Image:1587.JPG|''Electric Tram''&lt;br /&gt;
Image:1586.JPG|''Emily driving the bus''&lt;br /&gt;
Image:1590.JPG|''Trolleybus''&lt;br /&gt;
Image:1593.JPG|''Flagging down a bus in 1937''&lt;br /&gt;
Image:1606.JPG|''Evolution of tube trains''&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude both the Tube and the Double Decker Bus have had a long history and can only continue to improve. Both have had a large amount of success and this success has led them to both become iconic and synonymous with London. They would not be where they are today if it wasn't for technological advances. Modernization and innovation allowed for the Tube to be more efficient than the NYC subway. If we were to further investigate this topic, we would go more into the operational statistics of running both. Such as operating cost, efficiency, and other factors to determine the price of a ride. &lt;br /&gt;
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&lt;br /&gt;
=References=&lt;br /&gt;
#Porter, R. (1998). London: a social history. Harvard University Press.&lt;br /&gt;
#Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&lt;br /&gt;
#Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&lt;br /&gt;
#Kahn, E. M. (1944). Cable car days in San Francisco. Stanford University Press.&lt;br /&gt;
# London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&lt;br /&gt;
# Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&lt;br /&gt;
#Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&lt;br /&gt;
#Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&lt;br /&gt;
#London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&lt;br /&gt;
#Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&lt;br /&gt;
#Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&lt;br /&gt;
&lt;br /&gt;
=Attribution of Work=&lt;br /&gt;
Andrew: Tube History, Tube Success and Why, Technology That made the double decker bus possible, Transportation in the Future, Abstract&amp;lt;br&amp;gt;&lt;br /&gt;
Emily:  Introduction, Technology that made the tube possible, Bus History, Bus success and why, Comparison of the London Transport systems to other cities transport systems. &amp;lt;br&amp;gt;&lt;br /&gt;
Both: Conclusion, How the tube and the double decker bus became so iconic&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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&amp;lt;!--DO NOT COPY THE FEATURED CATEGORY CODE BELOW--&amp;gt;&lt;br /&gt;
[[Category:Featured Projects]]&lt;br /&gt;
&amp;lt;!--ONLY LONDON HUA ADVISORS MAY USE THE FEATURED CATEGORY TAG ABOVE--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Getting_Around_London&amp;diff=17881</id>
		<title>Getting Around London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Getting_Around_London&amp;diff=17881"/>
		<updated>2017-06-21T09:20:49Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: &lt;/p&gt;
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&lt;div&gt;=Getting Around London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]] and [[User:Ekmceachern|Emily McEachern]] &amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Primary Modes of Transportation&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:Tube.jpg|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =The Tube&lt;br /&gt;
|label2 = Photo Credit&lt;br /&gt;
|data2 = [[user:ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:bus.jpg|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =Double Decker Bus&lt;br /&gt;
|label2 = Photo Credit&lt;br /&gt;
|data2 = [[user:ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Andrew does not have much experience with humanities and arts courses at WPI. He has taken one writing course, WR 2010, and has taken two other writing classes at another institution that he was able to transfer the credits from. Emily has taken 2 history courses and 1 philosophy course at WPI: HI1332, HI2332, and PY1731. Our major take away from this project is seeing the transportation system as a living thing. It is constantly growing and evolving much like a living thing. It also brought us to see its importance regarding the growing of London into a world city. Without effective means of transportation, the city would not be where it is today. &lt;br /&gt;
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&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The goal of this project is to understand the underlying causes of why the transport systems of London have become iconic to the city and give input on what the possible future of transport technology could be. Also, the project aims to make comparisons between these systems and other systems from around the world, in order to uncover the reasons for why and how they have evolved differently from each other or how they have become similar. We believe it is important for everyone to understand the history of transport technologies and systems in order to look ahead to the future and be able to improve upon the strong foundation that has been in place in these systems for years. Also, without public transit systems like the Tube or the double decker bus, the city of London would most likely not be able to function in the way that it does today.&lt;br /&gt;
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Our methods of research for this project were somewhat different from past experience in HUA courses at WPI because we were able to utilize museums, specifically the London Transport Museum, to find information for our background section. Neither of us have had the opportunity use a museum so much for information in this kind of project. We also used methods of research such as books found at the library and journal articles found on the internet, which we are both very familiar with from past research experiences. &lt;br /&gt;
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=Section 1: Background= &lt;br /&gt;
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==The Tube==&lt;br /&gt;
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===History===&lt;br /&gt;
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The world's first public railway was a horse drawn line near London in 1803. Steam locomotives would come to take the place of the horse in 1825, when the steam engine was applied to passenger trains. George Stephenson built the first inter-city passenger line in London, the Liverpool &amp;amp; Manchester Railway, in 1830&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. The first suburban railways opened in 1837 and took passengers from London to Paris and vice versa. &lt;br /&gt;
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In 1854, The Metropolitan Railway Company was given the task of building an underground line to relieve the city traffic congestion. The underground construction also meant that no property needed to be destroyed at ground level, in central London. This line would bring passengers to Paddington, Euston, and King's Cross stations&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. This line would be known as the Metropolitan Railway.&lt;br /&gt;
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Outside of Central London, in the 1860s the main southern lines were given permission to extend across the river to Victoria, Blackfriars and Cannon Street and shortly after this the Northern and Eastern lines were given permission as well to expand. Due to this expansion, by 1900 London had more terminals than any other city in the World. Unfortunately this meant that at least 100,000 British people had their homes destroyed by the creation of new lines and stations&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. In addition, railway companies were not legally responsible for finding places for them to live, leaving thousands of people homeless. &lt;br /&gt;
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In the early 1900's, thousands of people traveled to London's city center for work from the suburbs. Horse drawn carriages could not take them the distance needed to get to their jobs. Trains became the preferred mode of transportation. This allowed the middle class to move out of the city center to more affordable suburbs and still work in the city. In 1912, it was estimated that 25% of all riders rode the cheap, early, workman's train. This 25% was dominated by men. Women often rode the suburban rails for leisure travel.  &lt;br /&gt;
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During the beginning of the Second World War, preparations were made to protect the city's transportation systems because many feared that the city would be destroyed by Nazi air raids. Staff for the various transportation systems were trained in fire fighting and first aid in case of emergency, and some of the Underground's stations were converted to air raid shelters. The government also utilized the underground stations as administrative offices and for military purposes. Evacuation procedures were also created in case of emergency, so people could find safety in case of an attack situation. Similar to many other jobs during World War II, women began to replace men working on the Tube as they went off to war&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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====Technology that made the Tube possible====&lt;br /&gt;
