Research on Student Difficulties in Understanding Chemical Reactions

ASSIGMNET 1| Research on student difficulties in Understanding Chemical reactions| Misconceptions on Strength of Acids and Bases| | Mariyam Zaina, 015482| | | TITLE & INTRODUCTION Title: Misconceptions on Strength of Acids and Bases Researches shows that students often develops new theories about how the natural world works, prior to formal science education and frequently those theories are different to those of scientists(Demircioglu et al. , 2005).Students develop those scientific conceptions from many sources such as personal experiences (eg: observations), gender, peer interaction, media, language, symbolic representations, textbooks etc†¦ In addition, sometimes teachers also serve as major sources for alternative conceptions (Chiu, 2005) and such self-constructed conceptions are referred as misconceptions. Misconceptions are ideas which are not in agreement with accepted scientific ideas (Demircioglu et al. 2005). If students have misconceptions they are then likely to rej ect the scientist’s viewpoints, thus it would be very important for teachers to find about the misconceptions about the concepts to be taught (Khurshid & Iqbal, 2009) It is known that secondary schools students found chemistry as one of the most difficult subjects and thus many students have difficulty in understanding the most basic concepts in the subject.Researches shows that students have lot of topic in chemistry with misconceptions and one such examined topic includes acids and bases (Demircioglu et al. , 2005). Many studies show that students have a lot of complexity in understanding the right concepts in acids and bases. Some of them include that students often fail to give examples of weak acids and bases and also claims that pH is the tool more measuring acidity. And students often refer acids as chemicals hat are corrosive or chemicals that eat away everything. Furthermore students think that the more hydrogen ions present in a chemical the strength of its acidity increase. And such misconceptions make the topic acids and bases more abstract, boring and difficult to understand (Halim et al. , 2010). This research is conducted to clarify students such misconceptions or alternative theories on the concept â€Å"Strength of acids and Bases† under the topic Acids and Bases.The misconceptions taken into consideration are: * Substances containing H are acidic and substances containing OH are basic * A strong acid doesn’t dissociate in water solution, because its intra-molecular bonds are very strong * Concentrated acids are dangerous but concentrated bases are not * As the value of pH increases, acidity increases * As the number of hydrogen atoms increases in the formula of an acid, its acidity becomes stronger * All acids burn and melt everything * All acids and bases are harmful and poisonous * Alkalis are strong bases * Strength and concentration mean the same thing The strongest acid is the most concentrated acid (Demircioglu et a l. , 2005). Some important key term used in this research include misconceptions (defined in the first paragraph), Strong acid, weak acid, dilute acid, concentrated acid, This is a topic usually confused by students and most of the time they accidently confuse the specific terms such as â€Å"strong acid† with contracted acid or corrosive acid. In fact it means neither of those things. A strong acid is an acid which is fully ionized in solution and a weak acid is an acid which partially dissociates in solution.Similarly a strong base is base which ionizes fully in solution and weak bases get partially ionized in solution (Strong and Weak Acids and Bases, n. d). Concentrated acid has a relatively large amount of solute dissolved in the solvent. A dilute acid has a relatively smaller amount of solute dissolved in the solvent (Acid Strength, n. d) In this research it is assumed that all the students who participated in the survey are students who studied chemistry and thus would be thorough with the topic acids and bases. And also the students have answered all the uestions individually without any help or guidance and have given honest answers according to their levels of understanding. Furthermore it is assumed that students would be able to draw the molecular representation of the dissociations of ions in water by showing the molecules or ions present. The Rationale From various researchers done on student’s understanding of the topic acids and bases it is found that lot of secondary schools students have very different ideas or misconceptions on the concept strong and weak acids and bases.In a lot of situations students often describe ‘strong’ and ‘weak’ as being synonymous with ‘concentrated’ and ‘dilute’. And most of the time these misconceptions arise because teachers are not aware of students prior or existing knowledge about a concept or do not address to such alternative theories they hav e about the concept. Which lead to students into more confusion and let them go ahead with their wrong concept. So the purpose of this investigation was to find students misconceptions on the concept of strong and weak acids and bases via a questionnaire.Furthermore the purpose of the research is to find the students misconceptions on the concept acids and bases in Maldivian schools and thus find ways to implement lesson which could address their misconceptions as future teachers. Procedure Research was conducted using a probing tool to find students misconceptions. And the tool used was a questionnaire with multiple choices, fill in the blanks using the best word from the words give and a question where students have to draw and show their ideas on the concept. The questionnaire was given to grade 25 students of grade 9 from Dharumavantha School.Students were chosen randomly from five classes of 9. From each class 5 students were just chosen randomly and asked to fill the questionn aire (Refer appendix for all the questionnaire students have filled). After that the forms were collected and the data was analyzed and percentage of the students choices were found and presented in the result sections RESULT Question 1 – Misconception; Substances containing H are acidic and substances containing OH are basic Figure 1: Percentage of students’ choices for the question number one. According to 62. 