The Determinants of Sustainable Competitive Advantage in International Research Paper

The Determinants of Sustainable Competitive Advantage in International Marketing - Research Paper Example Same way many other prominent companies failed to develop properly in international market because of their misinterpretations and wrong perceptions about the sustainable competitive strategies in international market. Knowledge management, cost leadership or differentiating, innovation or development of new products, timing of introduction of new products, customization of the product and technology, superior technology, ability to adapt with local cultures, commitment to demonstrates corporate social responsibility, geographic dispersion of activities etc are some areas in which international companies should focus more to sustain their competitive advantage in international market. This paper analyses various determinants of sustainable competitive advantage in International Marketing. A company that operates in a small number of countries or within in a restricted business sector may believe that its competitive advantage comes from low cost manufacturing, design capability and d istribution efficiency. However when exposed to global competition it may find that its own competitive advantages cannot be transported to new countries and discover, instead, that regional or global competitors have even greater competitive advantage in their own domestic markets as wells as in the target country market (Doole & Lowe, p.430). Knowledge management is one of the major determinants of competitive advantage in international market. As mentioned earlier, Parker Pen Company tried to sell its products in international market using same marketing strategies everywhere. Parker Pen was the market leader in the manufacturing of writing equipment once. But now same thing cannot be said about them because of the huge setbacks they received from international market during the initial period of globalization. â€Å"The idea of selling pens the same way everywhere did not sit well with many parker subsidiaries and distributors. Pens were indeed the same, but markets, were diffe rent† (Marketing across cultures, p.195). Parker thought that for the same product, same marketing strategy is enough everywhere. They failed to recognize the fact that the global market is different from domestic market and it needs customized marketing strategies for each market outside, United States. It should be noted that Tiger Woods could be a good brand Ambassador in American conditions whereas in Indian conditions, instead of Tiger Woods, Sachin Tendulkar or Shah Ruk Khan could be a better brand ambassador. In short, local knowledge is essential for international companies to formulate better business strategies for each global market in which they try to sell their products. â€Å"Traditional approaches to developing competitive advantage focus on developing a positional advantage relative to competition based either on cost leadership or differentiating the product /service offering† (Craig and Douglas). However, in international market, cost leadership or di fferentiation strategies alone may not help an organization much. For example, most of the Chinese products are believed to be the cheapest products available in the global market at present, compared to the products from competitors. China is focusing more on quantity rather than quality while producing goods. Cheaper price may help Chinese companies to sell their

Slavery and Civil War Essay Example for Free

Slavery and Civil War Essay For a long time a controversy has existed amongst historians regarding slavery as a cause for the civil war. A large number of Northern writers agreed with President Said James Ford Rhodes that slavery was the singular cause of civil war and but for slavery there would have been no civil war at all. The annexation of new territories of Texas, Oregon and Mexico were the source of all trouble because whenever the question of entry of any state to the Union came up before the Congress, both Northern and Southern states tried their level best to ensure its entry as a free or slave state respectively. Wilmot Proviso might have exploded the situation but was again saved by the compromise of 1850. As someone rightly pointed, ‘the compromise of 1850 was merely a lull which foreshadowed the coming of a storm’. This situation was further provoked by the Kansas-Nebraska bill. It re-opened the question of slavery. One of the immediate of the passage of the bill was that a struggle started between the free and slave states over the control of Kansas. The Lecompton Constitution 1857, the Dred Scott decision 1857 were the later incidents that involved the slavery question and led to civil war. Right from the start of Civil War pressure had been exerted on Lincoln to declare the war as a crusade for the abolition of slavery. To win the support of the liberal opinion in Europe, Lincoln issued his Proclamation of Emancipation on September 22, 1862, in his capacity as Commander-in Chief of the Army. It was declared that ‘on the first day of January A. D 1863, all persons held as slaves within any state or designated part of a state the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free. ’ No doubt, the abolitionists were insulted, attacked and persecuted, but they carried on their activities. All these actions and reactions did arouse the conscience of the people and in the north they stood up to defend them. The Abolitionists followed different methods, which resulted in split of the organization. The extremist group known as Garr achieved their objective. The other group known as liberty Party Men; was composed of moderates and believed in constitutional methods. They wanted to get into the Congress, control the presidency and bring about the desired reforms. They put up candidate in the4 presidential election of 1840; though they could not get him elected. 13th Amendment also paved the way for civil war. It was not the same 13th Amendment that we have today but this amendment preceded the Civil War, was adopted in February 1861. This version was adopted for an utterly dissimilar purposeto guarantee the validity and perpetuity to the institution of slavery in the Southern slave states, rather than to abolish it. This amendment was aimed at to guarantee to preclude Civil War. But the opposite happened. Another factor that contributed toward the intensification of civil was black soldiers. In 1862, President Lincolns Emancipation Proclamation enabled for African Americans to recruit in the Union Army. There was an earlier desire on the part of the African-American to join the war, but were negated to enlist in the army due to the secession fear of the bordering states. However after the Proclamation hundred thousands of black soldiers joined the army and their number mounted to approximately 180,000. From the above discussion, we can conclude that it would be fully an erroneous view to hold that slavery was the sole cause of the civil war but it is right to conclude that for slavery there would have been no civil war.

International Customs Law Case Study

International Customs Law Case Study Natasha Joseph Candoma and Rutamu are two neighbouring States along which the river Hope runs. This river contains a rare fish that both States regularly seek out. Due to the river being narrow, the two States have created a system that allows one State to fish, while the other waits until the first has left. One day, a vessel from Candoma was fishing when a vessel from Ruatmu approached. The latter vessel refused to halt, thus resulting in a collision of both vessels. The Rutamuan captain was arrested and tried in Candoman court (Abass, 2012, p. 66). The issue, in this case, is whether Rutamu breached International Customs Law when its vessel encroached upon Candomas vessel as the Candoman crew was fishing in the river Hope. The principles discussed within the chapter will be used as an aid in advising how both parties should argue their respective cases. According to Article 38(1) of the International Court of Justice, the governing rule of law in this dispute is Customary International Law (Abass, 2012, p. 27). Customary International Law is defined as the general and consistent practice followed by States, from a sense of legal obligation (Abass, 2012, p.34). The dispute between Candoma and Rutamu meet the criteria for customary international law, as without this custom, there were severe sanctions that followed. Consistent is defined as conforming to a regular pattern that is unchanging in agreement (Oxford Dictionary, 2010).   In this case, consistency and uniformity of practice are required to prove custom (Abass, 2012, p.39). Candoma constantly abided by the rules that were set out when the custom was created. Although, Rutamu, was not as consistent given the vessel breached waiting, a small degree or frequency will not prevent the formation of this customary rule (Abass, 2012, p.39). Therefore, the practice by Candoma a nd Rutamu over the course of several years demonstrates consistent behaviour. The two criteria for proving the existence of customs in International law are general state practice and opinio juris. General state practice is defined as the total sum of how States behave in respect of a particular issue or situation (Abass, 2012, p.37). In this case, the State of Candoma participated in general state practice. The party which relies on a customà ¢Ã¢â€š ¬Ã‚ ¦must prove that this custom is established in such a manner that it has become binding on the other party (Abass, 2012, p.39). Since Candoma relied on this custom by practicing it, they proved to Rutamu that there was a custom to abide by. Therefore binding Rutamu to participate in the custom. Although it may be argued that, Rutamu did not participate in general state practice. According to Akehurst a number of States participating is more important than the frequency or duration of the practice. Even a practice followed by a few States, on a few occasions and for a short period of time, can create a custom ary rule (Abass, 2012, p.38). In this case, both States needed to participate in the action of this custom in order for there to be a customary law. As this custom is a regional custom, all States against which a regional custom is claimed must have accepted it (Abass, 2012, p. 37). Therefore, this shows that general state practice has not been established. Opinio Juris is defined as the psychological element underscoring States belief that they are under a legal obligation to do, or to refrain form doing, an act (Abass, 2012,p.42). Official statements are not required when determining opinio juris; rather it may be gathered from, acts or omissions (Abass, 2012, p. 40). In this case, the State of Condoma expressed opinio juris through accepting the custom of waiting as law, believing that they were under a legal obligation to fulfill such an act. They reaffirmed opinio juris through general state practice. Although it may be argued, that Rutamu did not express opinio juris. This can be seen through the States actions. Rutamu had previously objected once to the waiting custom by writing to Candoma. The act of writing justifies that Rutamu did not believe in the custom of waiting. In a regional custom, States must demonstrate customary acceptance. In other words, it can be considered as an opt in process. Meaning, a particular State must have demonstrated acceptance of this law through State practice and opinio juris to participate in such a custom (Braley Rattai, 2017). Seeing that Rutamu did not express opinio juris, and wrote to Candoma justified the State was not bound to any law. This demonstrates that Rutamu did not breach waiting; therefore this shows that opinio juris has not been established. In conclusion, both parties have strong cases in relation to this dispute. Although, Rutamu did not breach the custom of waiting as it failed to express opinio juris and general state practice, which are required in participating in a regional custom. Therefore, this State did not participate in the waiting custom and was thus not bound to it making them eligible to freely fish at any given time they want. References (APA Style): Abass, A. (2012). Complete International Law: Text, Cases, and Materials (2nd ed.). Oxford: Oxford University Press. Braley Rattai, A. (2017, January 10). International Law: Theories and Sources. Lecture presented at University of Toronto, Scarborough. Oxford Dictionary of Current English. (2001). New York.

Reader-Response Criticism of James Joyce’s Eveline from Dubliners Essay

A Subjective Reader-Response Criticism of James Joyce’s Eveline The subjectivity evident in literary interpretation is hard to deny. Though one person may feel that James Joyce’s writing proves Joyce’s support of the feminist movement, another may believe that Joyce views women as inferior. What could account for such a difference in opinions? Schwarz explains that subjective reader-response critics would respond to a question such as this by answering that each reader uses the literary work to symbolize his or her own life and, therefore, each response is unique to the individual reader. He asserts that the reader will always find an identity theme in the particular text he or she is reading. Consequently, the text must be looked at in terms of the response it invokes in the reader, and what this response says about the reader’s own psychological needs (129). Several of James Joyce’s works are ideal for subjective reader-response analysis and, in particular, the story â€Å"Eveline† from Dubliners. The story â€Å"Eveline† concerns a love affair between Eveline and a sailor, Frank, and Eveline’s indecision about whether or not to run away with Frank to Buenos Aires. Throughout the short story, Joyce describes several images and actions that lead up to Eveline’s eventual inability to leave with Frank. However, there are such a variety of images and actions that it is difficult to emphasize the specific key images and actions that lead readers to their ultimate understanding of the story. Due to the great number of images and actions in â€Å"Eveline,† individual readers must designate their own important aspects of the story in order to assert meaning. â€Å"Each person... ...overcoming the paralysis of fear and obligation to take a chance for a more satisfying way of life. Works Cited Bleich, David. Readings and Feelings: An Introduction to Subjective Criticism. Urbana: National Council of Teachers of English, 1975. Holland, Norman N. â€Å"The Question: Who Reads What How?† 5 Readers Reading. 1975. Joyce, James. Dubliners. New York: Washington Square Press, 1998. Schwarz, David R. â€Å"Reader-Response Criticism and ‘The Dead’ What Is Reader- Response Criticism?† James Joyce The Dead: Complete, Authoritative Text with Biographical and Historical Contexts, Critical History, and Essays from Five Contemporary Critical Perspectives. Ed. David R. Schwarz. Boston: Bedford Books of St. Martin’s Press, 1994. Werner, Craig Hansen. Dubliners: A Pluralistic World. Boston: Twayne Publishers, 1988.