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With the ability to harness water pressure, the first lift was installed into the underground in 1890. This was the first lift of its kind because while Elisha Otis (who did work in Worcester MA) was building lifts to bring people up floors, this lift was designed to bring people down levels. This lift brought people down 50 feet. Those who rode it said it gave them the sensation that the earth is rising around you. Without this technology, the tube would not be where it is today. People are more inclined to use the tube because it has a safe and easy way to get to the platform as opposed to taking 5 flights of stairs with their stuff (baby carriages, groceries, etc). It also allows the handicapped to easily access the platform&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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Electricity was another major technology that allowed the tube to thrive. Prior to 1890, the trains were not electric. This means that they were using steam engines. When you are 50 feet below the ground in a concrete tube full of steam-exhaust, it gets quite warm. People often did not take the trains because it felt like torture, an article in ''The Times'' wrote in 1884 &amp;quot;a journey from Kings Cross to Baker street is a form of mild torture which no person would undergo if he could conveniently help it&amp;quot;. They would rather walk than pay to go into a boiling hot tunnel&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. With the introduction of electricity, tunnels became cooler and quieter. This attracted more people and made the ride more enjoyable. &lt;br /&gt;
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Similar to the invention of the lift, the escalator became a necessary part of the Tube, after its first use in 1911, as it expanded deeper underground. Traveling to the track from ground level could become a very strenuous task in certain stations that go very deep underground, such as in the Angel underground station where one escalator rises 27.5 meters vertically&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. Climbing this distance on a staircase would be very difficult for some people and by implementing the system of escalators the Tube has become accessible to many more people.&lt;br /&gt;
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A much more recent innovation that helps the London Underground system run smoothly is the Oyster Card. Launched in 2003, the Oyster Card was simply a card with microchip technology that allowed the passenger to more easily enter the tube, by simply tapping their card on the yellow circle on the gate to enter the station. This is a fast and effective way to get passengers in and out of stations, making busy morning commutes much easier. However, the original design of the Oyster Card was somewhat flawed because it was easy for hackers to clone Oyster Cards. The cards were changed eventually and now used radio-frequency identification (RFID) technology. RFID technology uses an electromagnetic field to operate. The Oyster Card has contributed to the popularity of the Tube as well, because it is convenient for many commuters to easily check travel records and the balance of their card online&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Successes and why===&lt;br /&gt;
The tube is popular for numerous reasons. It is a fast and efficient way to get around the city. It can reach speeds of up to 20.5 mph in some areas and 60 mph in the metropolitan line without having to worry about the city traffic above ground. It has 250 miles of track so it can take you almost anywhere in the city you can think of. The flat fare is also another reason for its success. This started in 1907 with a rate of 2 pence. This was fairly cheap for the time and allowed people to get across the city. People saw it as a major convenience. &lt;br /&gt;
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The tube gained so much success because it played an important role in the development of suburbs outside of London. Suburbs at Neasden, Wembley, and Pinner were built close to railway stations which helped improve inner city overcrowding, by allowing Londoners to expand in all directions away form the city. Wembley's population grew by 552% with the expansion of the tube and Harrow gained over 100,000 new residents in the time between the World Wars&amp;lt;ref&amp;gt;London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&amp;lt;/ref&amp;gt;. Specifically suburbs to the North-West of the city, such as Edgeware and Kenton, grew substantially. &lt;br /&gt;
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Today, the Tube is still extremely popular, and its is showing a continuous pattern of exponential increase. In 2007 over 1 billion journeys on the tube were recorded. Also, in 2011 there were just under 1.2 billion users of the tube making it the third most used metro system in Europe, behind Moscow and Paris's systems&amp;lt;ref&amp;gt;London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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==The Double Decker Bus==&lt;br /&gt;
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===History===&lt;br /&gt;
The London bus dates back to 1829 with the introduction of the omnibus. Due to licensing regulations, monopolies of public transportation in the city center were tightly controlled. To get around this, George Shillibeer ran his omnibus on heavily traveled routes outside of the city. This bus held 22 passengers and had only one route: from Paddington to Islington. This bus would often get crowded so uncovered seats were added to the roof, creating the first double decker bus. As they gained popularity, features were added to them such as a roof on the second deck. It was advertised saying &amp;quot;(the) omnibus is fashionable, French, and suitably respectable for Ladies and Children.&amp;quot; Eventually the government stepped in, in 1832, to end the monopoly of public transport and competition among bus services began to rise&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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As public transportation became more popular, the bus lines expanded to accommodate more places and riders. During the first world war, public transportation became less reliable and led small independent transport companies to step in to solve this and make a profit. So many companies stepped in that the roads became reckless and dangerous. The government had to intervene to combat this issue and created a single authority responsible for overseeing London's public transport. This authority was later named the London Transport. &lt;br /&gt;
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London Transport became a national authority in 1948 and was overseen by the central government. In 1970, oversight of London Transport was given to the Greater London Council. With the deregulation of bus services outside of London in 1986, oversight was once again shifted to the central government. The government then went as far as abolishing the Greater London Council. The government then created London Buses Limited. London Buses Limited had to compete against privately owned operators for lines and passengers. Currently buses are run by Transport for London which is overseen by the Mayor of London, who creates and implements transport strategies that will accommodate growth&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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====Technology that made the Double Decker Bus possible====&lt;br /&gt;
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Bus technology advanced the same as car technology. The same factors that allowed cars to gain in popularity and safety also apply to buses. The cab over design of the double decker bus gave it successes in the city. It allowed the bus to make tighter turns which was important in the narrow streets of London. The tires also played a major role in the success of the buses. This can be seen in the 20th century when they switched the solid rubber tires to ones filled with air. This increased the buses traction on the road, making them safer. While they have come far from where they started, bus technologies are still changing. Currently in the city there are around 2000 hybrid buses and 8 hydrogen buses in the fleet&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. They were introduced as a green initiative to reduce on carbon emissions in the city. Within the past year, the city announced that the first fully electric double decker bus will begin routes along the city. This will help tremendously with pollution as the current buses run using natural gas. This technology will help to cut on fuel costs and environment emissions thus helping the city be more cost efficient and be more sustainable. &lt;br /&gt;
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===Succeses and why===&lt;br /&gt;
In 1920 the bus was the most popular method of transportation in London. By the time 1930 came around, the people of London were making close to 2 Billion bus trips per year, which was more than double the amount that was being made in 1921. The large increase in popularity was caused by many changing aspects of the buses and their routes. Covered second levels of the buses were created and new pneumatics made the bus ride much more comfortable for the passengers. Bus routes also expanded to be just from central London to the new suburban areas and into the country. These advances to the bus and lines gave passengers a feeling that they were being taken care of and also gave them a pleasant experience&amp;lt;ref&amp;gt;Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&amp;lt;/ref&amp;gt;. Traffic times were greatly reduced because less people were in cars due to the fact that they were riding buses. Also, for some people it was found to be more cost efficient to ride the bus to the same place one would normally drive. Today many people take the bus because it is cheaper than the tube and has more stops in different areas of the city. The bus runs consistently all night where certain areas on the tube close down or have limited service, this contributes to its popularity&amp;lt;ref&amp;gt;Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==How have both the Tube and Double-Decker buses become so iconic?==&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The Official Tube Map&lt;br /&gt;
