Pips visit to Satis House Essay

Discuss how the theme of class is developed through Pip’s visit to Satis House ‘Great Expectations’ is a novel was written in the early 1860’s. The novel was written in the early 1860’s. The genre of ‘Great Expectation’ is a bildungsroman. This essay will be discussing how the theme of social class is developed through Pip’s visit to Satis House. Dickens’ aim was to show the corruption in English society at the time and he displays it through Pip’s, the main character, visits to Satis house, a house owned by a mysterious, middle classed woman with a beautiful daughter that is bemused by Pip’s appearance and lower class and therefore abuses him for it. Dickens portraits the upper class as evil, selfish villains in the novel and is on the lower class peoples side, always revealing the disgraceful riches the upper class owned while the poor got poorer. â€Å"Great Expectations† portrays the great escalation in the social hierarchy of a young lad named Pip as he progresses in his life, Starting as an orphan and apprentice blacksmith, his horizons are widened through contact with the upper classes. He strives to better himself and make that most difficult of journeys across the boundaries of class. Great Expectations is a social commentary that gives a strong opinion on society. It will also discuss Charles Dickens’ message of how he views the upper, middle and working classes. Dickens was brought up in a working class background. There was a noticeable division between classes in the early 19th century. Upper class people were able to stay at home without having to go to work. The middle class were able to stand over the working class (who did all the work) and live off the money they earned for them working in their mines, factories or farms. Working class citizens lived in small houses with only one or two rooms within the whole house, In ‘Great Expectations’, Charles Dickens portrays the upper classes through the characters of Miss. Havisham and Estella. Estella, like Pip is an orphan, however, unlike him, she has had a background of privilege typical for a Victorian upper class child. Pip is a classic example of the lowest level of a working class child; he’s an orphan, lives a miserable life with his obnoxious and beastly sister, and gets abused by everyone that sees him. ‘Universal struggle,’ this is how Pip describes life as a desolate young boy. Pip strives to become his dream fantasy; a gleaming, bright gentleman and to do that he must overcome many things. Firstly, Pip can barely read or write, â€Å"I struggled through the alphabet as if it had been a bramble bush,† this just adds emphasis on the true lowness of Pip’s class as only the rich got educated while the poor got overlooked. The children of the aristocracy had a privileged life; they had rich clothes and many toys. Typically, their father had to be obeyed and feared. Manners were considered very important: the children had to be well spoken and only speak when spoken to. They had to be looked after by a nanny not their mother. The children were taught by a private tutor until they were old enough to go to school, however only boys were allowed to go. Many working class children like Pip, lived in the country, in cottages with their families. They had no school at the beginning of the Victorian era as children had to work to help their parents. A number of families then considered moving to towns to get jobs. Town children lived in overcrowded streets which quickly became slums; children had to share one bed or sleep on the floor; they had a bad diet and dressed badly. They were prone to diseases such as, smallpox, measles, diphtheria and tuberculosis. These children worked in local mines, factories or as chimney sweepers. This shows us the different lifestyles of the rich and the poor and how unfairly the poor were treated. In the opening scene of the novel, Pip is discovered sitting by his parents’ grave from which we learn that he is an orphan. From this perspective the reader can see just how far Pip will have to climb to achieve the status of a ‘gentleman’. In typical Bildungsroman style, our sympathies for the main character are aroused by the pathos of the scene. However, it is not all tears. There is also humour, for example, where Pip recalls his belief that his five brothers, â€Å"†¦ had all been born on their backs with their hands in their trousers-pockets, and had never taken them out in this state of existence. † The reader is lulled into a state of contemplative pity at the plight of the â€Å"†¦ bundle of shivers growing afraid of it all. † This atmosphere is brutally shattered by the appearance of the escaped convict, a figure nevertheless more comic than truly terrifying, and one who will later help Pip achieve his dreams of social improvement. Thus, Dickens exploits the comedic as well as the tragic potential of the characters and settings in his writing to develop the theme of class. This is also evident in the visits to Satis House. At the beginning of the novel we find out that Pip is illiterate, for example he says: â€Å"I fell among those thieves, the nine figures, who seems every evening to do something now to disguise themselves and baffle recognition. † This shows that Pip can barely read or write. He does not have a formal education or go to a normal school, but an evening school in the village ran by Mr. Wopsle’s great-aunt; â€Å"much of my unassisted, and more by the help of Biddy. † This shows the readers that Pip has learnt more from Biddy then the school. Pip’s desire for self-improvement is the main reason as to why the novel’s title is ‘Great Expectations’; because he believes that he has the ‘possibility of advancement’ in life, that he has ‘Great Expectations’ about his future. We find out later on in the novel that Pip longs to become a gentleman; in order to do this, he needs an education. From Pip’s first visit to Satis House, we realize the staggering difference between Pip and Miss Havisham’s child, Estella, and how their class and background affect their attitudes towards each other and their views on society and life overall. The setting of Satis House flabbergasts Pip so much, he can barely explain everything around him, â€Å"satins, and lace, and silks all of white†¦ † The description brings to mind a very rich, selfish and stagnant person which is how Dickens represents all the rich and upper-class people. Pip is confused of how to prepare himself for his first visit to Satis House, â€Å"I was not at ease regarding the manner in which I should acquaint myself under that lady’s roof. † This shows that the poor scarcely get in contact with the rich and are bewildered with how to present them. On the other hand, Estella proudly calls Pip by the name â€Å"boy† and mocks his clothes which in turn makes Pip realise his â€Å"lower class† so he therefore begins to clean and pamper himself after the suffering. Dickens builds up tension by describing Satis House as decayed which is a reflection of Miss Havisham’s odd personality and it’s a bit bias to be honest, because all Dickens’ fantasies about the rich being evil, rude and a bit crazy are fitted into one character especially and her house. One time, Miss Havisham questions Pip in such a way at one point, that he gets scared out of his wits and his answers to her spiteful questions are all monosyllabic, â€Å"who is it? † â€Å"Pip†¦ † In essence, Dickens’ disrespect to the upper-class is such, that he represents them all in one lady that is so low, she bully’s innocent little boys and makes them feel ashamed for who they are and even makes Pip accept he’s lower then her which one may argue is a good thing as it inspires Pip to greatness later on but is atrocious, giving that status is not all there is to life. Pip only fully realises his lower classed lifestyle when he encounters the prominent Estella. Estella is the elegant, youthful, proud girl raised by Ms Havisham. Dickens juxtaposes the characters of Pip and Estella, by showing the two different worlds they coexist in and the different classes that occupy their worlds, Dickens also tries to symbolise their characters as the higher and lower class of society. Estella symbolises the superior class; this is shown through her beauty, wealth and the confidence that resolves inside her. Pip meets Estella who has contempt for him and his working class background. Estella makes fun out of Pip’s hands and boots by saying: â€Å"what coarse hands he has! And what thick boots! † This proves that there is a big difference between classes. Estella enjoys making Pip fell bad about himself and his social background. The tone Estella uses to speak to Pip is very rude: † ‘Ah! ‘ said the girl, ‘ but you see, she don’t. ‘ † This shows the readers that Estella feels superior to Mr. Pumblechook. Furthermore, it has connotations that state Estella is not afraid to speak to her elders, she thinks she knows what Miss. Havisham is thinking; this depicts how Miss. Havisham has brought her up – to be confident, mean and rude to men. By saying, â€Å"Ah†, she is shown to believe that is better than Pumblechook. However, saying, â€Å"but you see, she don’t†, shows that she is not really upper class because she uses slang unlike an upper class person usually would not do. Estella tries to be upper class but she is betrayed by her lower class language. Readers are invited to believe that she wants to be upper class because she likes looking down on others. Pip reacts in an odd manner. Estella continually uses â€Å"boy† to address Pip but he addresses her by â€Å"miss†. This juxtaposition shows us that Estella thinks it is appropriate to be disrespectful to Pip as he is unimportant because of his class, whereas Pip is shown to have respect for her. This could be because he thinks that Estella is more important because of her upper class background or whether it is because of his upbringing – Mrs Joe and Joe taught him to respect everyone no matter what class they are. Pip is shown to have desire towards Estella; â€Å"returned the young lady, who was pretty and seemed very proud. † This shows that Pip already has affection towards her. Furthermore, he already shows that he s interested in her. Later on in the novel, Pip is asked by Miss. Havisham, what he thinks of Estella; to which Pip replies, â€Å"I think she is very pretty. † This again shows that Pip has feelings of desire for Estella, though they have only just met. After Pips visit to Satis House Pip notices the difference between upper class and working class, between him and Estella. He hates the difference and he wants to be a gentleman not a blacksmith. Pip thinks that if he has any chance with Estella he has to become a stereotypical upper class man. Pip’s mind has no become poisoned with Estella’s words and even though he is not yet an upper class person he is beginning to think like one. His attitudes towards Joe have changed. This is where Pip’s transformation begins to take place and from here the title of the novel comes into the picture. The expectations he wishes to achieve are great. From this chapter we can see the separation between the rich and poor. I think the message Dickens was trying to pass on to the readers of this novel was that, much poverty existed in the world, and even though the rich and the poor lived so close together in the world, they lives were worlds apart. I think Dickens own life experiences informed this viewpoint. Just as Pip, Dickens lived both lower and higher class lifestyle. As a child he was poor and had to work for a living so he was able to experience how it was to live the life of struggle and poverty, however when he grew up he became a writer and had a higher class lifestyle being able to observe how close rich and poor lived, but with such different lives. I think that Dickens had sympathy for the both the higher and lower class people. He had sympathy for the poor because they had to struggle to survive and had to work very hard for such things as money and food to feed the mouths of their families. Conversely I think he felt sympathy for the higher class also, he showed this through Ms Havisham and Satis House. We can see that he has sympathy for the rich as Dickens makes Satis House like a prison and Ms Havisham like a sad old hag that exists inside the walls of the prison, he is also showing the reader that even though she is rich and has money she is sad and imprisoned within her home and her sorrows, I think this is how many higher class people and families lives feel, so this is why he feels sympathy towards them. The bildungsroman genre is a story in where a character grows up and has higher understanding of the world. Pip’s visit to Satis House fits perfectly into the bildungsroman genre, this is due to the fact that after Pips visit to Satis House he grows up, not necessarily in age but he grows up inside; he becomes more mature and also gets a higher understanding of his class and place in society. The Visit to Satis House also reveals that in this world, materialism is a very common trait that presides in the hearts of all individuals, hearts which can forget their closest friends and even family for a chance at an elevated class in life. Finally Dickens is also leaving his final message that you don’t need all the riches to become an ethical person leading a prosperous life. This is the thought that Dickens wishes is engraved in the minds of all who read the novel.