The Battle of Valley Forge

The American Revolution era was one of the most significant time periods in the history of America. As America became more popular and gained more states they had to somehow break free from British rule. The thirteen colonies joined together to slowly gain freedom from Britain and become it’s own independent country. They began to decline British rule and eventually lead to war, to what is now known as the American Revolutionary War. The British sent invasion forces into New England in order to try and regain its power over the states, but they failed and were driven out by Washington and his army.After, George Washington, the general of the troops at the time, moved his troops to a more secure location for the soon coming winter. This location was known as Valley Forge. The times in Valley Forge were known to be very difficult for the soldiers fighting. According to more traditional sources, the soldiers lacked food, shelter and warmth and were also in need of more men. Accor ding to Robert Middlekauff’s text from â€Å"The Glorious Cause†, the times at Valley Forge were indeed miserable and the troops suffered greatly.Jack Rakove’s text from â€Å"Revolutionaries† agrees with Middlekauff’s view, and adds that over two thousand soldiers died that winter. However, Ray Raphael takes on the less traditional view and states that the soldiers did not in fact have such great difficulty. When you compare and contrast the other sources, Ray Raphael has a more persuasive document, as opposed to the more traditional accounts. Robert Middlekauff’s â€Å"The Glorious Cause† takes on the traditional story of Valley Forge, one that it was of extreme suffering and conditional, careless decisions, yet one of bravery and hope.Valley Forge was a difficult time for the soldiers fighting for their country. The conditions were severe and there were no buildings, as the troops had to put up their own. The troops lacked shoes, c lothing and soap and frequently had nothing to eat. The soldiers were starving and many were cold and sick. The water for all uses had to be carried for considerable distances. These are only few of the problems the soldiers faced day by day. George Washington, the leader of the troops, did his best to find food and get it to Valley Forge.Although Congress encouraged Washington to seize food that troops needed, Washington resisted suggestions. He recognized that relief of his troops hunger would undercut principles of revolution, and political support of people. Instead, he sent commissary in search of provisions, seized supplies, and attempted to protect seller's interest as much as possible. Washington’s orders suggest that he did not overlook many ways of maintaining discipline. The soldiers were absolutely miserable. They lacked everything an army needs for survival, from clothing to food to shelter.They had been hungry for weeks and suffering for months. After all of ago ny and distress, the soldiers pulled through with hope, and continued to fight. â€Å"Revolutionaries†, by Jack Rakove, as well, speaks about the great hardships and suffering that the soldiers went through at Valley Forge. George Washington was somewhat of a tough leader who knew his priorities. â€Å"We have not more than three months to prepare a great deal of business in, and if we let these slip or waste, we shall be labouring under the same difficulties all next campaign as we have done this.He explains that although George Washington understood the difficult circumstances that the men were going through, they had to continue in order to prevent from a cycle of the same things happening again. According to Rakove, when the winter at Valley Forge began, the soldiers were â€Å"barefoot, huddled in the snow around flickering fires†, while the enemy was sleeping warm, well fed, in nearby Philadelphia. In mid February, the men were lacking meat, and drenching rains washed out roads, swelled rivers, and badly disrupted the flow of supplies to camp.Over two thousand soldiers died that winter. Although they were starving, lack of food was not the main reason for the soldier’s deaths, but rather the lowered resistance to disease, food shortages, and inadequate clothing while the men were overcrowded on the huts. What caused all of this was mostly the strategic and political considerations. Congress imposed well meant but misguided reforms, which strained to the breaking point of the supply system.Although congress meant well, they’re plans were in fact failures and led to the critically harsh times of the soldiers. Many mistakes made by the congress lead to not only political problems, but also problems within the soldier’s lives during the harsh winter. Although Jack Rakove and Robert Middlekauff take on the more traditional story of the experience in Valley Forge, Ray Raphael takes on a different approach. In Ray Raphaelâ₠¬â„¢s â€Å"The Winter At Valley Forge†, he explains that many people believe in the traditional telling of the experiences in Valley Forge.Many people believe that the winter was one of the cruelest winters in the countries history and that the soldiers suffered greatly, but were able to withstand the wrath of British. Raphael exclaims that the traditional Valley Forge story is â€Å"disrespectful to the soldiers who endured years of hardships, endangered their lives, and in many cases died so that the United States could gain and retain its independence. To give these patriots the respect that is their due, we have to cease creating idealized fantasies about how well they behaved themselves.Raphael is greatly disappointed with the treatment and lack and respect towards the soldiers and story of Valley Forge and explains that the soldiers demanded food, clothing, and money, which had been promised to them and which was necessary for them in order to stay in the field and fa ce the enemy. â€Å"The few who act upon Principles of disinterestedness are, comparatively speaking, no more than a drop in the Ocean. † This is a quote by George Washington, commenting on the lack of people joining the army and helping the country fight for it’s independence.Reluctantly, the Congress offered bounties to those who agreed to join the army. This is why the men demanded the food, clothing and pay. Congress allowed the Commissary Department to fall into shambles, as the much needed food and clothing never arrived. Congress was accountable for the lack of provisions that caused the soldiers great suffering and grief. Forced to move on, the troops moved forward from Valley Forge to pillage local civilians. When the soldiers failed to receive adequate food, minimal clothing, or the pay they had been promised, they were forced to make a decision.They either had to endure their hardships silently, grumble among themselves, or make trouble. They could either de fend themselves or walk away. Soldiers had to deal with this unsolvable problem everyday, and they chose to act forcibly and continue. This is the true story of Valley Forge. These three sources share similarities and differences. It is quite clear that Jack Rakove and Robert Middlekauff, for the most part agree on their depictions of the experience at Valley Forge. But, Ray Raphael shares a much more interesting, more realistic portrayal.The traditional telling of Valley Forge is one somewhat out of a fairytale. It is simply over exaggerated with the overly harsh conditions and strong heart of the men who pulled through with their dedication to their country and continued fighting without ever giving up or losing hope. In the words of Ray Raphael himself, it is â€Å"disrespectful† towards the soldiers who fought for our country in Valley Forge. All three of these sources do agree that the times were not easy, but Raphael bases it off of a more reasonable explanation, rather than blaming the misery on nature.Raphael explains that it was in fact the congress’ fault for the soldier’s suffering. The congress did not send the soldiers the proper necessities in which they were promised, such as food, clothing or pay. The soldier's could have simply retreated and walked away, but they chose not to. They decided, despite the fact that they did not have the proper necessities to fight, they would continue and use what they could to survive and defeat the enemy. Raphael shares a more respectful, appreciative and persuasive telling of the story of Valley Forge.

How To Meet Deadlines When Youre Tired Of Missing Them

How To Meet Deadlines When Youre Tired Of Missing Them Every creative professional  knows how to dread deadlines. However, we could often use some help knowing how to meet deadlines. This means having enough discipline not to push back deadlines. Its something thats easy to do when were under crunch time. However, it isnt a solution.  Push your deadlines back enough times, and soon enough, you wont have a content marketing strategy  left to  execute. Content must be created, and it must be delivered on time. Your audience craves it. Your boss demands it. Your job literally depends on it. And with the right processes and work habits in place, youll hit every deadline, every time. Best of all, this isnt as hard to pull off as you might think. Let us show you how to conquer your fear of deadlines and be more productive than ever. 1. Start By Asking When, Not What "What do you want done?" is usually the first  question that gets asked when planning a project. After some discussion, you usually find out when the project  needs to be finished. However, sometimes a better opening question is "When do we want this done?" Start by setting your deadline first. Then, work backward to figure out how much you can realistically accomplish between today and your deadline. Why don't #marketing projects start with #deadlines first, then requirements?People don’t like deadlines because they make them feel constrained and tied down. If you can master your  deadlines by outlining and planning realistically what you can do, in a set timeframe, meeting deadlines will no longer be a burden on you or your company. Think MVP (Minimum Viable Product) You may have heard of the concept of a Minimum Viable Product (MVP). Essentially, this means building the  bare minimum  you need to  include in your product to make it a useful solution to a problem. From there, you can enhance and optimize it after you ship it. Shipping is a common  term used in agile project management  that developers use when they're ready to push new code to production. However, you can apply this same mindset to content creation too.  You can do this and meet your deadlines by understanding the minimum essentials you need in your project to make it successful initially, understanding you can improve your project and processes as you move forward. Aim To Ship, Not For Perfection Seth Godin has a lot of awesome things to say about this- shooting for completing projects  quickly instead of shooting for perfection. Write down your deadline. You'll publish on this date whether it's perfect or not. Gather everyone's ideas on your project. Share those ideas in a way everyone can see, and ask them to take a look. After they look or even miss their due date of looking, that's it. No more updates. Draft a blueprint of the project from those rough ideas. Get final approval for your project blueprint from the big wigs in your company. Ask the folks with sign-off authority a simple question: "If I deliver what you approved, on budget and on time, will you ship it?" Don't move forward until you get your yes. Seth says, "Once you get your yes, go away and build your project, thrash-free. Ship on time, because that's what a linchpin does." While some of that relates to office bureaucracy, you get the idea. Start with a deadline, then give yourself permission to ship on time- no excuses. 2. Create A  List Of  What Needs To Get Done (And  When) Setting and maintaining timeline and project goals is arguably one of the most  challenging parts of being a project manager. Whether you're a one-person  operation or have a large team, keeping all these tasks on track and moving forward takes some attention to detail. Recommended Reading from Neil Patel: The 6 Types Of Social Media Content That Will Give You The Greatest Value At , we once realized that we were running into this problem. Every Monday, the marketing team gets together to go over the last week's analytics, our plans for the upcoming week, and everyone's deadlines. The plan is simple: Learn from the projects you went through last week, asking yourself three simple questions: What went well? What could we improve? What should we stop doing? Prioritize the projects that  you must get done this week.  Give everyone one goal to complete by the end of the week, no matter what. Review everything you're working toward as a team to understand who is the lead on certain projects, and who is in supporting roles. This is helpful because everyone knows the amount of work expected from them, giving them their chance to speak up if they think it's too much or too little, which helps  everyone understand exactly how they'll contribute to meeting your collective deadlines. Plan how you'll work together as a team to keep each other accountable for meeting your deadlines. Meet daily to talk through  progress and roadblocks that may prevent you from shipping, and figure out a solution. 3. Set Smaller Deadlines Within Your Large Deadline Each week, we put out two blog posts on our blog, among other  templates and projects. Using 's task templates is a huge life saver for us, especially since our  team is spread out across  a few  different locations. We have a set list of what needs to be done each week, and we rely on checklists  built using task templates to help everyone working on the project know the steps they need to complete in order to help us publish our content on time. Use these tips to break down your bigger deadlines into smaller ones: Look at the big picture and draw a road map of exactly what you need to do. Separate tasks based on who needs to complete them. Create an outline labeling what needs to be done and by when. Ask yourself what needs to be done in order? What can be done whenever? Delegate tasks based on who needs to do what, and then fill the gaps with tasks that can be done whenever. We use task templates in to manage all of this.  Here's an example of what these look like: 4. Build In Buffer Time Write down all the tasks you need done and when you need them done by. Then, give each of these due dates a day or two of buffer room before they are actually due so you don't set yourself up for failure. This allows time  to make needed changes, or even finish your work ahead of schedule. Seth Godin  has some great ideas about how to build in buffer time: "Write it down instead. Hand it to someone else. Publicize it. Associate it with an external reward or punishment. If you don't make the deadline, your friend gives the $20 you loaned her to a cause you disagree with..." Deadlines give you the opportunity to beat the rush. Handing in work just a little bit early is a sure-fire way to tell a positive story and get the attention you seek. 5. Remember  You Only Have So Much Room On Your Plate This is one of those  pieces  of  advice where it’s a â€Å"do as I say and not as I do†. Many of us on our team struggle with this daily. We want to help everyone, do more, and be busy. So we will have to work on this one together. Everyone has 24 hours in a day; there are limitations to what can be done and what can be done well. You know your strengths and weaknesses, look at what is on your plate for the week and go from there. Make it a point to write a mock schedule of everything you'd like to finish for the week. Do this weekly on Sunday night or Monday morning. Schedule  in any meetings you have, and appointments or reasons you won't be in the office, and make sure you leave time for sleep (seriously). Recommended Reading:  What To Do On The Weekend To Increase Your Productivity On Monday Nathan, our content marketing lead, literally plans out what he'll do each day to keep himself on task. It helps him learn how much time certain projects really take to help him use his time even more efficiently for future projects. This will help  you know  exactly how much free time you have in the day and week,   while keeping you accountable for meeting  your personal deadlines, and helping you improve your time management skills. This way,  when someone comes to you with a new project or idea, you can look at your schedule and realistically know if you can fit one more thing on your plate or not. This way, you  save yourself the stress and hassle of overdoing it. Here's how to do it yourself: Value all your time: Know that you have 24 hours every day, just like everyone else (even Beyoncà ¨). Hopping onto Facebook, texting, or a mindless zone out adds up. The average Facebook user spends 17 minutes on Facebook a day. That’s 4 and a half days a year. Imagine how much you could get done in that extra time. Focus on your work: While zoning out can distract from work, it’s a proven fact that daydreaming can actually put off the desire for future rewards because you envisioned success but did nothing to achieve it. Being actionable help you achieve your goals. Big game talk and day dreaming don't. End procrastination: Start easy. Break it down. Be nice to yourself. Get a good why. Be mindful. 6. Don’t Be Afraid To Delegate Tasks The wonderful part about being on a team  is that you have help. Sometimes as marketers, we've been conditioned to take on projects without much help  because counting on people means leaving your success  up to others. It’s great that we have the passion  to do a lot, but it can be our downfall. When you delegate tasks, it gives you more time to focus on other projects. It also gets new eyes on the other projects and helps you work  quicker. The Muse  came up with a great list to help with delegating tasks: Decide what to delegate: Once you decide to ask for help, pick the projects  you need help with. You want to focus on your own strengths and weaknesses to choose  what tasks would be better delegated. Pick the right people:  Just like you chose which tasks aren't right for your skill set, pick  your team members who'll be rock stars at those tasks. If you need something edited, think about who the grammar wiz is on your team. Need something figured out with math? Find someone who is better with numbers, and so on. It can be hard to trust new people with a job, but ultimately, you have to do what is best for the project and the timeline. Communicate clearly: When you delegate tasks, sit down with your team and clearly spell out what you would like from each person. Getting everyone together may seem like a hassle, but in the long run, it will save you time and headaches. Check in, but don’t be overbearing: You handed off your tasks.  Now you have to trust that your team are professionals and that they will take care of their tasks. It’s easy to want to check every three minutes to make sure everything is getting done, but you need to trust your team, check in sparingly, and then let them continue with their work as well. Give credit where credit is due: The project is done, your team worked hard and now you are ready to ship it. Make sure to acknowledge their hard work. They jumped in to help you out, don't take that for granted. 7. Don't Be Afraid To Ask For Clarification, Either Your company expects  you to be a self-starter and to take on new projects. These are great qualities to have, but that doesn’t mean you can’t ask for clarification on your projects before you get started. It'll save you time. One of the biggest time sucks is not knowing what is asked of you.Save time in the long run by clarifying the expected outcome of your projects: Admit you're unsure  and get the clarification you need. Ask open questions- this makes it easier to get more from people than "yes" or "no" answers, they are more likely to give you more detail of exactly what you are looking for if you ask open follow up questions. Ask for specific examples of outcomes to envision what your project will  look like. Know the goal of the project. Focus on your audience's needs instead  of just producing content because you can. Just because it's some of your best work doesn't mean that was what was being asked of you. Make sure to stay on task. Repeat what your team lead just told you to make sure you understand what they really mean. 8. Work During Your Most Productive Hours Emails, phone calls, instant messages- with all these distractions, sometimes typical works hours may not be your most productive  time of the day.  When  you are  constantly being interrupted, it's hard to put your head down and really work. Many time-saving tricks say â€Å"put your phone away† or â€Å"log out of your email†. Well, I don’t know about you, but when I turn off my e-mail and phone, I get anxiety. I feel like I'm going to miss something or someone needs me to take care of something, and I’m not getting my jobs done. This constant worry is just as much of a distraction  (if not more) as checking my email every hour. So instead of turning off my life, I just schedule the things I really need to focus on at night. It's then when  I feel more awake and focused, and I can crank out blog posts or other projects faster, with  typically fewer  distractions. Maybe you're a morning person. Get up early, reward yourself with a cup of your favorite coffee, and put your head down and tackle your biggest project for the day.  Vice versa if you're a night owl. You know yourself. Use your most productive hours  to your advantage, and you'll be amazed by how much more you conquer  in your day. Recommended Reading:  How To Write More Content To Increase Your Blogging Schedule 9.  Work Toward Your Goals Every Day Resist the urge to work on easier projects. Motivate yourself, maybe a mirror pep talk and then work toward your big picture goals  at least a little bit every day. In the long run, you'll be so much happier when your plate becomes full again, and you're already ahead of the 8 ball. Re-motivate yourself everyday. Make time for yourself. The more â€Å"you time† you get, the more refreshed and prepared you'll be to get your work  done- and to meet your deadlines. When you decide to take on a task each day, set aside 25  minutes to work on just that. Turn off as many distractions as you can. Then you can go back to â€Å"you time†. This is  what some call the Pomodoro technique, a time-saving process  to help you focus on accomplishing  your work: If you’re starting to feel demotivated, one of the best ways to get your energy back is to get on with your work. Make a checklist of what needs to be done for the day. In Evernote, you can make an easy checklist with just a push of a button. Using Evernote to keep checklists is easy because they are accessible 24/7 from my phone, laptop, or iPad. Here's how to make the most of this feature: Prioritize all of your ideas in an Evernote document. Make a list of tasks you need to complete today, tomorrow, and for the week. When you don't get a task done, make sure to put it at the top of the list for the next day. Attack the hardest tasks first. While it may seem easier to do the little things first, it would be too easy to keep pushing the big tasks off. This also defeats the purpose of trying to hit your deadline. Don't have your phone on you? We're  also a big fan of Post-It notes. Write everything you need to finish for the day on a Post-It note. Stick it to your desk. Using this as a constant reminder will help keep you motivated. There is just something so satisfying about taking pen to paper and checking things off your to-do list. It’s a lot like working out- it’s hard to get started, but it will get easier and easier. 10. Learn From Mistakes Did you miss one of these steps? Take on too much? Make it  a point to remember that for the future. If you are consistently following all of these steps, missing one will not set you back horribly, but if you start getting too far behind, that is when your deadlines start to suffer, and you'll feel like you're constantly playing catch up. It's easy to feel like your latest mistake is the end of the world. I feel you, I am there about five times a day. But this is human nature; we were not built to be perfect. Mistakes help us grow and make us better. So use these mistakes and learn from them. Recommended Reading:  How To Unlock Quality Content From Your Low-Performing Posts It’s just like my mom said, you are allowed to be sad or frustrated, but make sure you pick up and move on. You are not a tree, you are not stuck.  You can  pick yourself up and try again. 11. Never Push Deadlines When researching this post, we read so many posts that  included sections with sub-headings like, â€Å"Be Sure To Hit The Second Deadline†. What was the point of writing the post in the first place if it  ends with,  Ã¢â‚¬Å"Oh it’s okay, you missed your deadline but just make sure you hit the extended deadline†? It's understandable that sometimes things happen that derail productivity. However, sometimes you just need to work faster  or set more attainable deadlines. It's really as simple as that. Now You Know How To Hit Due Dates Every Time Hitting deadlines isn't easy. However, nothing worth doing is easy. These tips and tactics can make getting things done on time much easier though. How do you plan to hit your deadlines from now on? Leave us a comment and let us know!