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One way the tube has become so iconic is through its very unique map. The map itself is very different from that of the New York subway or the Metro in Paris. The lines of the tube are placed on a white background instead of being placed on a map of what the city looks like above ground. This map is also very heavily copyrighted by the London Underground Limited branding regulations and any other version of the map are never used for this reason. Even when asked how they would draw London, many Londoners simply said they would draw the tube map. Londoners also have created many associations to Tube stops shown on the maps to locations in London. The Tube itself has starred in numerous movies and video games such as Skyfall An American Werewolf in London, and Call of Duty: Modern Warfare 3. This further reinforced the Tube as a symbol of London. Also in Harry Potter, Albus Dumbledore has a scar on his left knee that is an exact copy of the London Underground map. Associating the City of London with the Tube in movies, creates a strong relationship between the two and contributes to the idea of the Tube as a symbol of London&amp;lt;ref&amp;gt;Porter, R. (1998). London: a social history. Harvard University Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The Tube has also contributed to some of the greatest artists in recent history. As you enter a station you are instantly flooded with poster and billboard space filled with bright and colorful signs, hoping to draw your eye. While today it consists of mostly advertisements and signs, there used to hang beautiful art. The art you are most familiar with in Tube stations today is busking. There are many famous celebrities that used to busk such as Ed Sheeran, Passenger, Robin Williams, Pierce Brosnan, Sheryl Crow, Rod Stewart, Steve Martin, and BB King. The Tube has become an important part of art and music culture in London&amp;lt;ref&amp;gt;Porter, R. (1998). London: a social history. Harvard University Press.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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The Routemaster Bus (double decker bus) has become so iconic because of numerous media portrayals and tourism campaigns. The bright red buses were originally painted that color back in the early stages of transportation to stand out from its competitors; now practically every bus in the city is red. These red buses can be seen in almost every movie that takes place in London such as On the Buses, Live and Let Die, Diamonds are Forever, and Harry Potter and the Prisoner of Azkaban. They were also seen in TV shows such as Some Mother's Do 'Ave 'Em. These buses further reinforced themselves as a symbol of the U.K. when they came to America for a 'Come to Britain' campaign organized by the British Travel and Holiday association. They drove from New York to San Francisco then back through the Eastern Provinces of Canada, traveling more than 12,000 miles. Some say this was a way to show North America that Britain was not as boring as it was portrayed in stereotypes. In San Francisco there was an exhibit in the San Francisco Museum of Modern Art called 'British Art Today.' It included pieces such as a bobby, town crier, mini-skirted beefeater and a Routemaster shipped in just for the occasion. This bus was seen driving between the city's famous cable cars on the hills&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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==Transportation in the Future==&lt;br /&gt;
Between 1975-1985, peak speeds of the bus and Tube were 11% slower than in 1968. The decaying bus and Tube services promoted greater use of cars and worsened the traffic congestion. Many calls were made to the government to invest in maintaining these services but they were ignored as a way to keep taxes low for citizens. Present day Londoners will hopefully never have to experience this again. The gridlock, that was so common during the 20&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century became a major problem and the government decided it needed to be dealt with. &lt;br /&gt;
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To combat this, the future is looking towards autonomy and car sharing, and making our vehicles healthier to be around. Currently, diesel fuels themselves aren't a major health problem to humans, but their brake dust, tire rubber particulates, and road particulates are. However, diesel emissions are dangerous to the planet because they produce nitrous oxide, which many scientists believe is contributing to global warming. Most people feel that if we had electric cars we wouldn't have this problem. They have no emissions and are advancing towards becoming more efficient than petrol engines. The major problem with this is the electricity still has to be created to power these cars. Renewable energy can be used to create electricity but in the winter and at night not enough energy would be produced to fill the demand. We would need to resort to nuclear power, which is dangerous, or burning of fossil fuels, which causes global warming&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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To solve this problem, scientists, engineers, and urban planners believe that cars will become autonomous and by having self driving cars, people will ride share or use ride sharing services. It would be similar to using the popular service Uber but there wouldn't be a driver. This idea can be further applied to public transportation. By creating electric autonomous buses, there would be virtually no environmental impact and eliminate bus bunching. Bus bunching is very common for the city of London's bus system. Bus bunching occurs when a few buses traveling the same route arrive to a stop very close together. This causes people to have to wait a long time for the next bus if they miss those. This can be eliminated because with autonomous GPS, it can tell where the other buses are and can keep them from arriving too close together. This would allow the buses to arrive on a set schedule&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The current problem with autonomous drivers is pedestrians and unexpected hazards. A self driving car or bus may not know how to respond to a situation a normal human could respond to. This includes traffic jams, emergency vehicles blocking lanes, pedestrians jaywalking, and emergency braking. While eventually the coding would get better to accommodate these, people will likely die or be injured before it is fixed. It is very possible to run these autonomous buses if there were more one-way streets and better road markings but until these problems are fixed, it is unlikely that autonomous buses will be a part of the near future&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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Autonomous trains require separate analysis. They seem to be more and more possible each day. They do not have to worry about the problems that drivers would. They have to simply go forward and brake at different stops. While occasionally things or people fall on the track, train conductors often do not have time to bring the train to a safe stop because the station is a very short distance away. It is very likely we will start seeing autonomous trains in the near future. Trains are a very convenient and a cheap way to move a lot of people. By making them autonomous, there would be less delays and could potentially make the tickets cheaper for passengers. I highly doubt the reduce price though, because governments always need as much money as they can possibly get&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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As with anything that is autonomous there is a possibility of a cyber attack. That is why governments have been very reluctant to switch from human-controlled transportation. Who knows how many people would be injured or killed if an autonomous bus or train were to get hacked. The scary part is there is no real way to protect against this. Often when things are hacked people look to see how the program was exploited then patch the exploit to avoid being hacked in the same way again. This would not be safe for transportation because peoples lives are at risk&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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A major question from many is, what about the train conductors and bus drivers that this will put out of work? This question can be simply answered. As anything become more industrialized or autonomous, current jobs may be lost but it will open new jobs to replace them. If we make trains autonomous we lose train conductors. But we need people to perform system checks on the autonomous system to make sure it is running alright. If we make autonomous buses we lose bus drivers. But we need people to perform maintenance on these buses. It may be smart to keep a bus driver on board incase of an emergency or situation known to cause the autonomy problems. This way the driver will be there to handle the situationk&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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To conclude once a way to get autonomous transportation to be able to properly react to real-life situations and prevent them from getting hacked, we will see the implementation of both. It may seem that people will be out of jobs thanks to autonomy but soon after new jobs will be created to take their place.&lt;br /&gt;