Adolescent Interview Essay

When picking my adolescent I had quite a few choices to pick from but I decided on my adolescent 15 year old sister since I know a lot about her and have seen first-hand how she is coping with this adolescent stage. Patricia is a normal 15 year old girl still in high school. She lives in a household of 7 with 3 older siblings and one younger one. She mentioned that she lived in a small home with three dogs, two fish, a bird and six other humans. Both her parents are field workers so they aren’t really at home much. Patricia has a younger 7 year old sister that she pays attention to a lot, they have a really close relationship, and she cares for her younger sister when her mother is at work. Patricia is in a special program in her high school called the International Bachelorette Program â€Å"IB,† this program challenges high school students and gives them and idea of what college is like after they graduate. She gets a lot of homework every day for all her classes, she manages to do all of it and still helps take care of her younger sibling. I think my teenager didn’t quite fit in the conceptions people have of a typical adolescent. She seems to be really close to her family. When I asked her what her family life was like I was surprised with the answer she gave me. She said she loved her family and that they were the best. Most teens at her age tend to distance themselves when they hit puberty. Puberty brings an increase in parent-child conflict- psychological distancing that may, in part be a modern substitute for physical departure from the family. (Berk, 2012, p.541.) According to what my teen said about her family life, she has a very good relationship with her family; her parents seem to play an important role in how hard she is working on her education and her good grades since she mentioned that school was really important to her because her mother wanted her to have a better life for herself. I believe that my teen interviewee has reached the stage of formal operational thinking. When I asked her what if people had no thumbs she gave me a bunch of explanations as to what would happen if such a thing were true. She said people wouldn’t be able to text, suck their thumbs, cover the sun, be able to thumb print criminals for criminal cases, be able to write, click on the computer mouse,  do their hair, and that everyone would be ugly. She pretty much hypothesized what would happen if people had no thumbs. According to Piaget she has become capable of hypothetico-deductive reasoning- this being when faced with a problem, they start with a hypothesis, or prediction about variables that might affect an outcome, from which they deduce logical, testable inferences. (Berk,2012, p.566.) Her answers to the problem of having no thumbs were thought out. I wish she would have explained them a little more but I know if I asked her to explain more thoroughly she would have the logic for doing so. Propositional thought is also a characteristic of formal operational thought; it is when a young individual can evaluate the logic of verbal statements without referring to real-world circumstances. (Berk,2012, p.595.) When I asked her question number 13 of the interview she gave me a smart remark saying â€Å"Duh it’s going to make a freaking noise if she hit it. No she did not make noise because she didn’t hit it.† She said this right away and asked why I was asking such weird questions that were so obvious. I did notice some signs of my teen forming an identity. Her style of clothing seemed to be pretty laid back. She wore a loose fitted tee shirt, some jeans, and a pair of converse. Her hair was in a ponytail and she didn’t have any tattoos or piercings. She doesn’t wear any make-up and her only concerns about her appearance were being fat. She mentioned having a lot of friends in school and the particular group she hung out with during lunch and her breaks was only a pair of two close friends. When asked if she belonged to a group she pointed out that she belonged to a group nobody knew about and all her group does is sit and talk and think about homework and. She mentioned all the other different kinds of groups she saw in her high school such as the popular kids, the jocks, the gang bangers, the Asians, the cheerleaders, the gothics, the bible geeks, and the nerds. She didn’t categorize herself in any of these, but she mentioned that her only concerns are getting good grades, she mentioned this a lot during her interview. Constructing an identity involves defining who you are, what you value, and the directions you choose to purse in life. (Berk,2012, p. 600.) When I asked her what role school played in her life she easily told me she was pursuing getting good grades throughout high school and eventually going to college, her moral values play a great role in her life, these being the  things her mother has encouraged and guided her to pursue. Her direction in life has been identified; she explained to me she wanted to eventually be able to go to really good universities. I believe my teen has formed her identity because of these things. My teens’ identity status is probably at the identity achievement; she has established her values and goals in life. Identity achieved individuals are committed to a clearly formulated set of va lues and goals; they know where they are going. (Berk, 2012, p.603.) I don’t really have much advice to give to my teen; to me she seemed to be on track. But her mentioning herself as being fat does concern me. I think her self-esteem is low, when I asked her if she had a boyfriend she said she did not because she was ugly. She also seems to think she is fat, since she mentioned twice in the interview she wanted to lose weight. The advice I would give my teen is, to not concern herself too much about physical appearance and focus more on the relationships she has formed with the people she has becomes friends with. I would tell her she doesn’t have to look a certain way to have a boyfriend, I would also mention that it doesn’t really matter if she has one or not, the right one will come along someday. Her academic self-esteem seems to be good though, while I was interviewing her she mentioned that her grades were really good and she was concerned about keeping them that way. Academic self-esteem is a powerful predictor of teenagers judgments of the importance and usefulness of school subjects, willingness to exert effort, achievement, and eventually career choice (Bleeker & Jacobs, 2004;Denissen,Zarrettt,& Eccles,2007;Valentine, DuBois,& Cooper,2004; Whitesell et al.,2009) I would tell her she should keep on pursuing her goals of getting good grades and eventually going to the university of her choice. I would tell her this because I personally didn’t pursue going to a university after I graduated from high school and have totally regretted it ever since. Having a good education is a good goal for a young individual to have to have a better life. My interviewees’ didn’t have any signs of a cognitive distortion, there wasn’t signs of any self-focus in her answers. Imaginary audience is when the adolescent believes that they are the focus of everyone’s attention. (Berk. 2012, p. 572.) She stated in the interview that she and her friends  were part of a group that nobody knew about; she showed little concern about it. Her social development is good; she said in her interview that she talked to most of her classmates in all her classes. She seems to have attained good peer relations and has established good friendships. I don’t think my adolescent would conform to peer pressuring, she mentioned in the interview that alcohol and drugs were of easy access but they have no effect on her friends and her. She said she did not pay much attention to those things. References Berk, L. E. (2012). Infants, Children, and Adolescents (7th ed.). Boston, MA: Pearson Education, Inc.

MKTG project Research Paper Example | Topics and Well Written Essays - 750 words

MKTG project - Research Paper Example The business is focused on improving the comfort of air travelers through provision of a variety of comfort products for consumption during travels. The company provides Wi-Fi and other new technologies in-flight apart from the usual foods and cocktails. The availability of Sky Mall catalogue and Wi-Fi access enables engagement of customers and increases sales as a result. The target market of the business is the local air travelers which constitutes about 88% of the market. Their competitive niche of business is vast investment in technology and innovation hence creation of up to date products always. This has built on the strong bonds by customers and loyalty hence a wide base of loyal customers. The main aims is consistent growth in sales and hence profitability and shareholders worth. Management is steered by the president and vice-presidents plus key shareholders thus inclusive and participatory leadership style; leaders should also have enough experience and knowledge (Kerin, Hartley, Rudelius 2009). In addition, effective market research and marketing strategies, efficient media to relay the products through relevant modern media. Creativity and innovation integrated with modern technology an organization like Sky Matt goes to higher heights of achievements. Its target budget is $500,000 with a bulk to be generated internally. The main objective of both market research and strategy Sky Mall incorporation is to find out the views and reaction of its target market and audience and their response to the product. Marketing research is a process which starts by Sky Matt defining its objectives, then setting a plan, implementing the plan and lastly doing a review and reporting to the organization. Any organization needs to conduct research to enable it realize changes in the market place that are likely to negatively or positively impact on its product in the market. Theories, problem solving

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PROMOTION in the Merchandising Environment - Glamourflage - Part 5-10 Essay

PROMOTION in the Merchandising Environment - Glamourflage - Part 5-10 of the Project - Essay Example Glamourflage has a variety of tailor-made products which guarantee beauty, gun and joy! If you want to spice up your holiday, then you should try it out. In the current market, social media has grown to become a very critical promotional tool. Therefore, staying in contact with the clients on social media platforms will allow Glamourflage to create a personal bond and relationship with the clients. Moreover, the social media platforms will act as a communication avenue through which the clients can learn more about the products. To achieve this, three social media platforms will be used. These are Facebook, Instagram and Pinterest. Being one of the most widely used social media platform, Glamourflage will use Facebook as the primary way of socially interaction with the clients. Through Facebook, the brand can showcase its products and portray itself as a fun brand through various pictures, announcements and postings from satisfied clients. Personal videos will also be posted in the page so that client awareness is created. Clients will be encouraged to tag their friends and share the pictures and posts in the page. The Facebook page will have several options as shown below. Glamourflage will have its own Instagram page. The content in the Instagram page will be in line with what has been posted in the Facebook page. The various posts on the consumer experience, pictures of the products and the videos from the clients will also be shared on the Instagram page. By doing this, more clients will be attracted to post their pictures and share with others how the Glamourflage products has make skin caring process