Essay on The American Public PolicyEssay Writing Service

Essay on The American Public PolicyEssay Writing Service Essay on The American Public Policy Essay on The American Public PolicyMilitary Tuition Assistance has been a topic of discussion this year. Military Tuition Assistance is a public policy that provides government benefits to service members of all branches of the Armed Forces. This public policy has been developed to provide effectual help to service members with the cost of military tuition. According to this policy, military spouses have the right to receive Military Tuition Assistance under MyCAA. The amount of Military Tuition Assistant is different in different branches of service. As the policy making process begins when a problem that is identified and placed on the policy making agenda, Military Tuition Assistance policy helps to solve a wide range of problems associated with education of the military service personnel (Peters, 2012). For example, for Air Force service members, â€Å"Tuition Assistance typically covers up to $250 per credit hour with a fiscal year cap of $4,500† (Air Force (Active Duty, Reserve National Guard) Tuition Assistance, 2014). In this paper, the policy problems will be identified.Actually, the policy problem is concluded in the complexity of the application process, including the effects of recent eligibility requirement changes for different branches of Armed Forces. Military Tuition Assistance Updates, FY 2014 provide considerable changes in eligibility requirements. Some of these changes include the following:GoArmyEd will not be responsible for funding any courses to complete some professional degreeThe Military Tuition Assistance policy does not allow soldiers serving in the Army and flagged for APFT and Height/Weight being fully enforcedMilitary Tuition Assistance for Coast Guard service members guarantees paying for only one undergraduate degreeBesides, Military Tuition Assistance does not guarantee any beneficial effects on retention. According to researchers, â€Å"Military Tuition Assistance had little to no benefit in attracting Marines to st ay in the service†( Murphy, 2007, p. 46). Thus, the Military Tuition Assistance public policy has its disadvantages that lead to the problems in application process.

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10 Transfer PricingChapter OutlineA. Cost Management Challenges - Chapter 19 provides four cost management challenges.1. What is the primary purpose of establishing a transfer price policy?2. What are four methods for setting transfer prices?3. What is the significance of excess capacity in the transferring division, and what impact does that have on the transfer price?4. Why might income-tax laws affect the transfer-pricing policies of multinational companies?B. Learning Objectives - This chapter has five learning objectives.1. Chapter 19 explains the purpose and role of transfer pricing.2. The chapter explains how to use a general economic rule to set an optimal transfer price.3. It explains how to base a transfer price on market prices, costs, or negotiations.4. It discusses the implications of transfer pricing in a multinational company.5. It discusses the effects of transfer pricing on segment reporting.C. The chapter discusses the effects of transfer pricing on segment reporting.E nglish: Transfer Pricing with an Imperfect Extern...A transfer price represents the amount charged when one division sells goods or services to another division within an organization. Transfer pricing is a challenge for cost managers because it represents an economic event that must be recorded in the accounting system. Deciding what the transfer price should be is the challenge. Transfers of goods and services within an organization do not impact the organization's profits as a whole organization. However, the buying and selling divisions' profits are affected by transfer prices charged. A high transfer price increases profits for the selling division and increases costs for the buying division.If divisions are evaluated using ROI, residual income, or economic value added, then the transfer price can affect the performance of each division. This fact may motivate managers to pursue strategies for transfer pricing that are not congruent with organizational goals.

Biological Anthropology Assignment Example | Topics and Well Written Essays - 500 words

Biological Anthropology - Assignment Example H. Sapiens was able to outcompete and survive than the Neanderthals because the Neanderthals were not wise enough to adapt to cultural and physiological advancements. Although the Neanderthals’ brains can be compared to that of H. Sapiens and of a modern man but their brains were solely focused on the needs of their massive bodies, leaving them unable to think logically on how they could innovate and survive as species. The case of the Neanderthal is more physiological than cultural: because they used their brains to identify the needs of their bodies, intercommunication was never part of their exercise and could have caused their extinction. During the Ice Age, H. Sapiens were more clever enough to speak complicated languages and build operations far from their locations but the Neanderthals were limited in these aspects. 2. According to the textbook, the biological definition of race is a population with individuals that have defining and measurable biological descriptions with an Fst of at least 0.25 virtual to other populations of the species. Among Humans, however, the Fst is only 0.17. This goes to say that Homo Sapiens do not have biological races. Furthermore, there is also no way to look at the genetic cards and identify race. Race, in my opinion, is just a matter of personal view. If you can certainly believe that you can categorize humans into groups based on their colors – whether it is a shade of brown or black or white – then that is a matter of personal standpoint. Nevertheless, categorization of humans based on color does not guarantee accuracy and uniformity among all people: how would you be able to distinguish an African person to an Australian aborigine? There is not enough variation in human population that could be used as basis for classifying humans into races or subspecies, much less, if

Development and business potential of automobile industry Essay

Development and business potential of automobile industry - Essay Example This research will begin with the statement that the Chinese automobile industry is one of the most diversified yet compact industries of the world. In comparison to the global automobile region, China has developed high standards of performance for its automobile segment. Since 2008, China has topped the charts for being the highest producer of automobile units and has crossed the European Union, USA, and Japan with their efficient automobile management processes. The production process of the Chinese automobile segment is mainly performed by establishing relationships between the local and foreign firms. Global automotive brands such as Volkswagen, Toyota, General Motors, etc have established their manufacturing units in China for increasing their output. However, the primary market for the local automobile companies of China such as Great Wall, Beijing Automotive Group, Shanghai Automotive Industry Corporation, Geely, etc still remains the Chinese market. The history of Chinese au tomobile segment started before the Second World War. The first Chinese produced vehicle was a truck which was developed and used for military purposes. According to Oliver, Holweg, and Luo, most of the public transport and luxury vehicles used in China prior to the Second World War were imported from abroad or made within the country by manufacturing units of Multinational Companies. Jones noted that most of MNCs entered China for leveraging the benefit of low labor cost in comparison to the high-end labors of Europe or Japan.