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==Comparison of the Tube and Double Decker Buses to Other Transportation Systems==&lt;br /&gt;
===The Tube vs. NYC Subway===&lt;br /&gt;
While they were created around the same time, the Tube and the New York City Subway have evolved to be two very different transportation systems. &lt;br /&gt;
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First, as mentioned above in the background section, the Tube map has always been a unique part of the Tube. Its design is simple, and does not incorporate the city landscape above ground. This is unlike what the New York City subway map looks like, shown to the right, where streets and bridges are shown directly next to and on top of, the subways lines&amp;lt;ref&amp;gt;Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&amp;lt;/ref&amp;gt;. Another reason the maps differ is that the Tube's map is heavily regulated and only one version is shown in stations, while the New York subway has many different versions of the map. The map shown to the right is only one of the many versions of the NYC subway map. The Tube map is often found easier to read because of its simplicity, in comparison to the New York Subway map.&lt;br /&gt;
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Another difference between the Tube and the New York subway is the use of the contactless card. The Tube, as mentioned in the background section, uses an Oyster card which is a contactless and easily used pass to enter and exit stations. The New York Subway has something similar but much less convenient, the MetroCard or MTA card as some call it&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;. The MetroCard is not a contactless card and must be slid by the user who then passes through the gate. This takes away some of the ease of using a contactless card, like the Oyster Card, and could be the cause of long lines and congestion when trying to get into the station. This is only a minor difference but can cause problems in the long run, especially during peak hours of the subway. &lt;br /&gt;
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Cost of taking these two systems also differs. The Tube's system of pricing is a little bit more complicated because the all of the systems of transport in London cover nine distinct zones, each of which has a different price. However, for simplicity fares in Zone one can be compared fares of the New York Subway. For a single ride on the New York subway the price is only 3 US dollars&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;, but a single ride in Zone 1 on the Tube is almost 6.5 US dollars. The Tube is actually much more expensive for someone without an Oyster Card and making a single journey. If a passenger has an Oyster card they will be paying 3.25 US dollars per ride and a passenger with a MetroCard for the NYC Subway will be paying 2.75 US dollars&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;. These prices are much closer together but overall the Tube is still more expensive. Both systems reduce the price for having a card, which encourages regular usage. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt; &lt;br /&gt;
Historically, both the Tube and the New York subway have seen increases in their usage with both cities currently experiencing population growth. However there are more journeys made on the New York subway, despite London having a slightly higher population. The New York Subway has over 5 million journeys made per weekday&amp;lt;ref&amp;gt;Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&amp;lt;/ref&amp;gt; which is much more compared to London's maximum number of journeys in one day, which was 4.8 million.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===The Tube vs. The Shanghai Metro===&lt;br /&gt;
The Shanghai Metro is one of the busiest Metro systems in the World. It is the third oldest metro system in China and holds the record for being the largest transit system by route length and is the second largest concerning its number of stations. Comparing sizes, the London Underground is substantially smaller, it has only 270 stations while the Shanghai Metro has 364 stations&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt;. This is because the city of Shanghai has almost 3 times the amount of people living in the city that London has. Both railways are still expanding and there is plans to begin connecting the Shanghai metro to other subway systems in China. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
A difference between these two systems is the way they passengers are charged. On the Shanghai metro passengers are charged based on mileage which is very different from the tube where passengers are charged based on what zone they are traveling to and from. The highest fare on the Shanghai metro that can be paid is 14 Yuan&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt;, which is equivalent to about 2 US dollars. Once again, similar to the New York Subway, this is less expensive than a tube ride in Zone 1.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Also similar to the Tube, the Shanghai Metro has a Shanghai Public Transport Card which can be used on all of the public transport systems in Shanghai. This card also uses RFID technology&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt; like the Oyster card, but was launched 4 years before the Oyster Card.&lt;br /&gt;
&lt;br /&gt;
===Routemaster vs. San Francisco Cable Car===&lt;br /&gt;
Similar to the Double Decker bus, the Cable Car is iconic to San Francisco. Its routes are much shorter and it has less frequent stops, which makes sense because San Francisco has a smaller population than London and has a smaller area in general. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
The bus in London is much less expensive than the cable car in San Francisco. The cable car is 7 US dollars for a single ride while the bus is only a little under 2 US dollars. The high cost may be due to the fact that the cable car has experienced a decline in usage over time&amp;lt;ref&amp;gt;Kahn, E. M. (1944). Cable car days in San Francisco. Stanford University Press.&amp;lt;/ref&amp;gt;. It is more of a tourist attraction rather than something people use everyday for commuting purposes because it does not go to the same spots in the city it used to. The bus is a much more popular method of transport for both tourists and commuters in London. &lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Gallery=&lt;br /&gt;
&amp;lt;gallery mode=&amp;quot;packed&amp;quot;&amp;gt;&lt;br /&gt;
Image:1555.JPG|''First Double Decker Bus''&lt;br /&gt;
Image:1559.JPG|''Train Map 1875''&lt;br /&gt;
Image:1560.JPG|''Digging of the tube line''&lt;br /&gt;
Image:1563.JPG|''Metropolitan Railway Map''&lt;br /&gt;
Image:1585.JPG|''Very First Tube Map''&lt;br /&gt;
Image:1587.JPG|''Electric Tram''&lt;br /&gt;
Image:1586.JPG|''Emily driving the bus''&lt;br /&gt;
Image:1590.JPG|''Trolleybus''&lt;br /&gt;
Image:1593.JPG|''Flagging down a bus in 1937''&lt;br /&gt;
Image:1606.JPG|''Evolution of tube trains''&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Conclusion=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
To conclude both the Tube and the Double Decker Bus have had a long history and can only continue to improve. Both have had a large amount of success and this success has led them to both become iconic and synonymous with London. They would not be where they are today if it wasn't for technological advances. Modernization and innovation allowed for the Tube to be more efficient than the NYC subway. If we were to further investigate this topic, we would go more into the operational statistics of running both. Such as operating cost, efficiency, and other factors to determine the price of a ride. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=References=&lt;br /&gt;
#Porter, R. (1998). London: a social history. Harvard University Press.&lt;br /&gt;
#Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&lt;br /&gt;
#Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&lt;br /&gt;
#Kahn, E. M. (1944). Cable car days in San Francisco. Stanford University Press.&lt;br /&gt;
# London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&lt;br /&gt;
# Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&lt;br /&gt;
#Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&lt;br /&gt;
#Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&lt;br /&gt;
#London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&lt;br /&gt;
#Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&lt;br /&gt;
#Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&lt;br /&gt;
&lt;br /&gt;
=Attribution of Work=&lt;br /&gt;
Andrew: Tube History, Tube Success and Why, Technology That made the double decker bus possible, Transportation in the Future, Abstract&amp;lt;br&amp;gt;&lt;br /&gt;
Emily:  Introduction, Technology that made the tube possible, Bus History, Bus success and why, Comparison of the London Transport systems to other cities transport systems. &amp;lt;br&amp;gt;&lt;br /&gt;
Both: Conclusion, How the tube and the double decker bus became so iconic&lt;br /&gt;