Military bearing and discipline Essay Example | Topics and Well Written Essays - 1000 words

Military bearing and discipline - Essay Example Yes, there is no denying the fact that the concept of military bearing does include all the things that have been mentioned in the last few lines. However, the thing that needs to be remembered is that military bearing is not merely about externalities. Yes, military personnel prefer to be disciplined and ordered, they do opt for dignity and respect in all aspects of their life, they are very particular about a their dressing sense and uniform, but the more important fact is that these things are an integral expression of their internal mindset and personality that gets reconstituted and remolded once they join the armed forces and stop being a civilian. Simply speaking military bearing is a state of mind. It is a way of perceiving and doing things. It is something that is not external, but rather confined to the core of existence of a military man. Discipline is the one most valued much demanded and necessary quality in the military. Yes, military is a job like many other jobs and military men do their duty like other people try their best to be true to their profession. However, with all due respect for other professions, it would not be wrong to admit and acknowledge that military is a profession with a difference. Military is about guarding the safety and freedom of the nation, about protecting the lives of millions of Americans, about turning out to be dependable and reliable partners for one’s colleagues, about a willingness to do the job ascribed to one without questions or qualms. The one central aspects of a job of this nature is that in it there may exist nothing like a second chance. If one fails, one may fail once and for all. Considering this nature of military duty, no other profession is as essentially dependant on discipline as military (Matloff 22). For what is army, but a group of individuals who are willing to set aside their personal beliefs, personal concerns, fears,

Superpave Binder Specifications Essay Example | Topics and Well Written Essays - 750 words

Superpave Binder Specifications - Essay Example The distresses include fatigue, thermal cracking, and rutting. Tests related to performance were essentially applied to address the three distresses. The distresses are attributed to climate changes. Another specification is grade selection. The grade selection specification entails the determination of temperature extremes for the performance of the pavement. Typically, pavement performs under a certain range of temperatures (Texas Department of Transportation). The grade can be established by indicating the low or high temperatures for pavement performance. Distress and tests form another specification in which the binder and pavement life become predictable when the pavement lasts long enough. Testing for compliance is important to establish the PG binder grade. This is done through classification and verification for unknown and known PG grade respectively (Texas Department of Transportation). The proper binder grade for Bowling Green, Kentucky area is selected based on the Super pave aggregate requirements. The pavements have to satisfy the compaction requirements, which are unusual. The binder grade needs to have at least 92 percent of solid density (The American Association of State Highway and Transportation Officials). This would be due to the unusual compaction requirements that would be applied (The American Association of State Highway and Transportation Officials). Segregation may be used to describe various phenomena, but it is typically short of homogeneity in the constituents of hot mix asphalt for the in-place mat. It has such a magnitude to an extent that there is an expectation of pavement distresses that are highly accelerated. The segregation of HMA pavements is a major problem because it results in poor performances in many pavements (Cross and Brown, 1).

Steroids in Sports Essay Example | Topics and Well Written Essays - 2250 words

Steroids in Sports - Essay Example An athlete’s career is fairly short compared with other careers and needs to be maximised. This may seem like sound reasoning for allowing performance enhancing drugs until one takes a look at the some of the health problems associated with the prolonged abuse of performance enhancing drugs. It has been associated with both long term and short term damage to athletes and has even been implicated in the deaths of some athletes. In addition, the use of performance enhancing drugs offers an unfair advantage to the athletes who choose take them in their quest for glory and money and completely goes against the unwritten values of sport which include honesty and integrity. When the view of athletes of athletes is taken into consideration regarding the use of performance-enhancing drugs, it appears that over half of them seemed convinced that would actually contemplate the use of such drugs while the others firmly opposed it. This paper will attempt to critically take a look at the reasoning behind the argument that performance enhancing drugs should be legalised and then present the counter arguments for it. I will argue that despite the reasoning provided for it, the (ab)use of performance enhancing drugs in any sport is dishonest and detrimental to the health of the athlete who chooses to use it. The use of performance enhancing drugs in the world of sports has been present probably since the start of sports competition (Campos et al, 2003). Two major events in recent history that shocked the world of sport was Ben Johnson admitting to the use of performance enhancing drugs in 1988 (Catlin et al, 2008) and the scandal surrounding the Tour de France in 1998 with allegations of doping (Schneider, 2004). While most people would agree that the use of performance enhancing drugs should be banned it is worth taking a look at the other side of the argument stating that these drugs should be legalised too. One of the main reasons given by bodies like the Sports Cou ncil in Britain or the World Anti-Doping Agency (WADA) have been the health risks associated with performance enhancing drugs (Hanstad and Waddington, 2009). It has been argued that if this concern for the health of elite athletes is really the reason for the ban of performance enhancing drugs, then concern must be had for other aspects of sport that affect health like sports-related injuries. There have been no sports bodies that have passed rules on whether an athlete can perform whilst injured though the risk of injury is quite high for many sports (O’Leary, 2001 from Hanstad and Waddington, 2009). Athletes who take part in sports, especially contact sports, effectively work in an extremely hazardous environment. There is a high risk of sports-related injuries or the development of chronic conditions later in life as a result of the sport (Hanstad and Waddington, 2009). One study actually concluded that the risk of injury if a thousand times higher in athletes playing prof essional football than in jobs such as construction or mining (Hawkins and Fuller, 1998 from Hanstad and Waddington, 2009). Similarly, when considering a sport like American football, the average length of the career of a player is a meagre 3.2 years

Stereotypes and Prejudices Essay Example for Free

Stereotypes and Prejudices Essay Everyone uses stereotypes in one way or another. (CX) People tend to judge from their first impressions, but prejudices do not get very dangerous until they lead to stereotyping and discrimination. The victims of prejudices and stereotypes may lose their own individual personalities, and they retreat into their own groups. Both Chopin, in â€Å"Desiree’s Baby,† and Piercy, who writes â€Å"Barbie Doll,† bring up this problem in their writings. Chopin and Piercy write about stereotypes and prejudices because they want people to think about the devastating effects of stereotypes and prejudices. To develop their theme, they write about the victims of prejudice, how they are treated differently, and how they end up in life. (S) Appearances influence many people. One day, when Desiree stands â€Å"against the stone pillar,† Armand â€Å"ride[s] by and see[s] her there,† and he soon falls in love with her (Chopin 346). (CC) Not knowing much about her characteristics, Armand falls in love with Desiree, and he marries her not long after that, which can be seen by the fast transition in Chopin’s story. Similarly, the â€Å"girl child† in â€Å"Barbie Doll† is described by her classmate as having â€Å"a great big nose and fat legs† (Piercy 352). Piercy writes that although she â€Å"[is] healthy and tests intelligent,† she keeps â€Å"[going] to and fro apologizing† for her body (352). People care about how she looks more than what she has in her heart. Being victims of prejudices, the characters in Chopin’s and Piercy’s works are treated differently. The way that Desiree, her baby, and the girl child have to face prejudice is not identical. While talking to her daughter, Madame Valmonde does not stop looking at the child; in addition, she â€Å"[lifts] it and [walks] with it over the window that [is] lightest,† and she â€Å"[replaces] it beside its mother† (Chopin 346). No one uses â€Å"it† to call a baby, and Desiree’s son is regarded as an animal because he is not white. From being the â€Å"proudest father in the parish†, Armand turns cruel as he discovers that his child â€Å"is not white; it means that [his wife is] not white† (Chopin 347). (CC) Chopin brings readers back to the age of slavery, which is a shame in humans’ history; the slaves cannot live as humans because they are distinct from the majority of the Whites. (S) Obviously, being different is the end of their life. (CX) On the other hand, the girl child in â€Å"Barbie Doll† has a chance to live if she gives up her personality. The author writes that she â€Å"[is] advised to play coy, exhorted to come on hearty, exercise, diet, smile and wheedle† (Piercy 352). She is given a chance to live the life of a machine, not a human, which is programmed according to the social standards. â€Å"Her good nature [wears] out like a fan. So she [cuts] off her nose and her legs, and [offers] them up,† writes Piercy (352). The fact that she has a choice is ironic. Chopin and Piercy also come to the same ending for their characters. Desiree and the girl child finish their lives in the same way. Desiree does not take the â€Å"broad beaten road which [leads] to the far-off plantation of Valmonde,† but she walks â€Å"across a deserted field† (Chopin 348). Readers may ask themselves whether Desiree does not take or is not allowed to take the broad road. She disappears among the â€Å"reeds and willows†, and she never comes back (Chopin 348). Likewise, the girl child ends up her life â€Å"in the casket displayed on the satin she [lies] with the undertaker’s cosmetics painted on, a turned-up putty nose† (Piercy 352). â€Å"Is everyone satisfied? † asks Piercy. (CP) The victims of prejudice are not happy, so they choose the death to cease their misery. It is the time that people have to be aware of stereotypes and prejudices. Both Chopin and Piercy signify that stereotypes and prejudices are destructive. â€Å"Consummation at last† is a sarcastic way of Piercy to tell the truth (352). It is the consummation of people who judge others through appearances. (CP) Prejudice is no longer accepted in modern societies; however, it still exists in the nature of humans. Stereotyping prevents people from learning the real facts about themselves, and it allows them to discriminate and commit various crimes against all kinds of people. In pursuit of a better society, everyone should patiently fight against the unfairness of stereotypes and prejudices.