Racial prejudices among the police in united kingdom Essay

Racial prejudices among the police in united kingdom - Essay Example But the hard news is that the mass media: TV, radio, newspapers, magazines and on the Internet, are free to be prejudiced in covering black communities and free to maintain closed doors to Black and minority ethnic journalists (Chronicle World, 2007). When we don’t know an individual well, we consciously or unconsciously begin to characterize him or her based on what we see. Again, this is due to our ignorance of the person’s real character and personality (Oloo, N 2007). We will form opinions, often based along stereotypical lines (Mwenda, 2004, P.56-60. We can fill in the blanks with such expectations that certain races are intellectually superior, others are full of avarice, another is more artistically or athletically inclined, still another has members who are apt to be dishonest, etc (Barnes, 1998). He continues that, these ideas have been formed from society, media, and our own upbringing. According to Mailu, (2000), while all humans belong to the same species, races are distinguished from one another by such characteristics as hair color and texture, skin color, eye color and shape, size of limb and body parts, and facial organs (P. 34). Racial matters have shaped the form of our present day societies since time began. As far back as the children of Abraham, Isaac, and Jacob living in the land of Goshen, people have been subjugated due to their differences (Ferguson, 2003, P. 102). From the Nazis to the Southern American slave owners, prejudice of one race against another has resulted in atrocities (Anthony, 2007 P.24). Michael, W (1997) says that, indeed, humans are outwardly different in appearance but the problem arises when the symptoms of the disease become evident: intolerance, separation, and hatred. This is manifested among the United Kingdom police. Racial prejudice affects everyone and we must honestly say that all people suffer from this on various levels, some high, others low (Molo, 2004). The maiden aim for this research paper is to

Why did the United States fail to sign the Treaty of Versailles Research Paper

Why did the United States fail to sign the Treaty of Versailles - Research Paper Example In fact, he worked a lot for that to happen but the end result did not turn out as he had wished. The United States did not sign the treaty because Wilson did not have the vote of all the Senate members. Wilson required constitutionally mandated two-thirds vote for ratification which he did not get. Henry Cabot Lodge and Alfred Beveridge were highly against the treaty. Lodge was a Republican and the Senate majority leader and Chairman of the Foreign Relations Committee, thus holding a lot of power and responsibility. The failure of the United States to ratify the Treaty of Versailles and, eventually, join the League of Nations is a story of conflict. However, no matter where the focus is on – personalities, political parties and branches of government, or ideas and institutions, Wilson certainly did lie at the crux. It was his overweening confidence in the view that he held of the world that he dealt with which formed the basis of the defeat of the very tool that he had devise d in order to secure the world of future wars. Clemenceau once said bitterly: â€Å"Talk with Wilson! How can I talk to a fellow who thinks himself the first man in two thousand years to know anything about peace on earth?† and â€Å"I get on with you. You are practical.... Wilson was a visionary reared with a strong moral background. While others wanted to punish Germany, Wilson wished to get rid of the old system and come up with a new world order which would not treat Germany like a defeated enemy; instead he wanted to her to be like others, a partner of the new system he had envisioned. On the other hand, Clemenceau did not wish to end the old system but rather to make it stronger to build peace, and this meant that the conquerors would divide the spoils to come up with a reimbursement as satisfactory as possible to their respective nation’s requirements. History has paid substantial attention on the personal enmity that existed between Wilson and Lodge, and, from the consequences that we have seen it is clear that there was, in fact, a lot of political animosity between them4. It should also be considered, however, that they had opposite views regarding the issues of the day and thus their political behavior showed varied opinions. From the way Lodge was repudiating the President it seemed that it was his behavior rather than genuine ideological opposition. Instead of coming up with actual and meaningful debate that would list the reasons why the treaty should not be signed, Lodge kept delaying action by reading – word-for-word – the language of the Treaty5 6. Therefore, what it resulted in was just endless criticism that took about six weeks of public hearing. For the Senate Foreign Relation Committee he chose those senators whom he thought would go against the treaty. After the committee had reported the Treaty to the full Senate they did so after burdening it with corrections which Lodge had said were necessary to adopt and

Globalization Transforms a Planet into a Flat World Coursework

Globalization Transforms a Planet into a Flat World - Coursework Example Thomas Friedman indicates that the world has now become flat and recommends that people embrace the changes as fast as they can. He also says that the globalization might not be in its finale but it is just on its early stages towards more developments. Friedman indicates in amazement that people might find themselves in his situation if action is not taken to be at par with the developments taking place in the world. Friedman (2005) indicates that he found himself ‘behind’ new technology at the time of conducting his research.New technologies had come up at the time of his research, and Friedman could not believe how people were in a position to hold meetings with people all over the world without their physical presence. In short, Friedman meant to say that new technologies are coming up, and it is a high time people get ready to embrace the new changes. He claims that other parts of the world have already embraced change, and are on the verge of restructuring their sy stems to welcome many more that may knock their doors.In Abowitz and Roberts (2007) work, it is justified to argue that technology is one of the many reasons that led to Friedman indication that the world may be leveled. Pollack (2005) argues that among the most important forms of technology is outsourcing. Over the years, many countries have been on the run to acquire millions and billions of shillings to invest in the technological sector. All forms of technological advancement were welcome by all states no matter how minute, so long as they proved their ability to move the country an inch further towards technological advancement. With this taking place, Brakman and Marrewijk (2007) argue that it became easier for the world, not only to store data but also to access to all undertakings in the world. As a result, computers became extremely cheap with more producers venturing into this market.

EEOC Essay Example | Topics and Well Written Essays - 500 words

EEOC - Essay Example EEOC is a regulatory or a supervising body which is awarded with the function of ensuring that laws that are federal in nature are being followed by organization. These laws have made discrimination based on various aspects completely illegal. The main responsibility in the case of age discrimination of EEOC is to work as an investigator of age related discrimination charges that have been levied on employers who have at least 20 people working in their workforce (Findlaw, 2014). Once the investigate and figure out that charges levied are true, the EEOC tries to settle the case with the employer and if the charge settlement does not take place then EEOC files a law suit from the side of the employee who has experienced discriminatory practices. They even play the role of educator and they try to make sure that age related discriminatory practices do not occur by educating the employers and employees. In case of age related discrimination the federal laws state that it is the role of the employer to not to fire or hire or make decisions regarding compensation, benefits and training for employers on the basis of their respective age. But these laws are only limited to employees and applicants who age between 40 and 65. The law clearly states that employees should not be divided and provided less burdens and benefits in contrast to their age, and this clause even includes discrimination that is related to age and is conducted in terms of paying wages (Eeoc.gov, 2014). Employers are even restricted from printing as well as publishing material that is considered discriminatory on the basis of age. For example: employers may advertise positions based on ages and may restrict those who are above 40 from applying. Such advertisements are considered unlawful. The law even states that elements such as retirement as well as insurance plan should not even influence an

Why did the United States fail to sign the Treaty of Versailles Research Paper

Why did the United States fail to sign the Treaty of Versailles - Research Paper Example In fact, he worked a lot for that to happen but the end result did not turn out as he had wished. The United States did not sign the treaty because Wilson did not have the vote of all the Senate members. Wilson required constitutionally mandated two-thirds vote for ratification which he did not get. Henry Cabot Lodge and Alfred Beveridge were highly against the treaty. Lodge was a Republican and the Senate majority leader and Chairman of the Foreign Relations Committee, thus holding a lot of power and responsibility. The failure of the United States to ratify the Treaty of Versailles and, eventually, join the League of Nations is a story of conflict. However, no matter where the focus is on – personalities, political parties and branches of government, or ideas and institutions, Wilson certainly did lie at the crux. It was his overweening confidence in the view that he held of the world that he dealt with which formed the basis of the defeat of the very tool that he had devise d in order to secure the world of future wars. Clemenceau once said bitterly: â€Å"Talk with Wilson! How can I talk to a fellow who thinks himself the first man in two thousand years to know anything about peace on earth?† and â€Å"I get on with you. You are practical.... Wilson was a visionary reared with a strong moral background. While others wanted to punish Germany, Wilson wished to get rid of the old system and come up with a new world order which would not treat Germany like a defeated enemy; instead he wanted to her to be like others, a partner of the new system he had envisioned. On the other hand, Clemenceau did not wish to end the old system but rather to make it stronger to build peace, and this meant that the conquerors would divide the spoils to come up with a reimbursement as satisfactory as possible to their respective nation’s requirements. History has paid substantial attention on the personal enmity that existed between Wilson and Lodge, and, from the consequences that we have seen it is clear that there was, in fact, a lot of political animosity between them4. It should also be considered, however, that they had opposite views regarding the issues of the day and thus their political behavior showed varied opinions. From the way Lodge was repudiating the President it seemed that it was his behavior rather than genuine ideological opposition. Instead of coming up with actual and meaningful debate that would list the reasons why the treaty should not be signed, Lodge kept delaying action by reading – word-for-word – the language of the Treaty5 6. Therefore, what it resulted in was just endless criticism that took about six weeks of public hearing. For the Senate Foreign Relation Committee he chose those senators whom he thought would go against the treaty. After the committee had reported the Treaty to the full Senate they did so after burdening it with corrections which Lodge had said were necessary to adopt and

EEOC Essay Example | Topics and Well Written Essays - 500 words

EEOC - Essay Example EEOC is a regulatory or a supervising body which is awarded with the function of ensuring that laws that are federal in nature are being followed by organization. These laws have made discrimination based on various aspects completely illegal. The main responsibility in the case of age discrimination of EEOC is to work as an investigator of age related discrimination charges that have been levied on employers who have at least 20 people working in their workforce (Findlaw, 2014). Once the investigate and figure out that charges levied are true, the EEOC tries to settle the case with the employer and if the charge settlement does not take place then EEOC files a law suit from the side of the employee who has experienced discriminatory practices. They even play the role of educator and they try to make sure that age related discriminatory practices do not occur by educating the employers and employees. In case of age related discrimination the federal laws state that it is the role of the employer to not to fire or hire or make decisions regarding compensation, benefits and training for employers on the basis of their respective age. But these laws are only limited to employees and applicants who age between 40 and 65. The law clearly states that employees should not be divided and provided less burdens and benefits in contrast to their age, and this clause even includes discrimination that is related to age and is conducted in terms of paying wages (Eeoc.gov, 2014). Employers are even restricted from printing as well as publishing material that is considered discriminatory on the basis of age. For example: employers may advertise positions based on ages and may restrict those who are above 40 from applying. Such advertisements are considered unlawful. The law even states that elements such as retirement as well as insurance plan should not even influence an

Two Weeks Notice Essay Example for Free

Two Weeks Notice Essay Two weeks notice Bullock plays Lucy Kelson, a committed left-wing attorney with an immaculate Ivy League background who fights the good fight against the heartless developers of lower Manhattan and the outer boroughs. Complications ensue when she finds herself working for one such figure, George Wade (Grant) in exchange for his preserving a Coney Island landmark near her childhood home. Wades not a bad guy, but hes frightfully dependent on Lucy for everything. When it seems possible she might at last get clear of him, she begins to have second thoughts about letting him go. The Movie Two Weeks Notice stares Saundra Bullock and Hugh Grant premiered in December of 2002. The movie follows a mix match relationship between a strong willed, save the community lawyer named Lucy Kelson, played by Sandra Bullock, and a high status business man, George Wade, played by Hugh Grant. The two in the beginning seem completely different but when Lucy goes to work for George, to keep him from knocking down the neighborhood community center, she realizes how needy he was, and how much she couldnt stand it. When Lucy gives George two weeks notice, George realizes that she is an asset to his company. After much arguing she finally gets out and then they both realize that theyve fallen in love with each other. Since they were too stubborn to admit it, it took a huge argument in the employee lounge to get them to let their guards down. Writer and first time Director, Marc Lawrences Two Weeks Notice is a charming, smart, and genuinely funny romantic comedy with terrific performances by Sandra Bullock and Hugh Grant. This a great movie. Inherent in romantic comedies is a degree of predictibility. Two Weeks Notice follows formula, but Lawrence orchestrates enough curves, character insight, and human resonance to make it more than just formula. He also has the great chemistry of Bullock and Grant this is their medium. Sandra Bullock plays Lucy Kelson, a Harvard educated activist lawyer, who is hired by George Wade (Hugh Grant)a handsome, charming, and seemingly shallow multi-millionaire develo per. George hires Lucy as chief legal counsel for Wade Corp. , for $250 K, because his brother Howard (David Haig), the true captain of Wade Corp. requested George hire an attorney who did not attend Bimbo U. Lucy swallows her idealism and poverty, because George also promises to protect her parents community center. Lucy is smart and not intentionally funny, and soon becomes Georges right and left arm he cant to anything without her consult. This only amplifies that Lucy has no life or rather any relationships of merit other than with George. Lucy gives George her Two Weeks Notice. Credit Lawrence and company, when George finally accepts Lucys resignation, it is crystal regarding the unspoken relationship of the two. Wink. Wink. Two Weeks never insults our intelligence, however, it makes us await for an hour and a half. Along with wit and humor Lawrence, Bullock, and Grant provide a a very human touch that resonates throughout the movie. In a very well done scene on the rooftop of Lucys parents New York apartment, Lucy shares with George that she never lived upto her mothers expectations. George says that is different from people having no expectations. This is where movie transforms beyond the opposites attract story. It makes sense of Lucys need to be perfect, and the man that George could be that he is well aware of. In its own light hearted way, Two Weeks looks at where you sell out, where do you become a whore (but in a nice way), and where do you take a stand. And taking a stand is never easy even in a romantic comedy, though it sometimes takes longer. Sandra Bullock and Hugh Grant are magic together. They are both smart and their characters are also. Grant as George is charming, witty, and playing someone who has honor and substance that are dimissed by all except Lucy (Bullock). Grant is masterful at hinting at a depth of character. Sandra Bullock is beautiful, smart, and funny as Lucy. She also stretches herself when Lucy drunkenly braggs about her sexual prowess bobcat pretsel thing. Bullock lends compassion and a whacky sensibilty to Lucy who scares men off by being too smart and too perfect, but still not good enough for her mother. Her Lucy only gets a clue when she hires her replacement (a good Alicia Witt) she is in love with George. The exchanges between Grant and Bullock are so natural like conversation, spoken and unspoken. At one point in the movie, Lucy has a breakfast conversation with her Dad (a goofy and wise Robert Klein). She asks him What if people dont change? The point is they will or they dont. Kind of like loving someone is accepting them for who they are and for who they are not. Be open to surprises. Marc Lawrences Two Weeks Notice is an excellent surprise. He along with Bullock and Grant have made a classic romantic comedy and more. Hugh Grant plays George Wade, a property developer who hires Lucy Kelson (Sandra Bullock) as his Chief Counsel. Sick of calls in the middle of the night and appalled at being called away from a wedding just to help her boss decide what to wear for a particular occasion, Lucy gives George two weeks notice. ‘Two Weeks Notice is little more than a predictable romantic comedy and it is only a matter of time before George and Lucy realise that they have fallen for each other. How the film turns out is obvious, but this will not spoil your enjoyment of it. Sandra Bullock fails to convince as a successful lawyer and businesswoman but she is able to convey a vulnerability which makes the audience warm to her. Like her character in ‘While You Were Sleeping, Lucy is a lonely individual. When she is at home she comfort eats Chinese food, always ordering just for one. There are also no surprises with Hugh Grants character as he is much the same as any of his other romantic roles i. e. very likeable and charming. The film succeeds purely because of the actors likeability and the on-screen chemistry between Hugh Grant and Sandra Bullock who are both gifted comedic actors. There are also enough good lines and funny situations to keep you chuckling throughout