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[[Category:History Projects]]&lt;br /&gt;
[[Category:2017]] &lt;br /&gt;
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&amp;lt;!--DO NOT COPY THE FEATURED CATEGORY CODE BELOW--&amp;gt;&lt;br /&gt;
[[Category:Featured Projects]]&lt;br /&gt;
&amp;lt;!--ONLY LONDON HUA ADVISORS MAY USE THE FEATURED CATEGORY TAG ABOVE--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Akacherski</name></author>
		
	</entry>
	<entry>
		<id>https://londonhuawiki.wpi.edu/index.php?title=Getting_Around_London&amp;diff=17880</id>
		<title>Getting Around London</title>
		<link rel="alternate" type="text/html" href="https://londonhuawiki.wpi.edu/index.php?title=Getting_Around_London&amp;diff=17880"/>
		<updated>2017-06-21T09:19:01Z</updated>

		<summary type="html">&lt;p&gt;Akacherski: /* Getting Around London */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;=Getting Around London=&lt;br /&gt;
by [[User:akacherski|Andrew Kacherski]] and [[User:Ekmceachern|Emily McEachern]] &amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|title = Primary Modes of Transportation&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:Tube.jpg|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =The Tube&lt;br /&gt;
|label2 = Photo Credit&lt;br /&gt;
|data2 = [[user:ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
{{Infobox&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:bus.jpg|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =Double Decker Bus&lt;br /&gt;
|label2 = Photo Credit&lt;br /&gt;
|data2 = [[user:ekmceachern|Emily McEachern]]&lt;br /&gt;
}}&lt;br /&gt;
&lt;br /&gt;
__TOC__&lt;br /&gt;
&lt;br /&gt;
=Abstract=&lt;br /&gt;
Public transportation plays a huge role in the lives of everyday Londoners. It allows for fast and efficient travel across the city while helping to decrease pollution and traffic problems, though it hasn't always been this way. In this article we will discuss the history of London's transportation systems, what made them successful, comparisons of methods of transportation, and predict where transportation is going in the future. Andrew does not have much experience with humanities and arts courses at WPI. He has taken one writing course, WR 2010, and has taken two other writing classes at another institution that he was able to transfer the credits from. Emily has taken 2 history courses and 1 philosophy course at WPI: HI1332, HI2332, and PY1731. Our major take away from this project is seeing the transportation system as a living thing. It is constantly growing and evolving much like a living thing. It also brought us to see its importance regarding the growing of London into a world city. Without effective means of transportation, the city would not be where it is today. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Introduction=&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
The goal of this project is to understand the underlying causes of why the transport systems of London have become iconic to the city and give input on what the possible future of transport technology could be. Also, the project aims to make comparisons between these systems and other systems from around the world, in order to uncover the reasons for why and how they have evolved differently from each other or how they have become similar. We believe it is important for everyone to understand the history of transport technologies and systems in order to look ahead to the future and be able to improve upon the strong foundation that has been in place in these systems for years. Also, without public transit systems like the Tube or the double decker bus, the city of London would most likely not be able to function in the way that it does today.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Our methods of research for this project were somewhat different from past experience in HUA courses at WPI because we were able to utilize museums, specifically the London Transport Museum, to find information for our background section. Neither of us have had the opportunity use a museum so much for information in this kind of project. We also used methods of research such as books found at the library and journal articles found on the internet, which we are both very familiar with from past research experiences. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=Section 1: Background= &lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
==The Tube==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
===History===&lt;br /&gt;
&lt;br /&gt;
The world's first public railway was a horse drawn line near London in 1803. Steam locomotives would come to take the place of the horse in 1825, when the steam engine was applied to passenger trains. George Stephenson built the first inter-city passenger line in London, the Liverpool &amp;amp; Manchester Railway, in 1830&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. The first suburban railways opened in 1837 and took passengers from London to Paris and vice versa. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In 1854, The Metropolitan Railway Company was given the task of building an underground line to relieve the city traffic congestion. The underground construction also meant that no property needed to be destroyed at ground level, in central London. This line would bring passengers to Paddington, Euston, and King's Cross stations&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. This line would be known as the Metropolitan Railway.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Outside of Central London, in the 1860s the main southern lines were given permission to extend across the river to Victoria, Blackfriars and Cannon Street and shortly after this the Northern and Eastern lines were given permission as well to expand. Due to this expansion, by 1900 London had more terminals than any other city in the World. Unfortunately this meant that at least 100,000 British people had their homes destroyed by the creation of new lines and stations&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;. In addition, railway companies were not legally responsible for finding places for them to live, leaving thousands of people homeless. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
In the early 1900's, thousands of people traveled to London's city center for work from the suburbs. Horse drawn carriages could not take them the distance needed to get to their jobs. Trains became the preferred mode of transportation. This allowed the middle class to move out of the city center to more affordable suburbs and still work in the city. In 1912, it was estimated that 25% of all riders rode the cheap, early, workman's train. This 25% was dominated by men. Women often rode the suburban rails for leisure travel.  &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
During the beginning of the Second World War, preparations were made to protect the city's transportation systems because many feared that the city would be destroyed by Nazi air raids. Staff for the various transportation systems were trained in fire fighting and first aid in case of emergency, and some of the Underground's stations were converted to air raid shelters. The government also utilized the underground stations as administrative offices and for military purposes. Evacuation procedures were also created in case of emergency, so people could find safety in case of an attack situation. Similar to many other jobs during World War II, women began to replace men working on the Tube as they went off to war&amp;lt;ref&amp;gt;London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Technology that made the Tube possible====&lt;br /&gt;
&lt;br /&gt;
With the ability to harness water pressure, the first lift was installed into the underground in 1890. This was the first lift of its kind because while Elisha Otis (who did work in Worcester MA) was building lifts to bring people up floors, this lift was designed to bring people down levels. This lift brought people down 50 feet. Those who rode it said it gave them the sensation that the earth is rising around you. Without this technology, the tube would not be where it is today. People are more inclined to use the tube because it has a safe and easy way to get to the platform as opposed to taking 5 flights of stairs with their stuff (baby carriages, groceries, etc). It also allows the handicapped to easily access the platform&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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Electricity was another major technology that allowed the tube to thrive. Prior to 1890, the trains were not electric. This means that they were using steam engines. When you are 50 feet below the ground in a concrete tube full of steam-exhaust, it gets quite warm. People often did not take the trains because it felt like torture, an article in ''The Times'' wrote in 1884 &amp;quot;a journey from Kings Cross to Baker street is a form of mild torture which no person would undergo if he could conveniently help it&amp;quot;. They would rather walk than pay to go into a boiling hot tunnel&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. With the introduction of electricity, tunnels became cooler and quieter. This attracted more people and made the ride more enjoyable. &lt;br /&gt;
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Similar to the invention of the lift, the escalator became a necessary part of the Tube, after its first use in 1911, as it expanded deeper underground. Traveling to the track from ground level could become a very strenuous task in certain stations that go very deep underground, such as in the Angel underground station where one escalator rises 27.5 meters vertically&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;. Climbing this distance on a staircase would be very difficult for some people and by implementing the system of escalators the Tube has become accessible to many more people.&lt;br /&gt;