Downsizing the Human Resources Department Essay Example for Free

Downsizing the Human Resources Department Essay Human Resources Department manager Pat Sutton is requesting the downsizing of the Human Resources Department. Instead of the eight employees already in place, Pat wants the department pared down to five employees. She wants the names of three employees selected to be terminated. There is no other alternative to termination, and the company policy states that there can be no early retirement and no moving laterally to another department. Cost-cutting measures are now requiring that five employees do the work of eight. In addition to the names of the three employees recommended for termination, Pat wants to know what action management should take if any of the three employees decide to file a discrimination case against the company and what the employees would have to prove in order to win a discrimination case. Employees Recommended for Termination Pat, I have chosen the three employees to be terminated based on their skill set, work experience, and job function within the Human Resources department. The three to be terminated are: Diane—she has been with the company for 10 years, and although she is an outstanding worker, her attendance problems have cost the company. Horatio—he has only been with the company for six months, is just learning insurance and health matters, and his skills are marginal at best. Greg—he has been with the company for five years and has shown an ability to quickly learn complex areas of work. However, he has not been trained in tech hiring, and his job skills are just average. Of the three named employees, one is female and two are male. Title VII of the Civil Rights Act of 1964 is the main law of employment that is pertinent to these three employees. Possible Cases of Discrimination against Cost Club There are three different types of discrimination cases that could be file by the three employees. Race discrimination—Horatio could file a case of this type. He is Hispanic and has not quite grasped the English language. He would have to prove that because he is Hispanic and has a limited knowledge of English, the company terminated him. I really do not think that Horatio would win if he decided to file a racial discrimination case against the company. His minimal skills in health and insurance after six months are more than enough reason to terminate him. Gender discrimination—Diane could file a case of this type. Her attendance problems stem from her children’s sicknesses over the years. She would have to prove that her termination stemmed from her being a female and missing work due to her sick children. We may have a tough time if Diane files this type of case against the company. She is an outstanding worker and her only blemishes are her missed days of work due to her sick children. Religious discrimination—Greg could possibly file a case of this type. His religious convictions prevent him from working on Saturday or Sunday. This forces other workers to work weekends more frequently. Greg would have to prove that the company terminated him because his religion keeps him from working on the weekend. Greg would have a hard time winning a discrimination case if he were to file, because his work is just average at best. With regard to each employee’s possible claim of discrimination, the company should prepare itself by carefully looking into each employee’s work performance employee performance appraisals. After all, the company needs to offer the three workers more than just a â€Å"we had to terminate three people and you were one of them† explanation. Failure to promote qualified employees is a form of adverse employment action. Employee performance appraisals provide written documentation and prove the employer acted fairly in terminating an employee. Documenting Performance Improvement Plans (PIPs)  The Performance Improvement Plan (PIP) is intended to smooth the progress of positive conversation involving an employee and his or her manager and to explain the work performance that needs development. The PIP is put into effect, at the choice of the manager, when it is deemed essential to assist an employee in improving his or her performance. This arrangement allows managers to set objectives, determine procedures, manage evaluation meetings, and record development. No particular quantity of time is needed for a worker to adhere to a PIP. As a matter of fact, if no improvements are made, an employee can be terminated after a number of weeks. Performance Improvement Plans have an awful reputation amongst personnel who view them as the last step in terminating employment. This is because numerous companies apply Performance Improvement Plans the wrong way or use them for generating a lawful safety net prior to ending employment. Performance Improvement Plans should only be applied if a manager sincerely believes that the worker possesses the ability to improve. Every other thing is agonizing for the worker and takes up too much time for human resources staff and managers. Regarding human resources personnel and managers, a Performance Improvement Plan is more or less hardly ever fitting. If a supervisor is performing poorly or at a level below standards to necessitate a Performance Improvement Plan, it is very rare that he or she will salvage the needed assurance of subordinate employees or his or her own manager. Human Resource organizations possess more than enough admission to extremely private, unique data. Moreover, because of their place in the organization, the harm to your belief in them and their trustworthiness is almost impossible to overcome. Dispute Resolution Process A dispute resolution process is categorized into two types: adjudicative and consensual. In an adjudicative dispute resolution process, an arbitrator, judge, or jury decides the result of the arbitration or litigation. During a consensual dispute resolution process, such as mediation, collaborative law, negotiation, or conciliation, the participants try to come to an agreement (FITT, 302). For the three employees we are terminating, we would need an adjudicative dispute resolution process. This way, an arbitrator can decide the outcome of the case. Responding to Charges of Discrimination Should we be charged with discrimination from terminated employees, we will follow these steps: 1. Gather documents and evidence but wait to interview witnesses and meet with the company’s legal specialist to decide who must manage the inquiry. It may be essential to run an investigation that we reveal to the examining organization, or it may be more vital to run an investigation that can be suppressed. Nevertheless, we should amass any records which specify what actually happened. If a discrimination claim is made founded on a â€Å"disparate impact,† we will need to collect some simple material concerning the diversity of the company’s workforce. This way, the company’s attorney can determine if that data has any importance statistically. 2. If we opt to prepare a re-tort to the discrimination charges on our own, we should take into account that we have numerous onlookers. Initially, some EEOC offices will send a duplicate of the reply to the terminated worker or his/her legal counsel. If the employee or the EEOC chooses to take legal action, they are apt to attempt to exploit the company’s stance as substantiation in their argument. The simple rule to constantly abide by is to just state the facts. Do not state undesirable points about the terminated worker that are case irrelevant, and be sure to corroborate all testimony with any documents available. We should only give the EEOC additional information if it strengthens the company’s stance. This is my recommendation on who should be terminated and what avenues of approach we should take should any discrimination charges be brought against the company.

Why Did Britain Vote to Leave the EU?