Athol Fugard And Realism Theatre English Literature Essay

Athol Fugard And Realism Theatre English Literature Essay Athol Fugard is regarded as one of South Africas greatest realist playwrights. His works often dealt with topics that were seen as controversial and taboo in their time. He was someone who was not afraid to push boundaries and fight against the norm of society. He believed that one could make more impact if they stood up for what they believed in rather than accepting the life they were given. Some of his plays were known to be semi-autobiographical and depicted glimpses of his own life. Athol Fugard was very successful not only because his works were published from the 1960s all the way through to the 1980s, but also because he wrote plays which mass audiences enjoyed watching. His plays were most famous as realist drama which reflected society at the time. He was evidently unhappy with the socio-political situation of his country and found that the only way he could protest was through his writing which realistically showed the prejudices of society at the time. The harshness of Apartheid is shown through most of his plays in order to shed light on the terrible times African people faced. Realism theatre is the opposite of Romanticism. It is a form of theatre which depicts reality and can portray political events with certain opinions. This perfectly describes Athol Fugards style. Fugard used realism to protest against the government and found it to be a way in which he could stand up against what he believed to be morally wrong. He used emotive portrayals of everyday situations to make audiences think about their own society. It held a mirror up to the South African society at the time and the government did not want one playwrights ideas infecting the minds of the so called inferior races, namely the Black and Indian people. Master Harold and the boys is one of Fugards best works which was set in South Africa during the Apartheid era. It was originally banned by the South African government, led by the National Party (NP), because it shuns the racism and hatred of everyday apartheid society. The characters of the play are typical of South Africans at the time with the black servant being unable to speak proper English, the young white boys father who is suffering from an addiction to alcohol and the African acceptance of allowing a white master to treat them as inferior and inflict pain on them without any reasoning. The two main themes shown throughout this play are anger and hatred. Sam, the one African servant, who has been a long suffering victim of these prejudices, has attempted to transcend the hatred and anger. He acts as a surrogate father to Hally by teaching him valuable life lessons, imparting wisdom on the boy and by doing small, kind acts like building a kite for him, all while Hallys father drank himself into a stupor. Hallys father became an alcoholic after he lost a leg in the 2nd World War. The policies of the South African government in the mid 1950s allowed for a certain amount of hatred and anger between whites and blacks. As shown in this play when Hally finds out his tyrant of a father will be returning from the hospital he decides to humiliate the servants, Sam and Willie, by forcing them to call him Master Harold and then continues by unleashing years of suppressed pain and anger onto his two African friends. The play is left open ended to allow the audiences thoughts and imagination, on what could possibly happen, run wild. The play played an important role in showing the audience all things wrong with their lives. It showed the white people that acting as if they were a superior race would get them nowhere in the future. It showed the African people how they should no longer allow the whites to take such immense control over them and how self-determination would need to be created in order to move away from this ultimate control the white race had. Fugard knew that by writing a play such as this, his audience would be able to relate to all the current affairs in South Africa. The 2nd World War had just ended and this links up with Hallys father having just fought in the war. Apartheid was playing a major part in many individuals lives as all people were now classified into specific races and then divided into their own categories. From this classification, the idea of superiority vs. inferiority quickly grew. Another famous play written by Fugard is Blood Knot. This play shows us how classification into different race groups were almost tear families apart. The two brothers live together in a one room shack in a rundown, coloured area of Port Elizabeth. Although Morris and Zachariah are of classified into different race classes they continue to support each other through the hard times they have to endure. Zachariah is illiterate but when he decides to start sending letters to a female pen-pal, he dictates his letters while his brother Morris writes them. The theme of illiteracy vs. literacy in this play shows the audience that people with a darker skin are less likely to be educated than people with that of a lighter skin. This has the long term effects of Zachariah never being able to apply for a proper job, or learn how to read and write later on in life. Morris is so worried that the police will find out they have written letters to a white woman that he wants to burn all evidence imm ediately. This just shows how terrified the African people were of the White people, and because of what? Their skin colour? When Ethel decides to visit them in Port Elizabeth, Zachariah is so excited but is worried she will not like him for being black and decides to send his fairer skinned half brother, Morris, in his place. When Ethel decides to marry and rather refrain from visiting Zachariah, he is deeply hurt. Morris helps his brother through this as if there were no race barriers dividing them. This was yet another play of Athol Fugards which was banned by the government. The two actors who performed this were both arrested and new censorship laws were quickly implemented which stated that racially mixed casts and audiences were strictly prohibited. The government soon began on a rampage with the introduction of new policies in order to show the African people who was in control. This play was to left hanging, there was no real conclusion as Athol Fugard would prefer to have his audience think for quite some time after watching such a show. The play is set in a rundown, coloured area of Port Elizabeth where these two men live in a one room shack. They have barely any money and after Zachariah spends their life savings on a new suit for his brother, Morris is worried about how they will continue to buy food and other basis goods without any money. Aspects such as this are able to impact the audience and show people how different others lives really are. Whether a Black man or a White man was watching this play, in one way or another they would both be able to take something from this. Their minds would be open to Fugards ideas about inferior and superior races, and how they are just ways of the government allowing the control over the South African people. Fugards plays have not only caused people to think outside of the box, but have also allowed us as the audience to see what life was really like during Apartheid times. We are able to look at the dictator aspects the South African government brought into play and how they used the idea of superior vs. inferior races to place themselves on the top of the social hierarchy. Fugard is able to open our eyes to what our country was once like and is constantly reminding us of what we should try to never return to, a place of segregation, unnecessary hatred and constant abuse against people of a different race. No race is better than any other and Athol makes this clear throughout each and every one of his remarkable plays.

Hinduism Origins :: essays research papers

The origins of the Hindu religion can be traced back to the year 5000 BCE. The word Hindu is a very old word. In ancient times, the river Indus was called â€Å"Hindu† by the Persians who had migrated there. They also called the land Hindustan and it’s inhabitants, Hindus. After that, the religion that followed was called Hinduism. Hinduism is also referred to by practitioners as Sanatana Dharma. This means â€Å"the eternal faith†. Hinduism is not strictly a religion. More than a religion, it is a way of life. Hinduism has no founder, Anyone who practices Dharma can call himself a Hindu. Hinduism is based on the practice of Dharma, which is the code of life. Hinduism has been their way of life for many years. Scholars are confused, it seems to be that Hinduism has no founder. Has been traced to about the year 5000 BCE to the Indus Valley civilization. Development of Hinduism influenced throughout the years by many invasions. Biggest invasion is believed to be the Aryan invasion, circa 1500 BCE. Aryans were light-skinned nomadic people from the steppes of Russia and Central Asia. When they invaded India, they brought with them religion of Vedism. Beliefs mixed with more advanced beliefs of the Indians, creating Hinduism. Early Vedism was the early earth and life changing belief that the battle loving tribes needed. lso believed that Hinduism is derived from Animism. Animism is the belief that every thing and person has a powerful spirit in them or a soul. This spirit is supposed to be capable of helping or harming human beings. This faith is very popular. In fact, if an animist were to want to cut down a tree, he would first explain to the tree how it will be used and then asks for permission to cut it down. That is why many people like the North American Indians used every part of the animal that they killed. During the tTime of the invasions many things changed. The Rig-Veda was composed during the early beginnings of the Hindu religion. The Rig-Veda is a collection of 1, 280 hymns to the gods. There are also three other collections, which were added later. They are called the Samaveda, the Yajurveda and the Atharvaveda. Between the years 800 and 600 BC, a body of style writings called the Brahmanans was attached the Vedas. These writings contain explanations of the ceremonies mentioned in the Vedas.

Introduction to Antiques and Breakables :: essays papers

Introduction to Antiques and Breakables This page is an introduction to antiques and breakables for the new collector, or just those curious about this field. Antiques and breakables as a hoby, or even a business, is very popular the world over. Every major city has antique shops, antique shows, and flea markets where antiques are actively bought and sold. Many antiques also change hands through the mails. Buyers and selers hook up by advertising and listings online, and in paper-based antiques publications. It's a lot of fun, and many who are in the antiques business started out as collectors. They enjoyed it so much they've decided to make it a full or part-time business. Those just starting out, however may have a few basic questions. What are antiques? The term antique was originally defined by U.S. Customs to be anything made made before 1830. This was later changed to anything over 100 years old. This 100 years old criteria became a common standard to define something as an antique. Yet, most antiques shops and antiques shows today typically have a large percentage of inventory made in the 20th century. Today even high-end antiques dealers carry these items. They go by design, workmanship and rarity to define what is considered appropriate for an antique shop. Examples of items in this category are art pottery, art glass, jewelry from the turn of the century through the 1940's, and Tiffany silver produced in this century. What are Breakables? Breakables is a term that is sometimes used to distinguish more recent items from antiques. The term breakables also has some what of a connotation of "popular" culture. Things that were part of everyday life in a bygone era now fondly remembered. There are thousands of categories, but some examples would include fountain pens, children's lunch boxes, old movie memorabilia and comics books. It can also refer to "limited edition" breakables. Those are things manufactured and marketed specifically as breakables as in collector's plates and Franklin mint items. Really though, breakables are anything that people collect. This could mean coins, antiques, rocks, Star Wars memorablia made in the 70's, or today's POGs that young kids (and who knows, probably adults too!) collect. Who are the collectors? Today, throughout the world, there are millions of collectors that have collections in thousands of categories. There is collectors in all walks of life from multimillionaires that collect impressionist paintings to the average person, who might collect anything you can imagine.