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&amp;lt;br&amp;gt;&lt;br /&gt;
A much more recent innovation that helps the London Underground system run smoothly is the Oyster Card. Launched in 2003, the Oyster Card was simply a card with microchip technology that allowed the passenger to more easily enter the tube, by simply tapping their card on the yellow circle on the gate to enter the station. This is a fast and effective way to get passengers in and out of stations, making busy morning commutes much easier. However, the original design of the Oyster Card was somewhat flawed because it was easy for hackers to clone Oyster Cards. The cards were changed eventually and now used radio-frequency identification (RFID) technology. RFID technology uses an electromagnetic field to operate. The Oyster Card has contributed to the popularity of the Tube as well, because it is convenient for many commuters to easily check travel records and the balance of their card online&amp;lt;ref&amp;gt;Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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===Successes and why===&lt;br /&gt;
The tube is popular for numerous reasons. It is a fast and efficient way to get around the city. It can reach speeds of up to 20.5 mph in some areas and 60 mph in the metropolitan line without having to worry about the city traffic above ground. It has 250 miles of track so it can take you almost anywhere in the city you can think of. The flat fare is also another reason for its success. This started in 1907 with a rate of 2 pence. This was fairly cheap for the time and allowed people to get across the city. People saw it as a major convenience. &lt;br /&gt;
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The tube gained so much success because it played an important role in the development of suburbs outside of London. Suburbs at Neasden, Wembley, and Pinner were built close to railway stations which helped improve inner city overcrowding, by allowing Londoners to expand in all directions away form the city. Wembley's population grew by 552% with the expansion of the tube and Harrow gained over 100,000 new residents in the time between the World Wars&amp;lt;ref&amp;gt;London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&amp;lt;/ref&amp;gt;. Specifically suburbs to the North-West of the city, such as Edgeware and Kenton, grew substantially. &lt;br /&gt;
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Today, the Tube is still extremely popular, and its is showing a continuous pattern of exponential increase. In 2007 over 1 billion journeys on the tube were recorded. Also, in 2011 there were just under 1.2 billion users of the tube making it the third most used metro system in Europe, behind Moscow and Paris's systems&amp;lt;ref&amp;gt;London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
==The Double Decker Bus==&lt;br /&gt;
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===History===&lt;br /&gt;
The London bus dates back to 1829 with the introduction of the omnibus. Due to licensing regulations, monopolies of public transportation in the city center were tightly controlled. To get around this, George Shillibeer ran his omnibus on heavily traveled routes outside of the city. This bus held 22 passengers and had only one route: from Paddington to Islington. This bus would often get crowded so uncovered seats were added to the roof, creating the first double decker bus. As they gained popularity, features were added to them such as a roof on the second deck. It was advertised saying &amp;quot;(the) omnibus is fashionable, French, and suitably respectable for Ladies and Children.&amp;quot; Eventually the government stepped in, in 1832, to end the monopoly of public transport and competition among bus services began to rise&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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As public transportation became more popular, the bus lines expanded to accommodate more places and riders. During the first world war, public transportation became less reliable and led small independent transport companies to step in to solve this and make a profit. So many companies stepped in that the roads became reckless and dangerous. The government had to intervene to combat this issue and created a single authority responsible for overseeing London's public transport. This authority was later named the London Transport. &lt;br /&gt;
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London Transport became a national authority in 1948 and was overseen by the central government. In 1970, oversight of London Transport was given to the Greater London Council. With the deregulation of bus services outside of London in 1986, oversight was once again shifted to the central government. The government then went as far as abolishing the Greater London Council. The government then created London Buses Limited. London Buses Limited had to compete against privately owned operators for lines and passengers. Currently buses are run by Transport for London which is overseen by the Mayor of London, who creates and implements transport strategies that will accommodate growth&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
====Technology that made the Double Decker Bus possible====&lt;br /&gt;
&lt;br /&gt;
Bus technology advanced the same as car technology. The same factors that allowed cars to gain in popularity and safety also apply to buses. The cab over design of the double decker bus gave it successes in the city. It allowed the bus to make tighter turns which was important in the narrow streets of London. The tires also played a major role in the success of the buses. This can be seen in the 20th century when they switched the solid rubber tires to ones filled with air. This increased the buses traction on the road, making them safer. While they have come far from where they started, bus technologies are still changing. Currently in the city there are around 2000 hybrid buses and 8 hydrogen buses in the fleet&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. They were introduced as a green initiative to reduce on carbon emissions in the city. Within the past year, the city announced that the first fully electric double decker bus will begin routes along the city. This will help tremendously with pollution as the current buses run using natural gas. This technology will help to cut on fuel costs and environment emissions thus helping the city be more cost efficient and be more sustainable. &lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Succeses and why===&lt;br /&gt;
In 1920 the bus was the most popular method of transportation in London. By the time 1930 came around, the people of London were making close to 2 Billion bus trips per year, which was more than double the amount that was being made in 1921. The large increase in popularity was caused by many changing aspects of the buses and their routes. Covered second levels of the buses were created and new pneumatics made the bus ride much more comfortable for the passengers. Bus routes also expanded to be just from central London to the new suburban areas and into the country. These advances to the bus and lines gave passengers a feeling that they were being taken care of and also gave them a pleasant experience&amp;lt;ref&amp;gt;Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&amp;lt;/ref&amp;gt;. Traffic times were greatly reduced because less people were in cars due to the fact that they were riding buses. Also, for some people it was found to be more cost efficient to ride the bus to the same place one would normally drive. Today many people take the bus because it is cheaper than the tube and has more stops in different areas of the city. The bus runs consistently all night where certain areas on the tube close down or have limited service, this contributes to its popularity&amp;lt;ref&amp;gt;Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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=Section 2: Deliverable=&lt;br /&gt;
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==How have both the Tube and Double-Decker buses become so iconic?==&lt;br /&gt;
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{{Infobox&lt;br /&gt;
|title = The Official Tube Map&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:Tube Map.gif|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =Image taken from the Transport for London website&lt;br /&gt;
}}&lt;br /&gt;