Why Did Britain Vote to Leave the EU? Introduction On the 23rd June 2016, in a nationwide referendum, British voters were asked the question: Should the United Kingdom remain a member of the European Union or leave the European Union? After a bitterly fought election campaign, the electorates of Great Britain chose to leave the European Union (EU).. The ballot was extremely close, with 51.9% of the electoral population voting to leave and 48.1% wanting to remain. At 72%, turnout was higher than for any UK-wide vote since the 1992 General Election. The promise of a referendum was first announced by Prime Minister David Cameron on 23rd January 2013. He vowed that if the Conservative Party was elected to power in the General Election of 2015, they would hold a national referendum on the UK’s membership in the EU. After the election was successfully won, the new Conservative Government introduced the European Union Referendum Bill 2015-16. This ensured that the referendum must be held before the end of 2017.In February 2016, regulations set the official date. The referendum campaign was split into two groups. Firstly, there was Britain Stronger in Europe, aiming to persuade the nation that Britain will be stronger and far more successful as an active member of the European Union. On the other hand, there was Vote Leave, led by Gisela Stuart and Michael Gove. This campaign group successfully encouraged 51.9% of the British electorate to vote out, meaning Britain would withdraw its membership with the European Union. The Chief Counting Officer, Jenny Watson, who is the Chair of the Electoral Commission, declared the national result from the national referendum count event held in Manchester on Friday 24 June at 07:51 (Uberoi, 2016, p4). This result triggered ‘Brexit’. This term became the famous tagline of the referendum result and is an abbreviation of ‘British exit’ out of the European Union. Through researching the referendum’s result, there was limited analytic material on why 51.9% of the British electorate decided to vote to leave the EU. The majority of the literature focused on the consequences of Brexit and the immediate impact it had on Britain. Hence, this triggered interest regarding the question why did Britain decide to support Vote Leave. The purpose of my study is to analyse why the referendum on the 23rd June 2016, resulted in a decision for Britain to leave the European Union. The analysis will be split into three fundamental chapters. Firstly, who voted for Brexit, examining the social and geographical aspects of voting to leave. Secondly, examining what the main reasons were for wanting the UK to withdraw from the European Union, including motives such as controlling immigration and regaining national identity. Lastly, exploring why Vote Leave won. This involves analysing the effects of electoral turnout and other factors such as, the support of the national press and the actions of the campaigns figurehead politicians. The objective of this research is to come to an assertive conclusion on what the most important reasons were 51.9% of the electorate that voted on the 23rd June 2016 wanted to leave the European and factors that contributed to why Vote Leave won. Reliable research needs to be developed to analyse why 51.9% of voters wanted to leave the EU, and only then can it be understood what people want from the result. Literature Review Recognising why Britain decided to vote to leave the European Union in the 2016 referendum is important because it is essential to understand what changes in politics the British electorate want. It is imperative to analyse who voted to leave the EU and reasons behind this choice. As soon as the referendum results were announced, masses of data was evaluated showing how the electorate voted, significantly regarding geographical areas and social class. This included polls from sources such as Lord Ashcroft, which was used by many of the national newspapers. Other sources such as YouGov, further support this data by getting similar results in polls they also ran. However, there is a gap in the theoretical data, as there is limited material questioning the empirical reasons why the British electorate voted leave and why the Vote Leave campaign won. Furthermore, the information being produced regarding the referendum quickly moved onto the consequences of voting to leave the European Union. Thus, why it is important research is developed regarding why the 2016 Referendum resulted in a vote for Britain leaving the European Union, as the current observations are limited. As it is an extremely current topic, thorough analysis is still being developed, therefore the limitations in the research are understood.      Who voted for Brexit In order to analyse the reasons why 51.9% of the British voting population wanted to leave the European Union, it is important to recognise who exactly voted this way in June 2016. Within hours of the result being confirmed, there was significant amounts of data being produced regarding how the public voted. Most this information was made public through newspaper articles. The Daily Mail and The Guardian, both produced articles showing the full results of analysis of the EU referendum results. This allowed the reader to see how each constituency voted and then further breaks down the data into significant topics such as age, education and annual income. The resemblances between the two newspapers analysis indicates that the examination of the data must be based on fact and the papers different political bias is not reflected within the analysis, therefore demonstrating the sources credible. Most of the national press gained their EU referendum results data from YouGov or Lord Ashcroft’s Poll. YouGov is an internet-based market research firm and their methodology involves obtaining responses from an invited group of internet users, and then weighting these responses in line with demographic information. This organisation similarly splits its analysis of the EU results into socio-economic groups, however the go further by also including factors such as ‘political attention’. YouGov has claimed that its opinion polls are most precise when compared to its opponents and that its online approach is more accurate than traditional polling methods (YouGov, n.d.). However, not every member of the voting population has access to the internet and internet polls could be argued as mainly aimed at the younger generation. Therefore, it is claimed online samples cannot accurately reflect the views of the population. On the other hand, Lord Ashcroft Poll conducted a survey, online and by telephone, after voters can casted their vote (Ashcroft, 2016). The additional method of telephone surveying adds reliability to the results. This is because most people have access to a telephone, increasing representativeness. Furthermore, as the results were collected on the same day people had voted, their opinions and thoughts about the referendum were still fresh. Thus, concluding Lord Ashcroft’s poll as more credible. Overall, the literature regarding who voted for Brexit, significantly shows a trend concerning which socio-economic groups are thought to be the most important to analyse. This includes age, levels of education and annual income. On the other hand, the literature didn’t indicate the significance of other social groups, for example different types of trade and ethnicity. Hence why my analysis will look further into these different issues.   Reasons for Voting to Leave It is important to understand why 51.9% of the British voting population voted to leave the European Union on the 23rd June 2016. Lord Ashcroft poll’s state that the three most important reasons for people choosing Vote Leave were;   The principle that decisions about the UK should be taken in the UK.Voting to the leave offered the best chance for the UK to regain control over immigration and its own borders.Remaining meant little or no choice about how the EU expanded its membership or powers. These three reasons were also the top three reasons for Conservative and Labour voters, showing that the explanations are not completely politically swayed (Ashcroft, 2016). Consequentially, it is clear that Lord Ashcroft concludes the main argument for voting to leave was the want to regain control over choices that impacted Great Britain. This is also reflected in Clarke, Goodwin and Whiteley’s research paper ‘Why Britain Voted for Brexit’. National identity and sovereignty is key in their research to find out why Britain voted to leave. However, their research is extremely strengthened by their used of models and equations to further prove the impact of factors such as ‘explanatory powers’ and ‘predictor variables’ (Clarke, Goodwin and Whiteley, 2016, p16). The combined use of polling and mathematical models, reinforces the credibility of their results.   National newspapers are argued to be the most significant source of information that influenced people’s vote. The Sun and the Daily Mail were dominant Vote Leave supporters, stating immigration and taking back control of the United Kingdom as their most important reasons for why Britain should leave the European Union. This could have significantly influenced certain socio-economic groups vote, considerably less academic people, who are the tabloid newspapers majority readers. However, the bias nature of national newspapers, decreases their credibility. The political opinions expressed by these newspapers regarding why Britain voted to leave the European Union are not totally reliable, due to their expressed support of the Leave Campaign. This is where a gap is research is demonstrated. It has proven difficult to find previous credible research to why specific groups, such as older people and low income households, decided to vote to leave the European Union.   Why did Vote Leave Win? Certain literature does recognise the importance of factors allowing Vote Leave to win, such as the impact of voter turnout. There has been substantial debate regarding the relationship between turnout and age. The House of Commons EU Referendum Briefing paper argues that ‘there was no significant relationship between higher turnout levels and higher levels of support for leave’ (Uberoi, 2016, p26). However, The Telegraph recognise that there was an important trend between age and voter turnout (Kirk and Dunford, 2016). Older voters had a high percentage turnout, compared to young voters. As strong Vote Leave supporters, the high turnout level for the over sixty-fives is argued to have given Brexit a greater chance to win. Furthermore, as a result of poor turnout levels from young people, who were strong Remain supports, this is argued to have reduced the Remain campaign’s chance at winning. Therefore, denouncing The House of Commons EU Referendum Briefing paper argument that the trend between age and turnout was weak. Conclusions Due to the lack of research, analysing which are the most important factors that resulted in a vote for Britain to leave the European Union, it is important further studies are developed. Furthermore, due to much of the accessible materials being newspaper articles, the credibility of the information available is weak. This is due to the significant political biasness of the national press. Substantial amounts of data about who voted for Brexit was released in under 24 hours of the result being confirmed. However, research regarding what reasons voters had for voting to leave and why the Leave campaign won, has been proven hard to find. Moreover, as the issue of ‘why the result of the 2016 referendum resulted in a vote for Britain to leave the European Union’ is still recent, it is important to recognise that data is still being analysed.   Who voted for Brexit? It is important to firstly outline who in the United Kingdom voted to leave the European Union. Throughout the campaign, it was clear that particular social groups would be strong Vote Leave supporters, such as older citizens and people who work in certain trades such as the fishing industry. However, as the results came in on the night of 23 June 2016, votes to leave had higher shares than expected. This chapter will give a focused quantitative analysis regarding who voted to leave the European Union in June 2016. The study will focus on core demographics such as age, gender and ethnicity. Furthermore, it is important to look at how education and party allegiance impacted on people’s decision to vote the leave the EU. A breakdown of how the regions within the United Kingdom will also be conducted, analysing if geographical differences presented a relationship with voters’ decisions.   