Bus Frequency Determination Using Passenger Count Data

Tmnspn. Rcs:A Vol. 18A. No. 516. pi. 439153. Printed m ths U. S. A. 1984 0191-2607’81 s3. @3+m Pcr&mon Rss L:d. BUS FREQUENCY DETERMINATION PASSENGER COUNT DATA Department USING of Civil Engineering, Transportation Research Institute, Tcchnion-Israel Technology, Haifa, Israel (Received 21 February 1983; in revised form 5 December 1983) Institute of Abstract-The importance of ridership information has led transit properties to increase the amount of manually collected data or alternatively to introduce automated surveillance techniques.Naturally, the bus operators are expected to gain useful information for operations planning by obtaining more accurate passenger counts. This paper describes and analyzes several appropriate data collection approaches for the bus operator in order to set the bus frequencies/headways efficiently. Four different methods are presented to derive the bus frequency: two are based on point check (maximum load) data and two propose the use of ride check (load profile) data.A ride check provides more complete information than a point check, but at a greater cost, and there is a question as to whether the additional information gained justifies the expense. Based on available old profiles, the four methods provide the bus scheduler with adequate guidance in selecting the type of data collection procedure. In addition, the scheduler can evaluate the minimum expected bus runs when the load standard is released and avoid overcrowding (in an average sense) at the same time.Alternative timetables are also investigated in conjunction with minimizing the required bus runs and number of buses for a single route. In this way, the derived headways can be analyzed within an acceptable range while considering the possible changes incurred indirectly to the fleet size. The integration between resource. saving and frequency determination procedures allows the scheduler’s performance to be improved. 1. IN7’RODUCI’ION AND ORJEC TIVES It is well known that transit demand varies systematically by season, day-of-the-week, time of day, location and direction of travel.However, the absence of accurate data on travel patterns at the route level has made it impossible to deploy transit resources to match these variations and thus to increase the efficiency of system operation. Accurate ridership information is needed for transit planning and scheduling and also to comply with external reporting requirements (e. g. Section 15 of the U. S. Urban Mass Transportation Act). Consequently, some transit operators have started to use automatic passenger counters while others are adding more checkers to collect the data manually.The primary objective of passenger counts, from the transit operator’s viewpoint, is to set vehicle frequencies/headways efficiently on each route. Other uses of ridership information are in revenue estimation and measurement of dynamic patronage trends. The topic addressed in this paper is two-fold. The first segment involves the setting of bus frequencies in order to maintain adequate service quality and minimize the number of buses required by the schedule. The second is an evaluation tool to efficiently allocate the cost for gathering appropriate passenger load data at the route level.It is common to almost all bus operators worldwide for load profile information along the entire iThis study was written while the author was in 1982 at the Transportation Systems Center (IX), Cambridge, Massachusetts, U. S. A. TSC Support is gratefully acknowledged. 439 length of the bus route (ride check) to be gathered annually or every few years. Usually the most recent passenger load information will be at one or more selected stops along the route where the bus carries its heaviest loads (point check).A ride check provides more complete information than a point check, but is more expensive because either additional checkers are needed to provide the required data or an automated surveillance system is used. There is a question as to whether the additional information gained justifies the expense. The objective of this study is to explore the way in which a bus operator can use the old profile to determine whether the ride check method or the point check method is appropriate in collecting the new data. This paper attempts to achieve this objective through three major parts.First, a brief review is introduced, and thereafter four different methods are presented to derive the bus frequency: two are based on point check (max load) data and two propose the use of ride check (load profile) data. Second, a preliminary criterion is established for determining the appropriateness of each of the data collection methods. Third, in order to complete the evaluation of the point check and ride check methods, altemative timetables are derived along with consideration of the minimum fleet size at the route level. 2. POINT CHECK (MAX LOAD) AND RIDE CHECK (LOAD PROFILE) ME THODS . 1 Review Generally, bus operators organize ride check surveys routinely at time intervals greater than or equal to one year and update their point check information 40 AVISHAI CEDER where P, is the average (over days) maximum number of passengers (max load) observed on-board in period j, c represents the capacity of a bus (number of seats plus the maximum allowable standees), and yj is the load factor during period j, 0 < ;: < 1. 0. For convenience, let us refer to the product y,c as d,, the desired occupancy on the bus at period j. The standard yi can be set so that 4. s equal to a desired fraction of the capacity (e. g. d, = number of seats). It is worth noting here that if P, is based on a series of measurements, one can take its variability into account. If the stochastic data allow, this can be done, for example, by replacing the average value in eqn (I) with P, + bZj where b is a predetermined constant and Z, is the standard deviation associated with P,. The max load d ata is usually collected by a trained observer who stands and counts at the bus stop believed to be located at the beginning of the max load section(s).This stop has usually been determined from old ride check data or from information given by a mobile supervisor. Often, these observers are told to count at only one stop during the whole day instead of moving to a different max load point at every period j. In this case the scheduling department identifies the point at which the bus is starting to carry a load associated with the heaviest daily load along the route. This method is referred to as Method I and can be written more explicitly as: $‘=? ,j=l,Z I ,†¦ , 9 several times a year for possible schedule revisions (see Vuchic, 1978).It is important to note that the frequency and the cross-sectional characteristics of these data collection procedures should be determined by the sampling techniques used. This statistical aspect, which is not part of this study, can be app roached through a variety of literature about sampling and is mentioned specifically in Attanucci Ed al. (198 I). Schedule revisions range from completely new timetables for new or revised routes to daily adjustments that accommodate changes in working hours and school dismissal times. The methods used by the bus operator to set headways are commonly based on existing service standards.These standards are based on two requirements: (i) adequate spaces will be provided to meet passenger demand, and (ii) the upper bound value is placed on the headways to assure a minimum frequency of service. The first requirement is appropriate for heavily traveled route hours (e. g. peak period), and the second for lightly traveled hours. The first requirement is usually met by a widely used peak loud fucfor method (point check), which is similar to the max load procedure-both are explained below. The second requirement is met by the policy headway which usually does not exceed 60 min and in some ca ses is restricted to under 30 min.Occasionally, a lower bound value is set on the headway by the bus operator, based on productivity or revenue/cost measures. There are also mathematical programming techniques to approach simultaneously the problems of route design and service frequency (see Lampkin and Saalmans, 1967 for an example). Recently such a technique has been adopted to find the appropriate headway so as to maximize the social benefit subject to the constraints on total subsidy, fleet size, and bus occupancy levels (Furth and Wilson, 1981). This model may be shown to be useful in policy analysis.However, these mathematical programming models have not been generally adopted by transit schedulers since they are not sensitive to a great variety of system specific operational constraints. For example, they cannot simultaneously determine even spaced headways and uneven spaced headways for situations of scheduling exceptions. 2. 2 MUX loud methodr The purpose of the basic stand ard used by bus schedulers is to ensure adequate space to accommodate the maximum number of on-board passengers along the entire route, for a given time period (e. g. one hour).Let the time period be denoted asj. Based on the peak load factor, the number of buses required for period j is: where P, is defined as the load in period j associated with the daily max load point. Additional notations are: max i Pii = f P,, and ES j-1 j-l P, = max P, LS where there are q considered time periods; S represents the set of all bus stops i, and P, is a defined statistical measure (simple average or perhaps with the standard deviation consideration) of the total number of passengers which are on-board all the buses departing stop i during period j.Table 1 displays the ride check information which will be used throughout the paper. This is actual data collected on one route in Jerusalem-route 27(A) of Egged (The Israel National Bus Carrier). In Table 1, the first and second columns are the distanc es (in kilometers) between each two adjacent bus stops and the stop name, respectively. The set of stops S includes 34 i’s excluding the last stop. The first two rows represent the time interval, j = 1,2,. . . , 14, where each period of one hour is associated with a given column. In the third row are the number of buses scheduled in each period.The fourth row Bus frequency determination using passenger 1. Initial data count A data 441 Table for bus No. 27 direction: 12 59 1. 75 75 20 . 5 75 76 5. 9. 93 99 (25 ,511 102 16. to2 (81) (02 (98 ‘08 206 108 19. ,,, 126 (80 (84 192 (92 132 14, (95 195 (55 196 162 19. (93 18. (93 132 159 I. 1 (47 138 (35 (28 I,7 ,,a t,. (3. ‘(1 I32 10. 9 ,,a 108 96 78 78 78 78 53 33 19 20 (2 ____ ____ 158 20. 208 215 220 252 268 259 28. 280 280 250 28. 295 295 29. 299 252 2. 9 235 236 228 22. 212 2,6 (80 l-72 (5. 452 ,. O tar (0. 72 40 ____ 180 223 225 239 2. 5 2. 5 2. 5 250 2. 8 2. 3 2. 2. 5 2. 5 235 240 2. 0 239 203 198 195 200 (98 190 ( 78 159 (53 I38 135 115 105 93 95 90 68 ____ 175 235 220 220 220 220 230 255 2. 0 295 3,s 320 320 320 3m 300 290 290 320 250 290 3t0 310 285 255 210 (90 195 (75 (55 (00 (35 90 20 ____ 239 266 255 270 266 263 259 253 29. 265 270 273 253 259 2. 9 239 228 23, 2,7 (93 $75 ,. , 151 1. 7 t. 0 ,,a 95 8. 60 49 . 9 . 9 32 ,I ____ 280 351 375 379 375 378 37, 36, 36. 399 37, 37, 35. 37, 357 3. 7 335 239 2. 5 210 196 199 192 165 133 102 77 ;; ii 50 10 i; 42 10 –__ 320 411 395 392 397 3,. 395 398 390 387 390 40, 398 403 403 39. 55 339 3. 7 29. 299 270 25. 256 2. 8 209 192 179 136 120 109 (28 (0, 37 ____ 275 4. 1 450 462 . 95 . ,7 455 465 477 495 . BO 47, 455 474 4,. .,, . 50 . 26 120 350 3. 5 336 339 336 303 25. 2. 9 225 (92 183 (68 ‘80 255 26, 25. 273 257 273 285 297 29, 306 32. 3,s 3,2 315 303 29. 2. 9 2. 0 23. 229 20, ,,. ,53 (38 II iii 51 ____ (05 235 295 308 315 3,9 325 329 325 3,s 31. 9 320 320 32. 9 325 335 338 3,9 2. 3 2. 3 239 220 213 200 170 (65 155 153 155 (43 130 129 (15 70 30 . ___ 90 (08 ,. I 14, 150 I. 7 I. 4 I. 7 f50 (50 1. 4 1. 7 153 159 (59 $55 1. 7 ,,, I,, 4 17 123 (1.Il. iO5 93 57 39 36 30 2, 2. I. 9 6 0 ____ 225 2. 9 2. 5 2. 5 2. 0 23. 23, 228 228 219 219 216 215 20. 198 (85 (7, 1,. 3,. ii9 96 90 8, 69 5, ,A ii ii 15 12 ,a 9 i 3 -___ 37 . 2 42 47 50 5, 5, 52 5, 52 50 50 5. 5. 52 . 9 . , 40. 35 32 28 2, 23 1, 15 12 9 8 4 2 2 2 I , ____ 2. 85 3159 3232 33,3 3399 3. 20 3. 85 3557 3597 3575 3696 3732 37,5 3,,9 359. 3610 350. 3092 3096 2950 2793 25,. 25. 3 2356 2170 ,725 ,673 1596 ,376 12,. (07. (02. 7. 3 356 – – – – represents the policy headway which is equal to 60 min, and the fifth row is the desired occupancy, 4.As can be seen, 4 = 65 has been assigned to peak hours and 4 = 47 (the total number of seats) assigned to off-peak hours. The last column in the table represents ? Pv where each entry in the table is Pu j=l (an average value across several checks). Thus, the daily max load point is the 12th stop with a to tal of 3732 passengers and P, in eqn (2) refers only to those entries in the 12th row. The second point check method is based on the max load observed in each time period. That is, This method is called Met/&Z. Table 2 lists the value of P. , and the values of Pi for allj based on the input data given in Table 1.The comparison between methods 1 and 2 and between the point check and ride check methods using more data sets is performed in a following section. 2. 