One way the tube has become so iconic is through its very unique map. The map itself is very different from that of the New York subway or the Metro in Paris. The lines of the tube are placed on a white background instead of being placed on a map of what the city looks like above ground. This map is also very heavily copyrighted by the London Underground Limited branding regulations and any other version of the map are never used for this reason. Even when asked how they would draw London, many Londoners simply said they would draw the tube map. Londoners also have created many associations to Tube stops shown on the maps to locations in London. The Tube itself has starred in numerous movies and video games such as Skyfall An American Werewolf in London, and Call of Duty: Modern Warfare 3. This further reinforced the Tube as a symbol of London. Also in Harry Potter, Albus Dumbledore has a scar on his left knee that is an exact copy of the London Underground map. Associating the City of London with the Tube in movies, creates a strong relationship between the two and contributes to the idea of the Tube as a symbol of London&amp;lt;ref&amp;gt;Porter, R. (1998). London: a social history. Harvard University Press.&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The Tube has also contributed to some of the greatest artists in recent history. As you enter a station you are instantly flooded with poster and billboard space filled with bright and colorful signs, hoping to draw your eye. While today it consists of mostly advertisements and signs, there used to hang beautiful art. The art you are most familiar with in Tube stations today is busking. There are many famous celebrities that used to busk such as Ed Sheeran, Passenger, Robin Williams, Pierce Brosnan, Sheryl Crow, Rod Stewart, Steve Martin, and BB King. The Tube has become an important part of art and music culture in London&amp;lt;ref&amp;gt;Porter, R. (1998). London: a social history. Harvard University Press.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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The Routemaster Bus (double decker bus) has become so iconic because of numerous media portrayals and tourism campaigns. The bright red buses were originally painted that color back in the early stages of transportation to stand out from its competitors; now practically every bus in the city is red. These red buses can be seen in almost every movie that takes place in London such as On the Buses, Live and Let Die, Diamonds are Forever, and Harry Potter and the Prisoner of Azkaban. They were also seen in TV shows such as Some Mother's Do 'Ave 'Em. These buses further reinforced themselves as a symbol of the U.K. when they came to America for a 'Come to Britain' campaign organized by the British Travel and Holiday association. They drove from New York to San Francisco then back through the Eastern Provinces of Canada, traveling more than 12,000 miles. Some say this was a way to show North America that Britain was not as boring as it was portrayed in stereotypes. In San Francisco there was an exhibit in the San Francisco Museum of Modern Art called 'British Art Today.' It included pieces such as a bobby, town crier, mini-skirted beefeater and a Routemaster shipped in just for the occasion. This bus was seen driving between the city's famous cable cars on the hills&amp;lt;ref&amp;gt;Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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==Transportation in the Future==&lt;br /&gt;
Between 1975-1985, peak speeds of the bus and Tube were 11% slower than in 1968. The decaying bus and Tube services promoted greater use of cars and worsened the traffic congestion. Many calls were made to the government to invest in maintaining these services but they were ignored as a way to keep taxes low for citizens. Present day Londoners will hopefully never have to experience this again. The gridlock, that was so common during the 20&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt; century became a major problem and the government decided it needed to be dealt with. &lt;br /&gt;
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To combat this, the future is looking towards autonomy and car sharing, and making our vehicles healthier to be around. Currently, diesel fuels themselves aren't a major health problem to humans, but their brake dust, tire rubber particulates, and road particulates are. However, diesel emissions are dangerous to the planet because they produce nitrous oxide, which many scientists believe is contributing to global warming. Most people feel that if we had electric cars we wouldn't have this problem. They have no emissions and are advancing towards becoming more efficient than petrol engines. The major problem with this is the electricity still has to be created to power these cars. Renewable energy can be used to create electricity but in the winter and at night not enough energy would be produced to fill the demand. We would need to resort to nuclear power, which is dangerous, or burning of fossil fuels, which causes global warming&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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To solve this problem, scientists, engineers, and urban planners believe that cars will become autonomous and by having self driving cars, people will ride share or use ride sharing services. It would be similar to using the popular service Uber but there wouldn't be a driver. This idea can be further applied to public transportation. By creating electric autonomous buses, there would be virtually no environmental impact and eliminate bus bunching. Bus bunching is very common for the city of London's bus system. Bus bunching occurs when a few buses traveling the same route arrive to a stop very close together. This causes people to have to wait a long time for the next bus if they miss those. This can be eliminated because with autonomous GPS, it can tell where the other buses are and can keep them from arriving too close together. This would allow the buses to arrive on a set schedule&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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The current problem with autonomous drivers is pedestrians and unexpected hazards. A self driving car or bus may not know how to respond to a situation a normal human could respond to. This includes traffic jams, emergency vehicles blocking lanes, pedestrians jaywalking, and emergency braking. While eventually the coding would get better to accommodate these, people will likely die or be injured before it is fixed. It is very possible to run these autonomous buses if there were more one-way streets and better road markings but until these problems are fixed, it is unlikely that autonomous buses will be a part of the near future&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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Autonomous trains require separate analysis. They seem to be more and more possible each day. They do not have to worry about the problems that drivers would. They have to simply go forward and brake at different stops. While occasionally things or people fall on the track, train conductors often do not have time to bring the train to a safe stop because the station is a very short distance away. It is very likely we will start seeing autonomous trains in the near future. Trains are a very convenient and a cheap way to move a lot of people. By making them autonomous, there would be less delays and could potentially make the tickets cheaper for passengers. I highly doubt the reduce price though, because governments always need as much money as they can possibly get&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
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As with anything that is autonomous there is a possibility of a cyber attack. That is why governments have been very reluctant to switch from human-controlled transportation. Who knows how many people would be injured or killed if an autonomous bus or train were to get hacked. The scary part is there is no real way to protect against this. Often when things are hacked people look to see how the program was exploited then patch the exploit to avoid being hacked in the same way again. This would not be safe for transportation because peoples lives are at risk&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;. &lt;br /&gt;
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A major question from many is, what about the train conductors and bus drivers that this will put out of work? This question can be simply answered. As anything become more industrialized or autonomous, current jobs may be lost but it will open new jobs to replace them. If we make trains autonomous we lose train conductors. But we need people to perform system checks on the autonomous system to make sure it is running alright. If we make autonomous buses we lose bus drivers. But we need people to perform maintenance on these buses. It may be smart to keep a bus driver on board incase of an emergency or situation known to cause the autonomy problems. This way the driver will be there to handle the situationk&amp;lt;ref&amp;gt;Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&amp;lt;/ref&amp;gt;.&lt;br /&gt;
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To conclude once a way to get autonomous transportation to be able to properly react to real-life situations and prevent them from getting hacked, we will see the implementation of both. It may seem that people will be out of jobs thanks to autonomy but soon after new jobs will be created to take their place.&lt;br /&gt;
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&lt;br /&gt;
==Comparison of the Tube and Double Decker Buses to Other Transportation Systems==&lt;br /&gt;
===The Tube vs. NYC Subway===&lt;br /&gt;
While they were created around the same time, the Tube and the New York City Subway have evolved to be two very different transportation systems. &lt;br /&gt;