A later chapter will build on the following considerations, examining why people voted in this manner. Regions The United Kingdom became a divided nation when the results began to come in on the night of 23 June 2016. The earliest returns, from Newcastle and Sunderland, showed higher shares for leave than had been anticipated. The trend persisted – Scotland, Northern Ireland and London were the only three regions in which a majority voted to remain – and by four oclock in the morning the broadcasters were ready to announce that the country had voted for Brexit (Ashcroft and Culwick, 2016, p166). The vote to Remain in Scotland was considerably higher than anywhere else, at 62% of the vote. However, in England and Wales the vote to Leave won, with England having the highest percentage of support for the Vote Leave campaign, but still very narrow at 53.2%. Nine out of the twelve regions of the United Kingdom voted to leave the European Union. The large Brexit votes in the North of England were the first signals of what was to come in the referendum. In the North East, 58% of voters supported leaving the EU. According to the Daily Telegraph, more than one in three people along the coast north of Hartlepool regard themselves in the DE social-class in the last census. This can be seen a sign of Leave’s Victory of successfully appealing to working-class voters (Coles, Kirk and Krol, 2016). The most Eurosceptic part of the United Kingdom was the West Midlands, totalling the highest percentage vote to leave, at 59.2%. UKIP did not gain a significant foothold in the General Election, so Vote Leave might have been surprised that the electorate of the West Midlands strongly voted out of the EU. The only region in England to vote Remain was London. The cosmopolitan city had polled as the most Europhilic part of England before the referendum. Furthermore, it is home to the financial City of London, whose businesses and banks had mainly backed the professed stability of voting to remain. Thus, the result of 59.9% of the London electorate voting to stay in the European Union was expected. However, this result left the Capital city surrounded by pro-Brexit regional neighbours (Coles, Kirk and Krol, 2016) Percentage of Votes to Leave (Swales, 2016, p9) Age A strong Vote Leave supporter from the beginning of the campaign was voters over the age of 65. According to statistics 60% of over 65 year olds voted to leave the European Union. This is closely followed by over 56% of 45 to 64 year olds also coming to the decision the United Kingdom is better out of the EU (Ashcroft, 2016). The Daily Telegraph provides further analysis showing that the East coast areas that scored the highest anti-EU  votes were also the areas with the highest pensioner populace. Just two of the top 30 areas for over 65s voted to Remain South Lakeland in the North West and South Hams in the South West (Boult, 2016). This is supported by Ashcroft and Culwick’s findings, showing that â€Å"more than half of those on a private pension voted to leave, as did two thirds of those retired with only a state pension† (Ashcroft and Culwick, 2016, p167). By contrast, the younger generations of Britain have a contrasting view. Statistics show that 73% of 18 to 24 year olds voted to remain (Ashcroft, 2016). The Sun newspaper called this divide â€Å"The Generation Gap†, analysing how age significantly showed a trend in how different people voted in the referendum. The age divide is shown clearly by Ashcroft and Culwick’s discovery that â€Å"most of those with children aged ten or under voted to remain; most of those whose children were aged eleven or older voted to leave† (Ashcroft and Culwick, 2016, p167). This illustrates how there was a clear correlation between the age of voters and their decision to vote ‘Remain’ or ‘Leave’ in the 2016 Referendum. It is evident that the older the voter is, the more likely they would have voted to leave the European Union, even though some of them won’t live long enough to experience the consequences. Education Recent findings show that people with fewer qualifications and lower standards of education, were more likely to have voted to leave the European Union. The tables in the European Union Referendum Briefing paper clearly show that there is obvious correlation between the number of non-graduates and the percentage of people who voted to leave. The opposite is reciprocated on the graph regarding graduates, showing strong correspondence between holding a degree and voting to remain (Uberoi, 2016, p21). This evidence is parallel with Lord Ashcroft’s findings, stating â€Å"a majority (57%) of those with a university degree voted to remain, as did 64% of those with a higher degree†¦Among those whose formal education ended at secondary school or earlier, a large majority voted to leave† (Ashcroft, 2016). Therefore, it is evident that voters with fewer qualifications voted to enforce Brexit. (Uberoi, 2016, p21) Social Class (Uberoi, 2016, p22). The clear relationship between level of education and voting to leave the European Union is very closely linked to the similar correlation regarding social classes and level of income. â€Å"Professionals and managers (often described as the ‘ABs’) were the only social group among which a majority (57%) voted to remain†, stated Ashcroft and Culwick. However, â€Å"nearly two thirds of skilled manual workers (‘C2s’), and of unskilled manual workers and those dependent on state benefits, voted for Brexit† (Ashcroft and Culwick, 2016, p168). In contrast to this, the Commons Library Briefing Paper argues there is little correlation between socio-economic indicators and the proportion of people voting to leave. There is an arguably weaker relationship between the median weekly earning in local authorities and the amount of people voting to leave. Furthermore, there is no obvious correlation between the rank of a local authority in terms of deprivation and vote shares to leave. (Uberoi, 2016, p22). Therefore, this suggests that votes for Leave and Remain are not as strongly related to social class as initially thought. However, considering various information, it is evident that there is a correlation between social class and people’s opinions regarding the EU referendum. Thus, voters in lower social classes were more likely to have voted to leave the European Union. Industries Certain trades, such as the fishing industry, were huge supporters of the Vote Leave campaign. When the United Kingdom joined what became the European Union, fishermen’s quotas and rights were cut dramatically, causing a steady decline of the industry’s previous success. Many of the current quotas give large shares of catches to other fishermen within the EU. Thus, when the opportunity came to have an impact on the UK’s decision on its EU membership, fishermen became a key touchstone for Brexit. It is argued that they voted Leave to give the industry a chance to regain control. However, there is some argument over whether it will be as beneficial for fishermen as the leave campaign promised. Because pursuing Article 50 could take years, the UK is still a member of the EU. Furthermore, if new arrangements are negotiated after Brexit, they may not be necessarily more generous as the fishing industry will still be tied to international agreements. However, due to the attractive opportunity arising to regain control, the fishing industry was a strong supporter of leaving the EU. Furthermore, many post industrial areas of the UK, that receive a lot of EU funding, had a greater support for Brexit than initially expected. For example, the Valleys in South Wales are historically industrial and strong Labour supporters, so it was assumed they were secure remain enthusiasts. Thus, it came as a shock when these strongholds voted in favour of Brexit, with areas such as Neath Port Talbot and Caerphilly voting to leave by over 56%. Therefore, it is evident that industrial areas weren’t as supportive of the EU as originally thought. Ethnicity Lord Ashcroft’s poll conducted on the day of the referendum found significant correlation between a vote to Leave the European Union and a voter’s ethnicity and religion. It is argued that 53% of White voters supported the decision to withdraw the United Kingdom’s membership with the EU. This was the only ethnicity group to have a majority backing for the Vote Leave campaign. Other ethnicities such as, Mixed, Asian or Black, their amount of votes to Leave did not go higher than 33% (Ashcroft, 2016). This shows that people with White ethnicity were more likely to have voted for Brexit, but only by a narrow majority. Furthermore, it can be argued that there is a relationship between ethnicity and national identity. People from ethnic minorities are more likely to identify as ‘British only’, while white respondents are more likely to identify as ‘English only’ according to the 2011 Census. The tables from the Electoral Commission show that English local authorities with higher proportions of people who gave their national identity as ‘British only’ in the 2011 Census were more likely to record lower vote shares for Leave. (Uberoi, 2016) English local authorities with higher proportions of people who classified their national identity as ‘English only’ were more likely to record higher vote shares for Leave (Uberoi, 2016). This tells us that white voters were more likely to have voted for Brexit, and it could be explained due to their views regarding national identity. Regarding religion, support for Brexit is more mixed. Christians were found to have the highest percentage vote to leave the European Union, with the greatest majority at 58%. This is followed by 54% of the Jewish electorate and 52% of Sikh’s also voting for the decision to leave. This was in stark contrast to other religions, such as Muslim or Hindu, whose support to leave did not go above 30% (Ashcroft, 2016). Party Allegiance It is important to analyse who voted for Brexit through the perspective of party allegiance. Many political parties were divided over the question, â€Å"Should the United Kingdom remain a member of the European Union or leave the European Union?†, with UKIP being one of the only significant parties providing a united front on the issue. For example, 58% of those who voted Conservative in the 2015 General Election voted to leave the EU. While 63% of the Opposition Party Labour supporters voted to remain in the EU, as did seven out of ten Liberal Democrats and 75% of Green voters. Conservative voters constituted just over three out of every ten Remain supporters, and four in ten leavers. Labour voters made up four in every ten Remain supporters, and two in ten leavers. Scottish National Party voters backed the Remain campaign by nearly two to one, with 64% voting for the United Kingdom to remain within the EU (Ashcroft, 2016). Ashcroft and Culwick analyse this result further stating, â€Å"since Scotland’s First Minister, Nicola Sturgeon, would use Scotland’s support for EU membership as the basis to seek a second referendum on Scottish independence, nearly half (44%) of Scottish support for Brexit came from her own SNP supporters† (Ashcroft and Culwick, 2016, p169).   UKIP was the only party with a significant majority, with 96% of people who voted for them in the 2015 General Election voting to leave the European Union. Therefore, regarding party allegiance, the picture was quite mixed. However, Conservative supporters were more likely to vote to leave and without a need for explanation, UKIP enthusiasts were solid supporters of Brexit. Was there a Vote Leave Stereotype? Throughout the referendum campaign, it could be argued that there was a stereotype created regarding the type of person that would have voted to leave the European Union. Whilst there was no gender gap, the issue divides the population according to age, political learnings and education as the key deciding issues. A significant event that portrayed the use of stereotypes during the referendum was the publication of the Operation Black Vote poster. The poster was created to encourage black people to vote, however many condemned the Saatchi and Saatchi devised image of an Asian woman balanced on a see-saw with a shaven-headed white man, which was portrayed as a ‘thug’. It creates an implication that all Brexit voters are of white ethnicity, who do not welcome ethnic minorities, thus some would argue encouraging sectarian politics. The London Mayor, Sadiq Khan, expressed his concern over the image due to it reinforcing stereotypes (Proto, 2016). This is significant because he was a Britain Stronger in Europe campaign supporter, who is also from an ethnic minority in Britain. Therefore, there is strong evidence to support the argument that there was a stereotype created around who voted for Brexit. From the research conducted, the most significant perceptions can be concluded as white ethnicity, older and of lower education. What are the reasons for voting to leave the EU? Building from the previous considerations regarding who voted for Brexit, it is important is understand what reasons voters had for wanting to leave the European Union. A focal point for the Vote Leave campaign was the amount of money the United Kingdom contributed to the EU. They claimed the UK pays  £350 million a week into the EU budget and implied it could be spent on the NHS instead. This shocked many voters and it could be argued the claim helped swing the vote towards Brexit. Other key arguments supporting the decision to vote to leave the European Union are that decisions about the UK should be made in the UK, control over immigration and the fear that remaining in the EU meant little choice about how the EU can expand its powers. These reasons were the top three most important reasons for people who voted to leave the EU according to Lord Ashcroft’s Poll (Ashcroft, 2016). This chapter will analyse the reasons why 51.9% of the electorate who voted in the 2016 referendum wanted to leave the European Union. National Identity and Sovereignty National identity was a key issue causing many voters to choose to support Brexit and the freedom for Britain to run its own affairs was at the centre of the leave campaign. This was established in its slogan, ‘Vote Leave, Take Control’. A pre-referendum survey found that 51% of people indicated that they thought EU membership eroded British sovereignty (Clarke, Goodwin and Whitely, 2016, p12). This relates to Lord Ashcroft’s findings that the most important reasons for voting Leave was the principle that decisions about