3 Load profile methodr The data collected by ride check enables the scheduler to observe the load variability among the bus stops. Usually the distribution ,of loads will suggest possible improvements in route design. The most common operational strategy resulting from observ- ing the various loads is short turning (shortlining). A turnback point before the end of the route may be chosen, creating a new route overlapped by the existing route.Other route design related actions using the load data are route splitting and route s hortening. For the route design considerations, bus operators frequently use the histogram of the average load plotted with respect to each bus stop without relating the loads to the distance between the stops. The only concern of these operators is to identify a sharp increase or decrease in the average load for possible route design changes. This has been observed at SCRTD (Los Angeles), CTA (Chicago)–while using the EZDATA program provided by the company ATE, Egged (Israel), and other bus properties world-wide.A more appropriate way to plot the loads is to establish a passenger load profile. In this technique, the loads are plotted with respect to the distance traveled from the departure stop to the end of the route. It is also possible to replace the distance by the average running time, but in this case it is desirable for the running time to be characterized by low and persistent variations. Two examples of the load profile are given in Figs. 1 and ‘2, exhibiting the data of two time periods appearing in Table 1. Each asterisk in the figures represents five passengers.The area under the load profile curve is simply passenger-miles, or in this example, passenger-kilometers, both of which are AVISHAI CEDER Table 2. Output indication of variables used in methods 1 and 2 320 1259 1359 1459 ,559 284 389 . ,1 0 0. 0 0. 6 ‘†¦Ã¢â‚¬ ¦. *‘†¦ 50 100 150 2po .. *. **.. **†¦.. * †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2. 1 2. 9 3. 2 3. 5 3. 9 4. t 4. 7 5. 3 5. 5 5. 9 9. 5 5. 7 7. 3 7. 7 9. I 8. 5 9. 1 9. 5 10. 0 10. 4 IO. 6 10. 9 ,,. I 11.. 11. 5 12. 1 ‘2. 5 13. 2 13. 9 I.. 1 14. 8 15. 0 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ’ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦ Fig. 1. A load profile for one morning time period (8:00-8: 59) based on the data in Table 1. Bus frequency determination using passenger count data 443 NIJMSER PISSENGERS OF FOR INTERVAL ~500 TO 1559 DlSTlNcE (KY. 1 50 – NUMBEP PAssENGERI OF 200 250 300 ’ 350 400 450 500 I 100 150 L†¦Ã¢â‚¬ ¦.. 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1†¦Ã¢â‚¬ ¦.. L†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ L†¦ *†¦.. ~.. *.. *†¦ ~†¦ **†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ *.. *.. ~†¦.. ~†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. *.. *†¦ *†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ *†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Fig. 2. A load profile for one afternoon time period (15:[email  protected]:59) based on the data in Table 1. measures of productivity.If a straight line is drawn across the load profile at the point where the number of passengers is equal to the observed average hourly max load, then the area below this line but above the load profile is a measure of the non-productive service. When method 2 is used to derive the headways, and dj is equal to the number of seats then this measure is the empty seat-miles (or empty seatkilometers). Figure 1 is characterized by a relatively large value of empty seat-kilometers per bus in comparison to Fig. 2. However, the additio nal information supplied by the load profile enables one to overcome such an undesirable characteristic.This can be done by introducing frequency determination methods which are based on passenger-miles rather than on a max load measure. The first load profile method considers a lower bound level on the frequency or an upper bound on the headway, given that the bus capacity constraint is held. Method 3 is: q? = max One way to look at method 3 is that the ratio A,/L of the load P, (regardless of its statistical definition) as opposed to the max load (P,) in method 2. Method 3 guarantees, on the average basis of P,, that the on-board passengers at the max load section will not experience crowding above the given bus capacity c.This method is appropriate for frequent cases in which the schedulers wish to know the number of bus runs they can expect to reduce by relaxing the desired occupancy standard, avoiding overcrowding at the same time. This allows them to handle the following: (i) demand changes without increasing the available number of buses; (ii) situations in which some buses are needed elsewhere (e. g. breakdown and maintenance problems, or emergencies); (iii) fewer drivers than usual (e. g. due to budget cut, or problems with the drivers’ union).On the other hand, method 3 can result in unpleasant travel for an extended distance in which the occupancy is above 4. To eliminate or to control this possible undesirable phenomenon, another method is introduced. Method 4 establishes a level of service consideration by restricting the total route distance having loads greater than the desired occupancy. Method 4 takes the explicit form: is an average representative A. P. -A-,1 dj. L c 1 [ [ 4. L’ Ai1 pj c where Ii is the distance between stop i and the next stop (i + l), Aj is the area in passenger-miles (km) under the load profile during time period j, and L is the route length.The other notations are previ )usly defined in eqns (l)-(3). 4? =max St. 1 Ii I jJj. L, *I) 444 AVISHAICEDER by time of day are same to that indicated in Table 2, and for all five sets the capacity is c = 80 passengers. In method 4 based on eqn (5), three values are assigned to /I, for all j’s: 0. 1, 0. 2 and 0. 3. That is, 10, 20 or 30% of the route length is allowed to have an observed occupancy, P, exceeding the desired one, 4. The results for route 27(A) appear in Table 3. The headway results of the four methods are compared graphically in Fig. 3 where the results of method 4 are for only the 20% limit case (8, = 0. ). Similarly to Fig. 3, the results of the remaining four data sets are displayed only in the computer generated graphical form in Figs. 4-7. . These illustrations are used for further analysis of the results. The first comparison can be made between method 1 and method 2 for the point check decision. Obviously, it is less costly and more convenient to retain an observer at one bus stop during the entire working day, than to a ssign the same observer or others to a different stop at every period j. This candidate bus stop is the one characteiized by P, (see eqn (2)).The comparison between the two methods is performed by the ,$ test between two sets of actual observations-P. , vs P, for each data set (see Ceder and Dressier, 1980). The results are as follows: where I, = {i: (P,,/F,) > d,} or 4 is the set of all stops i in time period j such that the load Pq exceeds the quantity of 4 times the number of buses determined iteratively by F,, and pj is the allowable portion of the route length at period j in which Pti can exceed the product (4)()(d,). The other notations in eqn (5) are previously defined. By controlling the parameter /Ii it is possible to establish a level of service criterion.Note that for /I, = 0, /I, = 1. 0 method 4 converges to method 2 and method 3, respectively. 2. 4 Results of actual data and comparison A pL/l program has been written for all the four methods. This program, in addition t o calculating the bus frequencies, determines the associated integer headway (in minutes) by simply dividing the length (in minutes) of a considered time period j by 4. , and rounding it to the nearest integer. The headway information is essential for the timetable preparation, as is explained in the next section. The input data presented in Table I and also the data taken from four more routes have been run by the program.The additional data are four Egged routes: 2(A), 2(B), 12(A), and 39(A)—all from Jerusalem. Their policy headway and desired occupancy Route (Direction) 27(A) 2(A) 2(B) d. f. 13 16 18 14 16 X2 63. 24 14. 59 58. 51 492. 82 117. 82 null hypothesis about equal methods (at the 5% significance level) reject don’t reject reject reject reject I&4) 39(A) Bus frequency determination using passenger count data 445 BUS NO. 27 , DIRECTION A LEGEND o – METHOD + – METHOD . – METHOD 1 2 3 L (BY2OP a – METHOD 0’. 7:oO . . 9 . . oo 11-00 . . TIME 13. 00 OF DAY ’ * 15. 00 ’ . 1Ãâ€"00 1 . 19:oo 21 00 g Fig. . Comparison of headway results for route 27(A). Consequently, only in route 2(A) can the daily max load point replace the hourly max load point. The PL/l program provides this comparison. The graphical comparison between the headways in Figs. 3-7 shows the expected result: method 2 always gives the minimum headways while method 3 results in the highest headways (except in 2 out of 82 time periods). Another characteristic of the headways, exhibited particularly in Figs. 4 and 5, is that the given policy headway (60min) is used during off-peak hours. A point worth mentioning is that the esults might be sensitive to the length of the time intervalj and that different time intervals may be used for peak and off-peak hours. Further analysis and comparison of the results are addressed in the following two sections. 3. A PRELIMINARY CRITERION IN DETERMINING FURTHER DATA COLLECTION METHODS In this sec tion an assumption is tested that particular load profile characteristics suggest the data collection method to be used. The basic idea is to BUS NO. 2 , DIRECTION â€Å"A† . – METHOD 3 6, 04.. . . . . . . I a. . -METHOD LCBY20%1 * ’ . ’ 6. 00 800 10 00 12. 00 TIME OF 14. 00 DAY 16:OO 16 00 20. 00 2:oo Fig. 4. Comparison of headway results for route 2(A). 446 AVISHAICEDER BUS NO. 2 , DIRECTION ‘B’ . 6 _ METHOD L CBY20T. l 01 . 5:oo . . 7 00 . 9 00 * 1100 . TIME . 13. 00 _ 15 00 OF DAY .. , 17 00 . 19 00 . . 21 00 23 00 Fig. 5. Comparison of headway results for route 2(B). provide the bus operator with adequate preliminary guidance in selecting the type of method based on old load profiles. The assumption to be investigated is that a relatively flat profile suggests the use of a point check procedure (method 1 or 2) whereas a ride check procedure (method 3 or 4) would be appropriate otherwise.One property of the load profile is its density, p. This is the observed measure of total passenger-miles (total ridership over the route) divided by the product of the length of the route and its maximum load (passenger-miles which would be observed if the max load existed across all the stops). Thus, the load profile density for hour j, pj, is P’=e. The load profile density is used to examine the profile characteristics. High values of p indicate a relatively flat profile, whereas low values of p indicate a significant load variability among the bus stops. A BUS 60 NO. 39 , DIRECTION â€Å"A† LEGEND % $ s 2 L2. 36. METHOD ‘ (BY ZCr%l = 30. p' I 9 i P 12. 6. 24. 18. 0. 1 6 00 . a 00 . 10 00 . 12. 00 TIME OF woo DAY 16 00 18. 00 20 00 2200 Fig. 6. Comparison of headway results for route 12(A). Bus frequency determination using passenger count data 447 BUS NO. 12 , DIRECTION ‘A† LEGEND o _ METHOD + . METHOD METHOD 1 ;/ 2 3 : ,’ / ;* I 8 ’ METHOD L (ByZoZl 0’ 500 I – I 1 7 . oo 9:oo 11:oo I . TpF ;nY15:00 ‘. 17:oo ‘ 19:oo ‘ ‘ Fig. 7. Comparison of headway results for route 39(A). 3. 1 Mathematical analysis One way to approximate the observed shapes of profile curves is by using a mathematical model.The lognormal model has been selected for this purpose since it provides a family of curves which can be controlled by varying the parameters p and u. The lognormal model takes the form: f(x) =. & The equation satisfying (df(x)/dx) = 0, is e-oDX-*~/262; x ; 0. the optimum (7) conditions, x,=d-â€Å"= (8) This continuous model can only approximate some of the observed load profiles since it has only one peak and represents monotonically increasing and decreasing functions before and after this peak, respectively. Nonetheless, this model is useful in observing some general differences between the ride check and point check methods.In order to be able to compare the methods,f(x) is used as a normalized load (the load divided by the max l oad) and x is used as a normalized distance (the distance from the departure stop divided by the length of the route). At a given time interval of one hour, j, the considered max load is Pi = 650 passengers. Given that dj = 65 and that c = 100, the determined frequency and headway for both methods 1 and 2 are 4 = 10 and Hj = 6. By applying this information to methods 3 and 4, using a variety of lognormal curves, one obtains the frequencies and headways shown in Table 4.The results in this table are aranged in increasing order of density. For method 3, the capacity constraint determines the values of F and H up to an including p = 0. 64 and up to different p values (if any) for method 4. Examples of the lognormal normalized curves are shown in the computer generated Figs. 8 and 9 for two p and variety of p values. Note that the relative location of the max load point can be found by eqn (8). From Table 4 it appears that for method 3 the ride check (load profile) data results in the s ame rounded headway as for the point check (max load) data for p 2 a where 0. 4 ; a 5 0. 87. For method 4 the ride check and point check information tend to yield the same headways for p 2 ai where i = 1,2,3, for the 10, 20 and 30% cases, respectively, and 0. 34 ; a, I 0. 43, 0. 50 ; a2 I 0. 56, and 0. 64 ; a, 50. 68. 3. 2 Observed densities and discussion The five data sets mentioned in the previous section were also subject to the load profile density examination. The pi values for each considered hour j, based on eqn (6), were calculated and are shown in Table 5. For example, in Fig. 0, which is part of the PL/l program output, one can visually compare the load profiles associated with the highest and the lowest p value of data collected on route 39(A). As can be seen from Table 5, none of the p values exceed 0. 