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First, as mentioned above in the background section, the Tube map has always been a unique part of the Tube. Its design is simple, and does not incorporate the city landscape above ground. This is unlike what the New York City subway map looks like, shown to the right, where streets and bridges are shown directly next to and on top of, the subways lines&amp;lt;ref&amp;gt;Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&amp;lt;/ref&amp;gt;. Another reason the maps differ is that the Tube's map is heavily regulated and only one version is shown in stations, while the New York subway has many different versions of the map. The map shown to the right is only one of the many versions of the NYC subway map. The Tube map is often found easier to read because of its simplicity, in comparison to the New York Subway map.&lt;br /&gt;
{{Infobox&lt;br /&gt;
|bodystyle  = width:25em&lt;br /&gt;
|image = [[File:New York City Subway Map.jpg|x450px|alt=Milestone Image]]&lt;br /&gt;
|caption =NYC Subway Map&lt;br /&gt;
}}&lt;br /&gt;
&amp;lt;br&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Another difference between the Tube and the New York subway is the use of the contactless card. The Tube, as mentioned in the background section, uses an Oyster card which is a contactless and easily used pass to enter and exit stations. The New York Subway has something similar but much less convenient, the MetroCard or MTA card as some call it&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;. The MetroCard is not a contactless card and must be slid by the user who then passes through the gate. This takes away some of the ease of using a contactless card, like the Oyster Card, and could be the cause of long lines and congestion when trying to get into the station. This is only a minor difference but can cause problems in the long run, especially during peak hours of the subway. &lt;br /&gt;
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Cost of taking these two systems also differs. The Tube's system of pricing is a little bit more complicated because the all of the systems of transport in London cover nine distinct zones, each of which has a different price. However, for simplicity fares in Zone one can be compared fares of the New York Subway. For a single ride on the New York subway the price is only 3 US dollars&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;, but a single ride in Zone 1 on the Tube is almost 6.5 US dollars. The Tube is actually much more expensive for someone without an Oyster Card and making a single journey. If a passenger has an Oyster card they will be paying 3.25 US dollars per ride and a passenger with a MetroCard for the NYC Subway will be paying 2.75 US dollars&amp;lt;ref&amp;gt;Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&amp;lt;/ref&amp;gt;. These prices are much closer together but overall the Tube is still more expensive. Both systems reduce the price for having a card, which encourages regular usage. &lt;br /&gt;
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Historically, both the Tube and the New York subway have seen increases in their usage with both cities currently experiencing population growth. However there are more journeys made on the New York subway, despite London having a slightly higher population. The New York Subway has over 5 million journeys made per weekday&amp;lt;ref&amp;gt;Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&amp;lt;/ref&amp;gt; which is much more compared to London's maximum number of journeys in one day, which was 4.8 million.&lt;br /&gt;
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===The Tube vs. The Shanghai Metro===&lt;br /&gt;
The Shanghai Metro is one of the busiest Metro systems in the World. It is the third oldest metro system in China and holds the record for being the largest transit system by route length and is the second largest concerning its number of stations. Comparing sizes, the London Underground is substantially smaller, it has only 270 stations while the Shanghai Metro has 364 stations&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt;. This is because the city of Shanghai has almost 3 times the amount of people living in the city that London has. Both railways are still expanding and there is plans to begin connecting the Shanghai metro to other subway systems in China. &lt;br /&gt;
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A difference between these two systems is the way they passengers are charged. On the Shanghai metro passengers are charged based on mileage which is very different from the tube where passengers are charged based on what zone they are traveling to and from. The highest fare on the Shanghai metro that can be paid is 14 Yuan&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt;, which is equivalent to about 2 US dollars. Once again, similar to the New York Subway, this is less expensive than a tube ride in Zone 1.&lt;br /&gt;
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Also similar to the Tube, the Shanghai Metro has a Shanghai Public Transport Card which can be used on all of the public transport systems in Shanghai. This card also uses RFID technology&amp;lt;ref&amp;gt;Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&amp;lt;/ref&amp;gt; like the Oyster card, but was launched 4 years before the Oyster Card.&lt;br /&gt;
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===Routemaster vs. San Francisco Cable Car===&lt;br /&gt;
Similar to the Double Decker bus, the Cable Car is iconic to San Francisco. Its routes are much shorter and it has less frequent stops, which makes sense because San Francisco has a smaller population than London and has a smaller area in general. &lt;br /&gt;
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The bus in London is much less expensive than the cable car in San Francisco. The cable car is 7 US dollars for a single ride while the bus is only a little under 2 US dollars. The high cost may be due to the fact that the cable car has experienced a decline in usage over time&amp;lt;ref&amp;gt;Kahn, E. M. (1944). Cable car days in San Francisco. Stanford University Press.&amp;lt;/ref&amp;gt;. It is more of a tourist attraction rather than something people use everyday for commuting purposes because it does not go to the same spots in the city it used to. The bus is a much more popular method of transport for both tourists and commuters in London. &lt;br /&gt;
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=Gallery=&lt;br /&gt;
&amp;lt;gallery mode=&amp;quot;packed&amp;quot;&amp;gt;&lt;br /&gt;
Image:1555.JPG|''First Double Decker Bus''&lt;br /&gt;
Image:1559.JPG|''Train Map 1875''&lt;br /&gt;
Image:1560.JPG|''Digging of the tube line''&lt;br /&gt;
Image:1563.JPG|''Metropolitan Railway Map''&lt;br /&gt;
Image:1585.JPG|''Very First Tube Map''&lt;br /&gt;
Image:1587.JPG|''Electric Tram''&lt;br /&gt;
Image:1586.JPG|''Emily driving the bus''&lt;br /&gt;
Image:1590.JPG|''Trolleybus''&lt;br /&gt;
Image:1593.JPG|''Flagging down a bus in 1937''&lt;br /&gt;
Image:1606.JPG|''Evolution of tube trains''&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
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=Conclusion=&lt;br /&gt;
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To conclude both the Tube and the Double Decker Bus have had a long history and can only continue to improve. Both have had a large amount of success and this success has led them to both become iconic and synonymous with London. They would not be where they are today if it wasn't for technological advances. Modernization and innovation allowed for the Tube to be more efficient than the NYC subway. If we were to further investigate this topic, we would go more into the operational statistics of running both. Such as operating cost, efficiency, and other factors to determine the price of a ride. &lt;br /&gt;
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&lt;br /&gt;
=References=&lt;br /&gt;
#Porter, R. (1998). London: a social history. Harvard University Press.&lt;br /&gt;
#Elborough, T. (2006). The Bus We Loved: London's Affair with the Routemaster. Granta.&lt;br /&gt;
#Jackson, K. T., Keller, L., &amp;amp; Flood, N. (Eds.). (2010). The Encyclopedia of New York City. Yale University Press.&lt;br /&gt;
#Kahn, E. M. (1944). Cable car days in San Francisco. Stanford University Press.&lt;br /&gt;
# London Transport Museum. (n.d.). Retrieved May 11, 2017, from https://www.ltmuseum.co.uk/&lt;br /&gt;
# Technological innovations that make London Underground Work. (2016, September 08). Retrieved May 11, 2017, from https://www.eurotransportmagazine.com/20538/transport-extra/technology-london-underground/&lt;br /&gt;
#Transport for London | Every Journey Matters. (n.d.). London buses. Retrieved May 11, 2017, from https://tfl.gov.uk/corporate/about-tfl/culture-and-heritage/londons-transport-a-history/london-buses&lt;br /&gt;
#Holzapfel, H. (2017, May 18). Will future transportation technologies solve our transport problems? Lecture presented in University College London, London&lt;br /&gt;
#London Underground. (2017). In Encyclopædia Britannica. Retrieved from http://academic.eb.com.ezproxy.wpi.edu/levels/collegiate/article/London-Underground/471501&lt;br /&gt;
#Fares &amp;amp; MetroCard. (n.d.). Retrieved May 19, 2017, from http://web.mta.info/metrocard/mcgtreng.htm&lt;br /&gt;
#Shanghai Metro. (n.d.). Retrieved May 20, 2017, from http://service.shmetro.com/en/&lt;br /&gt;
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=Attribution of Work=&lt;br /&gt;
Andrew: Tube History, Tube Success and Why, Technology That made the double decker bus possible, Transportation in the Future, Abstract&amp;lt;br&amp;gt;&lt;br /&gt;
Emily:  Introduction, Technology that made the tube possible, Bus History, Bus success and why, Comparison of the London Transport systems to other cities transport systems. &amp;lt;br&amp;gt;&lt;br /&gt;
Both: Conclusion, How the tube and the double decker bus became so iconic&lt;br /&gt;
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