the UK should be taken in the UK (Ashcroft, 2016). Britain has a particular notion of sovereignty enshrined in one intuition, rather than shared among several. When what was then known as the European Economic Community was created in 1957, its aim was to avoid another destructive war in Europe by making its countries economically interdependent. However, what began as a purely monetary union has now expanded and become accountable for many different areas of policy, from agriculture to transport. When arranging the deal regarding the UK’s membership with the EEC, then Prime Minister, Edward Heath promised that â€Å"there is no question of any erosion of essential national sovereignty†. However, The Economist argues this is only true in the sense that Parliament can repeal the 1972 European Communities Act, ignoring the reality that EU membership meant that European Law undermines national law (The Economist, 2016). This could explain why the older generation were strong Vote Leave supporters, as they remember the times before the UK became a member of the EU. It is argued that before the UK joined the EU they were considered a significant global power, and since then their impact has declined. On the other hand, Britain is signed up to over 700 international treaties that encroach on sovereignty. Although the EU has the greatest impact, others are also significant, such as NATO. However, as Lord Ashcroft found, Brexit was successful because of people’s fear that remaining in the EU meant little choice about how it expanded its powers and encroached upon British sovereignty (Ashcroft, 2016). The British Election Study Team argue that Vote Leave’s slogan, ‘Vote Leave, Take Control’, had a more significant impact on some people’s lives than originally thought, due to it affecting their ‘locus of control’ (Election Study Team, 2016). It represents the extent that people think they are in control over what happens to them. ‘People with an internal locus of control think they are themselves largely responsible for the things that happen to them, whilst those with an external locus of control tend to believe things are controlled by outside forces they cannot influence, such as other people, fate, or chance’, (Election Study Team, 2016). Their research helps explain people’s attitudes regarding losing their national identity and sovereignty. Those with an external locus of control are more likely to blame others, such as immigrants, for any hardship they may come by. They found that those with an external locus of con trol were much more likely to vote Leave (and take control) than those with an internal locus of control, as shown in the graph (Election Study Team, 2016). Thus concluding national identity had a significant impact on deciding to vote Leave. (Election Study Team, 2016) Immigration It is argued that national identity is further threatened by the issue of immigration. This was made a defining issue by the Vote Leave campaign that fuelled a lot of voter’s passions. Additionally, Lord Ashcroft’s poll declared ‘voting to Leave offered the best chance for the UK to regain control over immigration and its own borders’ the second most important reason to leave the European Union (Ashcroft, 2016). The issue of immigration became more important when Poland and Romania joined the EU, in 2004 and 2007 respectively. The EU’s principle of the ‘free movement of labour’ made immigration a concern for Britain, fuelled by tabloid reports of migrants taking jobs and driving down wages. EU migrants were often blamed for exacerbating public services, such as NHS waiting lists. These claims were increased significantly in the wake of the 2008 global financial crisis; the subsequent austerity, involving cuts in public spending and thus cuts in public services, led to even more blame and hostility towards EU migrant workers. This was significantly felt amongst older people and those living in poorer areas. (Clarke, Goodwin and Whitely, 2016, p31) Further events helped the leave campaign in their efforts to gain support. Oxford University’s Migration Observatory reported that the Eurozone crisis of 2015 was encouraging more southern European migrants to travel to the UK than ever before, joining those from Eastern Europe (University of Oxford, 2016). Furthermore, the Office of National Statistics published figures stating that 1.2 million more EU migrants have been given National Insurance numbers in the last five years than had shown up in the immigration figures. Vote Leave used these examples to show how the UK had lost control of its immigration system, allowing for immigration to become one of the most significant explanatory powers in the likelihood of voting Leave. Clarke, Goodwin and Whitely calculated that as benefit-cost calculations regarding immigration moved from negative to positive, the likelihood of voting Leave increased by 0.75 points (on a 0-1 scale) (Clarke, Goodwin and Whitely, 2016, p17). Immigration had the second strongest effect on the electorate’s vote in the referendum. This aligns with Lord Ashcroft’s poll, where immigration was also said to be the second most important reason for voting Leave (Ashcroft, 2016). Ashcroft and Culwick found that immigration was a constant concern amongst the undecided voters in the focus groups they conducted. They found that the worry for many concentrated around competition for school places and public services. A member of the group stated â€Å"Yesterday, my boss, when her child didn’t get into the school she wanted, she said, ‘That’s it, I’m out.’† (Ashcroft and Culwick, 2016, p125). Due to increased UK population, it is argued that it is becoming increasingly competitive to get children into schools and difficult to use public services, such as booking appointments to see your GP. The increased pressure on public services is suggested to be decreasing its quality, which many would blame on immigration and more specifically the open door policy of the EU. This is important to the argument to why people no longer wanted to be a member of the European Union. Other events that helped the leave campaign make immigration a successful focus point of encouraging people to vote for Brexit, was the suggestion that Turkey was about to join the EU. Thus, increasing the European Union’s population and therefore the number eligible to come into the U.K. In focus groups, Ashcroft and Culwick found that some had the impression that Turkish membership was impending and were concerned, stating â€Å"The immigration thing will explode. If we stay in and Turkey joins the EU, there are millions of Turks who want to come to the UK. It really worries me. Will they have jobs? Will they have their own money? Will they have private health care?† (Ashcroft and Culwick, 2016, p127). This worry links to the previous point about added strain to public services, showing that is a significant concern for people. Due to its importance, it is possible it may have swayed the undecided voters in the focus group to vote to Leave. In a survey I conducted in March 2017, I found that 64% of people believed that immigration had become a bigger issue in the UK since 2015, when David Cameron announced the EU referendum. Furthermore, 40% of respondents felt that immigration had had a negative/extremely negative impact on terrorism, which could have been higher if the survey was conducted a few days later, when the Westminster attack took place. Finally, 66% of respondents did not want immigration to increase, proving that most people want more control over immigration. (Questionnaire information available in appendix). Costs of EU Membership A key focal point of the Vote Leave campaign was their calculation that the UK sent  £350 million a week to the European Union and the country did not receive an equal amount back, thus they argued the costs of being a member outweighed the benefits. If the UK left the EU, it is believed that billions of pounds would become available for other priorities, causing many people to support Brexit. Furthermore, leaving the EU would give the UK government the power to decide where to spend the money. The Vote Leave campaign websites states, ‘We can spend our money on our priorities like the NHS, schools and housing’.   Relating back to sovereignty, those who believe strongly in their national identity want to be able to spend their money on home grounds, thus causing them to vote Leave. However, the Vote Leave campaign were criticised for their statement that the UK sent the EU  £350 million a week. It is argued this calculation is not true. It ignores the rebate negotiated by Margaret Thatcher, agricultural subsidies and developmental subsidies for poorer areas. This leaves the net contribution of  £161 million a week. Ashcroft and Culwick found in their focus groups that probably because of the controversy, the  £350 million number stuck in voters’ minds and even if they could not remember the specific number, they knew it was still huge. One participant stated, â€Å"It’s the amount it costs that worries me. It is something like ten billion a day? Or is it ten million? Or seven million. Anyway, I was shocked when I heard.† (Ashcroft and Culwick, 2016, p133). Thus, the cost of EU membership became an important issue for many voters and Vote Leave were successful in making their point clear and believable, therefore causing many people to vote Leave. Conclusions National identity, immigration and the costs of EU membership are the most significant reasons for why 52% of voters wanted to leave the EU. National identity is an issue that is deep rooted for most and important for older voters due to them understanding how the UK worked before becoming a member of the European Union. Anti-immigration attitudes were fuelled by events such as Romania and Poland joining the EU, followed by the 2008 economic recession. This was especially felt amongst older voters and those living in impoverished towns. Immigration and the costs of EU membership were extremely current issues, that gained a lot of importance during the referendum campaign. They pushed a lot of undecided voters to support Vote Leave. Since the campaigns have ended these issues have had a lot less media attention, thus reducing their significance on public opinion. However, regaining control and national identity will always be significant when processing Brexit. Why did Vote Leave Win? In addition to understanding what reasons voters had for wanting to leave the European Union, it is important to consider other factors as to why Vote Leave was successful. This analysis will broadly discuss issues such as voter turnout and party divisions which were significant to the Leave campaign’s triumph. It will examine why the Vote Leave campaign is considered to have been more effective than the Stronger in Europe campaign, due to the factors of having a clear message and gaining the support of the mainstream press. Turnout A decisive element to why Brexit won was the issue of turnout. The Electoral Commission confirmed that 72.2% of registered voters casted their ballots on the 24th June 2016. This verified a total of 33,568,184 ballot papers counted, narrowly missing the record mark of participation in recent elections, where in the 1992 General Election 33,614,074 people went to the ballot box, accounting for 72.3% of the electorate. According to the NatCen Panel, 54% of those who did not vote in the 2015 General Election voted in the EU referendum. This helps explain why turnout was higher than the most recent General Election, 72.2% compared to 66.1%, due to a surge of ‘new voters’ (Swales, 2016, p19). The British voting population turned out in huge numbers. However, the levels of turnout from specific groups is argued to have had a significant impact on the referendum result. Before the referendum, campaigners for Remain were concerned that the younger generation would cost Britain its future within the EU, due to them not turning out to vote on the day. They were classed as Remains’ most secure voters and these concerns became reality on voting day. Moreover, the impact of the secure Leave campaign supporters, the older generation, assured to turn out in high numbers, significantly effecting why it resulted in a vote for Brexit. The Guardian states, ‘the median age in an area was the strongest predictor of turnout and showed a familiar pattern – the older the median age in an area, the more likely it was to have had a high turnout’ (Elgot, 2016). For example, Eastbourne, which has a median age of 71.5 years old, had a turnout of 74.7%. Conversely, Newham had one of the lowest turnouts and its medium age is much lower at 29. There were early cries after the referendum result was announced that the older voters had betrayed the younger generation, however this was countered by the argument that they did not vote in sufficient numbers. It is a constant trend in UK elections that under 25 year olds have the lowest turnout compared to other age groups. This could be due to low political engagement and a decreasing sense of duty to vote. Recent evidence suggests that more young voters turned out to vote than initially estimated. The new findings based on detailed surveying after the referendum by Opinium and analysed by London School of Economics suggests that turnout levels for 18-24 year olds was significantly higher than the initial figures, as shown in the table below. (Helm, 2016). This contradicts the argument that Brexit was mainly attained through the unconcern of young voters. Therefore, the low turnout of young voters may not be as significant as first