8. This suggests that one cannot reach, by calculation, same headways for method 3 and method 2. Figures 3-7 reveal that the determined headways of method 3 are always gr eater than those of method 2 excluding the cases of policy headway. However, no clear cut conclusion can be drawn when trying to associate the p values in Table 5 with those 448 Table 4. Frequencies (F) and headways log-normalAVISHAI CEDER (H) for different load profile configurations (derived from the model) using methods 3 and 4’ Method 3 profi 1e density T by 10% H F 7. 60 H Method 4 20% H 9 9 9 9 9 8 7 : 8 -%6 6 6 6 6 6 6 6 6 6 1 by by P F F F 30% H 9 9 9 9 9 9 0. 18 0. 25 0. 27 0. 32 0. 34 0. 43 E 0:48 0. 50 0. 56 0. 57 0. 59 0. 62 0. 64 0. 68 0. 75 0. 76 0. 78 0. 84 0. 87 *For Note: 6. 50 6. 50 6. 50 6:50 6. 50 6. 50 6. 50 6. 50 6. 50 6. 50 6. 50 6. 50 6. 50 6. 77 7. 46 7. 63 7. 77 8. 41 8. 72 9 9 9 9 E% 9’ z 9 9 9 9 9 9 9 : 7 7 -4. 8. 46 6. 50 8. 36 7. 55 9. 00 7 9 7 7 -i5: 6 6 6 6 6 6 6 6 6 6 6 6 6 6. 50 6. 50 6. 50 6. 50 6. 50 7. 05 8:05 E 7. 5 x 9:31 8. 85 9. 04 9. 42 9. 36 9. 68 9. 87 9. 76 9. 92 6. 50 6. 50 6. 50 6. 50 6. 50 6. 50 z! 9:45 9. 05 9. 92 9. 76 9. 81 9. 65 9. 79 9. 87 9. 86 9. 93 9. 97 9. 96 9. 97 constraint ?E 8’ 6:50 9 6. 50 9 9. 27 6 8. 16 7 8. 46 7 7. 80 7 8. 19 7 8. 72 -b 8. 76 6 9. 23 6 9. 72 6 9. 46 6 9. 82 6 Methods 1 and 2: Uhenever F-10. H=6 where d F=6. 50, H=9 the capacity = 65, c-100. is met. in Table 4 regarding the comparison between methods 4 and 2. Figures 3-7 clarify this by illustrating the results of method 4 for the 20% case. The matchings (same headways for methods 2 and 4) across all the five data sets range between p = 0. 38 (route 2(B), for the hour 22:00-22: 59) and p = 0. 744 (route 39(A), for the hour 16:00-l6:59). On the other hand, the non-matching cases range between p = 0. 457 (route 2(B), for the hour 8:00-8:59) and p = 0. 777 (route 12(A), for the hour 15:00-15:59). Consequently, when applying method 4 to the observed load profiles, the results of the lognormal model cannot be explicitly used and an actual comparison between methods 2 and 4 should be performed. In practice, the bus operator wishes to save bus runs and eventually to be able to perform the matching between demand and supply with fewer buses.As is shown in the next section, different headway values do not necessarily save bus runs or reduce the required fleet size. However, the analysis made about the profile density measure can be used by the bus operator as a preliminary check before entering a more comprehensive analysis. The following are practical observations: (i) for densities below 0. 5, p-o 66 OK 0 1 .2 .3 Fig. 8. Four approximated load profiles based on the log-normal model (a = 1. 00). Bus frequency determination using passenger count data Fig. 9. Four approximated load profiles based on the log-normal model (u = 1. 0). savings are likely to result by gathering the load profile information and using either method 3 or 4 (alternatively for such low p values, the profile can be examined for short turn strategies); (ii) for densities between 0. 5 and 0. 85, it is recommended that an actu al comparison be made between the point check and ride check methods-along with further saving considerations (see next section); and (iii) for densities above 0. 85 it is likely that the majority of the required information for the headway calculation can be obtained from a point check procedure (either method 1 or 2). . ALTERNATIVE The TIMETABLES AND FLEET SIZE possible to initiate the task of scheduling buses and crews to the previously determined trips. Naturally, the bus operator wishes to utilize his resources more efficiently by minimizing the number of required buses and the cost of the crew. To accomplish this, the scheduler examines different timetables during the bus and crew assignment processes. This is done by shifting the departure times or by reducing the number of departures without referring usually to the initial source of passenger loads-the profile.Therefore, it is desirable to extend the analysis deriving appropriate headways, to an evaluation of timetables in conjunction with the required resources. 4. 1 Construction of timetables The number of bus runs determined by the timetable and eventually the number of buses required, is sensitive to the procedure used by the scheduler to CONSIDERATION AT THE ROUTE LEVEL products of the derived headways are the timetables for the public, the bus drivers and supervisors. Once the timetables are constructed, it is Table 5. Load profile densities @) for five data sets I 500. ! :00 7:oo 8:00 9:oo lo:oo Time Interval : – 6:59 – 7:59 – 8:59 – 9:59 – 10:59 – 559 : Route Z(A) v-e 0. 489 Route Z(B) Route 12(A) ll:oo 12:oo 13:oo 14:oo 15:oo 16:00 17:oo l 19:oo 20:oo 21:oo 22:oo 23:00 – 11:59 12:59 13:59 14:59 15:59 16:59 17:59 18:59 19:59 20:59 21:59 22:59 23:59 0. 668 0. 557 0. 687 0. 548 0. 687 0. 477 0. 694 0. 652 0. 699 0. 606 0. 632 0. 73j 0. 610 0. 524 0. 588 0. 543 ___ 0. 524 0;702 0. 752 0. 457 0. 586 0. 592 0. 647 0. 620 0. 679 0. 764 0. 662 0. 717 0 . 722 0. 618 0. 673 0. 633 0. 588 0. 538 0. 546 0. 661 0. 705 0. 625 0. 731 0. 637 0. 589 0. 680 0. 39 0. 740 0. 712 0. 777 0. 640 0. 565 0. 650 0. 509 –a _-_ -se -me ___ –0. 563 0. 567 0. 715 0. 765 0. 717 0. 672 0. 636 0. 733 0. 723 0. 641 0. 712 0. 639 0. 576 0. 593 ___ _____ Route 27(A) _-_ 0. 651 0. 561 0. 589 0. 674 0. 594 0. 559 0. 619 0. 644 0. 599 0. 691 0. 744 0. 626 0. 657 0. 544 0. 686 0. 610 0. 577 _-_ Route 39(A) 0. 0 0. 3 0. 4 0. 7 1. 1 1. 3 1. 7 2. 3 ?. I 2. 7 3. 1 3. 5 3. 9 4. 4 4. 9 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. 6 5. 1 ‘6. 2 6. 4 6. 7 7. 1 7. 5 7. 8 8. 2 8. 4 8. 6 9. 0 9. 1 9. 2 9. 5 9. 6 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. .; †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ †¦ .* .. ** †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Fig. 10. Two load profiles of route 39(A) with the highest density @ = 0. 744) on the left and the lowest density @ = 0. 544) on the right. construct the departure times.Some bus operators routinely round the frequency 5 to the next highest integer and then calculate the appropriate headways for the considered time period. By doing so, they increase the number of daily departures beyond what is needed to appropriately match the demand with the supply. Such a procedure may result in nonproductive runs (many empty seat-miles). For example, in Table 3 the number of daily required departures, F 4, is 77. 01, 55. 64 and 73. 24 for methods j=l 2,3 and 4 (20% case), respectively. When the quantity F, is â€Å"rounded up,† one obtains respectively: 85, 65 and 80 daily departures for these three methods.Obviously, by rounding k; to the next highest integer, the sched uler increases the level of passenger comfort but, at the same time, causes an unnecessary operating cost. However, in some cases the â€Å"round up† procedure may be justified if the scheduler uses the Pq quantity as an average load whereas the variance of the load is high. In this case (provided that additional runs are made by rounding up Fj), the possible overcrowding situations may be reduced as opposed to increasing the average empty seat-miles. Nonetheless, to overcome the problem of highly variable oads, one can use a statistical load measure which considers its variance as an input to a frequency method (see remarks in eqn (1)). Another characteristic of the existing timetables is the repetition of departure times, usually every hour (see Vuchic, 1978). These easy-to-memorize departure times are based on the â€Å"clock headways†: 6, 7. 5, 10, 12, 15, 20, 30, 40, 45 and 60 min. Generally, headways less or equal to 5 minutes are not considered by schedulers to influence the timing of passenger arrivals to a bus stop. The clock headway is obtained by rounding the derived headway down to the nearest of the above â€Å"clock† values.Consequently, and similar to the â€Å"round up† frequencies, the clock headways require a higher number of departures than what is actually necessary to meet the demand. In order to keep the total daily number of departures as close as possible to the sum of the obtained Fj’s by the four methods, the derived headways in Table 3 and Figs. 3-7 are simply based on the â€Å"round to the nearest integer† procedure. Note that for a high frequency value it may turn out that rounding Fj result in fewer departures than rounding the derived headway. However, for high frequencies, the timetable is not required.Also, if 5 is rounded first it is necessary to perform a second rounding on its associated headway (since timetables are built by headways-not frequencies). This by itself may ultimately decrease the accuracy of matching the demand with the number of departures. An attempt is made in Table 6 to construct six daily timetables for methods 2,4 and 3 using both the derived and the clock headways based on the information in Table 3. The only incompatability is that Bus frequency determination using passenger count data 451 Table 6. Various timetables for bus 27(A) based on methods used and considered headways Y I9 ii:01 :3a :oa :57 :15 a:17 :22 :3a :29 :59 :36 9:14 :43 ~24 :50 :34 :57 :44 14:04 :54 :I1 10:04 :1s :15 :25 :26 :32 :37 :39 :4a ~46 :59 :53 11:09 15:OO :ia :08 ~27 :I6 ~24 :36 :45 :32 :54 :40 12:03 :4a :13 :56 :23 16:06 :33 :la :43 :30 :si :i5 17:04 :30 :12 :45 :20 a:00 :2a :20 :36 :40 :44 9:oo :52 :lO ia:m :20 :la :30 :36 :40 :54 :50 19:oa 1o:oo :19 :lO :30 :20 :41 :30 :52 :4o 20:24 :50 21:17 11:OO :07. 5 :I5 :22. 5 :30 :37. 5 :45 :52. 5 12:oa :lO :30 :40 :50 13:oo :06 :12 :la ~24 :30 :36 :42 :4a :54 14:oo :06 :12 :la ~24 :30 :36 ~42 :4a :54 1s:oo :07. 5 :15 z 22. :30 :I5 :52. 5 16:Ml :12 ~24 :36 :4a 17:oo :07. 5 :15 :22. 5 :30 :37. 5 :45 :52. 5 la:00 :15 :20 :ll :40 :19 a:03 :27 :29 :35 :55 :43 9:13 :5i :23 :59 :33 14:06 :43 :13 :53 :20 10:03 ~27 :14 :34 :25 :41 :36 :4a :47 :55 :5a 15:oz ii:08 :lO :17 ii; :26 :34 :3s :44 ~42 I :53 :5Ll ! lZ:Oi :G :12 16:oa :21 :34 :34 :44 :47 :12:54 17:W :la ~27 :36 :45 :54 ia:oa ~27 ~46 :59 19:ll :23 :35 :47 2o:zo 21:15 ! uer~ved LIOC): Headway 00 12~30 16 00 7 :12 :23 ~24 :46 :36 a:lo :4a :36 17:w :55 :07. 5 9:oa I:00 :22. s :I5 :21 :10 :30 :34 :20 :37. 5 :22. 5 :46 :30 :30 :45 :37. 1o:oo :40 :52. 5 :15 :45 :50 14:oa :30 :52. 5 I:00 :06 :45 :10 :12 la:00 1l:OO :15 :20 :18 :I2 :30 :30 ~24 :45 :24 :40 :30 :36 19:oo :50 :36 :4a 1:oo ~42 :12 ~24 12:oa :07. 5 ~48 :15 :lS :54 :36 :30 :40 :22. 5 15:oo :45 :30 :07. 5 2o:oo 13:oo :45 ~27. 5 :15 :ll :45 :22. 5 21:30 :52. 5 :30 2:oo z37. 5 :10 :45 :44 :20 :52. 5 20’) i : . I :oo ’ I :lO :2o :Jo :40 :50 2o:oo :45 21:30 ! : z24 i ( i:: ; i ~55 uETmb3 He4dw4y , Clock HeadMy 14:os 7:oo 13:so 19:5 :20 14:oo :4 :14 :40 :07. 5 2o:a :23 :I5 a:00 21:c :32 :20 :22. 5 :41 :40 :30 :50 9:oo :37. 5 :59 :12 :45 15:08 :I4 :52. :ia 15:oo ~36 :2a :4a :10 :3fl 1o:w :20 :4a :15 :30 :5a :30 :40 16:lO :45 :50 :25 11:OO 16:OO :40 :12 :15 :55 ~24 :30 11:08 :36 :45 :20 :48 17:oo :32 . 44 12:oo :12 I56 :15 :I2 :30 :36 la: 16 :44 :45 :48 19:07 13:oo 18:OO :26 :lO :20 :20 :40 :45 :30 20:23 19:oo 21~23 :40 :15 I 1 the clock headway technique includes a value of 7. 5 minutes whereas the derived headways do not allow non-integers. The transition between the hourly periods for the derived headway is based on a smoothing rule that use the rounded down average headway whenever a transition from one hour to another occurs.For example, in method 2 the transition between the departures 8: 59 and 9: 14 is based on rounding down the average headway of 21 and 1Omin. A point worth mentioning here is that the schedulers often have the knowledge of different load patte rns during one period j, e. g. more loads in the first half hour than in the second. In this case they can request splitting or changing the time period j for further data collection. Also, they can insert more departures in the heavy-load interval than in the remaining interval, while ensuring the approximate total of Fj departures.Further consideration about creating timetables appears in a report by Ceder (1983). This includes development of methods to construct timetables with even headways and timetables with even (average) loads on individual buses while the headways are unevenly spaced. 4. 2 Single-route fleet size examination Within a large-scale bus system, buses are often shifted from one route to another (interlining) and they frequently perform deadheading trips in order to operate a given timetable with the minimum required buses.It is desirable to analyze the procedures to construct timetables and scheduling buses to trips simultaneously. However, due to the complexity of this analysis, these two procedures are treated separately. Therefore, in a bus system with interlining routes, the alternative timetables can be evaluated on the basis of the total number of required departures. This can serve as an indicator for the number of buses required, but without inserting each alternative timetable to the scheduling procedure, it will be difficult to predict the effect on the fleet size.One fleet size test that can be performed is based on the assumption that interlinings and deadheading trips are not allowed and that each route operates separately. In this case, given the mean round trip time, the minimum fleet size for that route can be found similar to the formula derived by Salzbom (1972). Let T be the round trip time including the layover and turn around time and that departures occur at discrete time points: t,, t2, r,, . . . , t,.Also, let N, be the number of departures between and including the two departure points t, and t, such that three con ditions (i) are fulfilled: t, ; tr, (ii) t, – tr I T and (iii) t,+, – t, ; T. Given that if t, = t, then the first tk, k = 1,2,. . . , n to agree with the first two conditions is t,. the minimum single-route fleet size, N,,,, is: Nmi,=max k i k=l Nk Following Salzborn arguments, eqn (9) simply means that N,, is the largest number of buses departing in any time interval of length T. This result can