thought, however this turnout level is still low in comparison to their findings of turnout levels of over 65s. The Campaigns It is argued that the Vote Leave campaign, further promoted by alternative campaigns such as Leave.EU and Grassroots Out, was much more effective than the Remain campaign. Firstly, they had a very well-defined and stronger message of ‘Take Back Control’. However, Remain failed to create a message to compete with this populist slogan. Their key message was the warnings of economic risks of leaving the EU, but this lacked simplicity and were often dismissed as scare-mongering, therefore failing to move enough voters. The messages that the pubic seemed to most remember were those of the Leave campaign, such as the claim that the UK contributed  £350 million a week to the EU, which could be spent on the NHS and the claim that Turkey was close to joining the EU. Subsequently, establishing that Vote Leave were more successful at portraying their message to the public, hence gaining more votes. An additional factor that allowed the Vote Leave campaign to gain more support was the significant backing of the press, especially the two most read newspapers, The Daily Mail and The Sun. Data from the British Election Study found that some 70% of Sun readers voted Leave in the referendum, followed by 66% of Daily Mail readers. Despite the issues of declining readership and lack of trust in the press, it is argued the press still sets the agenda, ‘Where the newspapers lead on issues, far more trusted broadcasters follow’ (Martinson, 2016). Loughborough University’s centre for research in communication and culture found that subjects that dominated the press often led television news. Thus, explaining why numerous stories about immigration, a key Vote Leave issue, continued unrelenting during the last few weeks of the campaign, whilst those about the economy, a key Remain issue, declined (Martinson, 2016). Furthermore, a report by NatCen interestingly found that regarding the EU referendum vote, people were more likely to follow the position of the newspaper they read, rather than the political party they identified with (Swales, 2016, p27). Due to the support of the most widely read national newspapers, it is argued that this was a significant reason why the Leave campaign gained more votes. The Politicians Throughout the campaign certain figurehead politicians arose, whilst others fell. Vote Leave campaign leaders, such as Nigel Farage and Boris Johnson, created enthusiasm amongst supporters. However, even though the Remain campaign had the support of the Prime Minister and most of Parliament, they failed to connect with voters, especially the Labour Party. The passion amongst the Leave campaign and the lack of within Remain, motivated many voters to go to the polls and vote to leave the EU. A key issue was that the public stopped listening to then Prime Minister, David Cameron. Promising the referendum is argued to have been vital to his success in the 2015 General Election and by putting himself at the front of the Remain campaign, he put his political future at stake. He assured the public of his ability to secure fundamental change in the UK’s relationship with the EU through reforms; thus when he came back after nine months of negotiations with only modest change, it was inevitable his concessions would not persuade many floating voters to give him the benefit of the doubt and vote remain (BBC News, 2016). Furthermore, the populist aspect of the Leave campaign appealed to voters who felt most politicians, including the Prime Minister, where out of touch with the ordinary people. Brexit could be described as a backlash against ‘the establishment’ and those cocooned in their ‘Westminster bubble’. (Swales, 2016, p21) Labour was more united on the issue of UK membership in comparison to the Conservative Party, with only a minority of MPs such as Gisela Stuart supporting Brexit. However, another failure of the Remain campaign was Labour’s inability to connect with its voters. They misjudged the mood of their voters, this was shown by their stronghold constituencies voting to Leave. For example, North East areas such as Sunderland, resulted in a 61% to 39% who voted to Leave. It is argued that Labour was sending mixed messages to the voters, and it is blamed on unpopular leader, Jeremy Corbyn’s ‘lukewarm endorsement of continued EU membership’ (Clarke, Goodwin and Whitely, 2016, p10). NatCen have evidence to support the claim that Labour were sending mixed message and thus people did not know where the party stood regarding EU membership. ‘Just over half of the people thought that Labour MPs mainly backed remain, with a quarter saying they were fairly evenly divided, and nearly two-fifths answering, ‘don’t know’’ (Swales, 2016, p21). Only just over half of Labour supporters knew the actual position of Labour MPs, proving that Labour failed to connect with their voters and thus did not enthuse supporters to vote Remain with them.   The enthusiasm for Vote Leave created by figures such as Boris Johnson and Nigel Farage influenced a lot of people to follow and support their campaign. The Leave campaign was described as more passionate than its Remain opponents, as people such as Nigel Farage had been fighting their whole political career for this outcome. Furthermore, the BBC states ‘the justice secretary brought intellectual heft and strategic nous to the table while the former mayor of London, after a bout of soul-searching, brought star appeal and ability to appeal across the party divide’, regarding Michael Gove and Boris Johnson (BBC News, 2016). This further emphasises the appeal towards the ‘populist’ aspect of the Leave campaign, who were argued to be on the side of ordinary people. Recent models found that the leader image cues provided by Farage and Johnson were influential on emotions about EU membership. ‘Feelings about these two figures moved from negative to positive along the 0-10 ‘likeability’ scale, the probability of voting Leave increased by 0.44 points’ (Clarke, Goodwin and Whitely, 2016, p18). Therefore, likeability of the Leave campaigns figureheads was significant to their success. Changes since 1975 In 1975, the UK electorate was asked ‘Do you think the United Kingdom should stay in the European Community?’ and ‘Yes’ won by 67.2%. In comparison, regarding modern day politics, there are lower levels of deference to mainstream, centrist politicians. As stated above, people are less willing to listen to the political elites, such as the Prime Minister. Explaining why populist figureheads like Boris Johnson were so successful in the campaign, as they appealed to the everyday working class, which were Vote Leave’s strongest supporters. In 1975, new Prime Minister Margaret Thatcher got the Conservative Party enthused about European membership, however the fact that  Cameron was unable to  find a common binding chord within his own party, remains the single largest difference to the 1975 referendum (Acharya, 2016). Previously, the main parties of England were united that we should not leave the Community, further strengthened by the support of the press. Presently, it is argued the coherence and the ability to drive a nation is missing drastically among politicians (Acharya, 2016). This allowed Vote Leave to take advantage, thus allowing them to effectively gain more support than the Stronger in Europe campaign, using their enthusiasm and significant support of the press to motivate more people to go to the polls and vote to leave the European Union. Conclusions Vote Leave won the referendum due to having a more efficient and appealing campaign. They had an engaging slogan, compared to Britain Stronger in Europe and most significantly had the support of the mainstream press. Their campaign leaders became very popular, whilst Remain struggled to get people to listen and remember what they were saying. The Remain campaign was further weakened by the disunity of the Labour party, and thus failed to understand the mood of many Labour voters. This allowed the Leave campaign to gain the support of the ‘ordinary man’, and increased the ‘populist’ aspect of their campaign.    An important factor contributing to their success was turnout. Due to older people turning out in high numbers and younger people not going to the polls, it gave Leave an advantage. As the result was so close, 48% to 52%, if more younger people voted, Vote Leave may not have been successful. However, due to recent polls, such as Opinium, turnout may not have been as a significant factor as first thought. Conclusion Why did the 2016 Referendum result in a vote for Britain leaving the EU? The objective of this research was to come to an assertive conclusion on what the most important reasons were 51.9% of the electorate that voted on the 23rd June 2016 wanted to leave the European and understand factors that contributed to why Vote Leave won. This was done through examining who voted for Brexit, what are the reasons for voting to leave the EU and why did Vote Leave win? By answering these key questions, I have come to the following conclusions. According to the research, England was the most Eurosceptic country of the United Kingdom, where the only region who voted to remain in the European Union was London. The more deprived areas of the country were more likely to support Brexit, contributing to the fact that those with fewer qualifications and â€Å"nearly two thirds of skilled manual workers (‘C2s’), and of unskilled manual workers and those dependent on state benefits, voted for Brexit† (Ashcroft and Culwick, 2016, p168). A voter’s age, ethnicity and party allegiance significantly showed a trend in Vote Leave support. Over 65s were a constant supporter of Leave throughout the campaign. Furthermore, people with White ethnicity and Conservative supporters were more likely to have voted for Brexit. As a consequence, there was a stereotype created around who voted for Brexit. From the research conducted, the most significant perceptions can be concluded as White ethnicity, older and of lower education. National identity, immigration and the costs of EU membership are the most significant reasons for why 51.9% of voters wanted to leave the EU. Each issue had constant media attention throughout the campaign, causing them to become salient issues. However, since the campaigns have ended, the attention dedicated to immigration and the costs of EU membership has declined. National identity and sovereignty however have stayed at the forefront of the Brexit process. The importance of a nation’s power will never decline, hence why national identity and taking back control will always be significant when processing Brexit. Vote Leave won due to running a more efficient campaign. Significantly, their simple slogan, ‘Vote Leave, Take Control’ was memorable to voters, alongside their key issues such as immigration and the  £350 million weekly EU fee. The passions of their campaign figureheads got voters listening, compared to the failed attempts by the Prime Minister. Turnout was also important and as the final result was so close, if more younger people voted, Vote Leave may not have been successful, but recent polls, such as Opinium, have suggested turnout may not have been as significant as originally thought. This research is important as it gives a clear quantitative and qualitative analysis of why the 2016 referendum resulted in a vote for Britain leaving the European Union. There was limited credible research on the topic, due to the main publishing being newspapers articles, where political bias is high. Furthermore, other papers such as The House of Commons EU Referendum Briefing paper discredited certain significant trends, such as the correlation between age and turnout, additionally socio-economic indicators and voting to leave. Therefore, reliable research needed to be developed to analyse why 51.9% of voters wanted to leave the EU, and only then can it be understood what people want from the result. Appendix Immigration Questionnaire What is your age?What is your gender?What race/ethnicity best describes you?Current UK residency? What is your greatest source of information regarding news and current affairs?Which one of these is the biggest issue facing the UK right now?EconomyHealthcareImmigrationTerrorismEducationOtherDo you think immigration has become a bigger issue in the UK in the past 2 years?On a scale from 1-5 how concerned are you about EU immigration? (1= no concern, 5= concerned)On a scale from 1-5 how concerned are you about EU immigration? (1= no concern, 5= concerned)On a scale from 1-5 (1=negative, 5=positive), do you think immigration has an effect onBritish cultureCrimeJob shortagesEconomyTerrorismWhat is your preference regarding current levels of immigration into the UK?Increase a lotIncrease a little Remain the sameDecrease a littleDecrease a lotDon’t know Sample size – 126 online, 36 face to face Due to the use of online surveying, the survey was not totally representative of the British Adult population. The online survey attracted younger respondents, making the results significantly skewed towards 18-24 year olds. An attempt to overcome this problem was made by conducting face-to-face surveys, as it was easier to target the audience. This was a success, however it was difficult to get as many respondents, as few people wanted to take the time to complete the survey. Bibliography Acharya, D. (2016). Brexit in 2016 and 1975: Two historical EU referendums speak of two different ideas of Britain. 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