5% students A is the best choice.And no students have chosen D as the answer Question 2 – Misconception; Concentrated acids are dangerous but concentrated bases are not Figure 2: Percentage of students’ choices for the Question number 2. 52% students have chosen A as the answer while the rest of the students think the correct answer is D Questions 3- Misconception; as the number of hydrogen atoms increases in the formula of an acid, its acidity becomes stronger Figure 2: Percentage of students’ choices for the Question number 3 according to highest percentage of students’ choice B which is phosphoric acid is the strongest acidQuestion 4 – Misconception; Alkalis are strong Bases Figure 2: Percentage of students’ choices for the Question number 4 the highest percentages of students have chosen A as the answer. But there isn’t a huge difference between students choices Question 5 – all the acids and alkalis are harmful and poisonous Figure 2: Percentage of students’ choices for the Question number 5 it shows that for this question different student had different views. And most of the students with 36% chosed A as the answer Question 6 – Misconception; All the acids will eat and burn everything awayFigure 2: Percentage of students’ choices for the Question number 6 According to 84% students not all acids will burn and eat everything away. Only some acids will burn and eat everything away. Question 7 – Misconception; Strength and Concentration means the same t hing Figure 2: Percentage of students’ choices for the Question number 7 Result shows that most of the students do not have this misconception; only about 24% students have the misconception while 76% are well aware of the concept strength and concentrated Question 8- Misconception; as pH increases acidity also increases.Figure 2: Percentage of students’ choices for the Question number 8 Almost all the students were clear about this concept that as pH increases acidity decreases Questions 9 – Misconception; A strong acid doesn’t dissociate in water solution, because its intra-molecular bonds are very strong. Figure 2: Percentage of students’ choices for the Question number 9 – 44% students were able to draw and show the microscopic dissociation of ions in strong and weak acids with all criterions present. And 8% students drew with some criteria missing.And the rest of the 48% students had misconceptions about the dissociation of strong and w eak acids in water Question 10 –Misconception; the strongest acid is the most concentrated acid Figure 2: Percentage of students’ choices for the Question number 9 – it shows that most of the students is quite clear with this misconception. Yet 36% students still have the misconception that the strongest acid is the most concentrated acid DISCUSSION The first misconception dealt in the research was one of the very basic concepts under acids and bases.That is the definition for an acid and a base. A common misconception is that acids are chemicals with hydrogen (H) in the chemical formula and bases are chemicals with OH in the formula. 62. 5% students think that C2H5OH is basic as it has OH in its formula. 4. 2% students think C6H12O6 is both acidic and basic as it has both H and OH in its formula. While the rest of the 33. 3% gave the correct answer which is C6H12O6 and C2H5OH is neither acidic nor basic even though they have H and OH in the formula.But the resu lt also shows that all the students are aware that ammonia is not an acid even if it has H in its formula. Acid is a substance that gives H+ ions when dissolved in water. Acids are compounds that contain hydrogen, however there are compounds that contains hydrogen in their formulas but does not act as acids; for an example water, H2O, ammonia NH3. A base in definition is that substance which gives OH- ions when dissolved in water. Thus they are not substance with OH present.There are many substances that contain OH and H, yet does not act as acids or bases (Acids, Bases and Salts, 2005). For an example Sucrose, C6H12O6, contains H and OH, however, when dissolved in water it dissolves as intact molecules and does not ionize to produce any H+ or OH- ions, as shown by the equation: C6H12O6(s) + H2O(l) C6H12O6(aq). Since sugar molecules do not lose any H+ or OH- ions, sugar is not considered an acid. Alcohols (C2H5OH) have a characteristic hydroxyl group, OH, covalently bonded to the re st of the molecule.When alcohols dissolve in water they also dissolve molecularly and do not ionize. Since no OH- ions are released, alcohols are not bases (Concept or Skills Development, n. d). However from the research it shows that students are not very clear about this idea and because of that most of the students have chosen A as the answer. A student’s misconception is that only concentrated acids are dangerous while concentrated bases are not. This misconception also was proven from question 2, as 52% students have chosen concentrated HCl only as most dangerous.Yet, the result also talks to two sides because almost half of the students have chosen the correct choice (D) which says that both concentrated acid and base is dangerous. Choice A was a misconception. Weak acids and weak bases are not dangerous, but both strong acids and strong bases can both be harmful to human tissue. For an example lime is very strong base and that is the reason why a very small amount of l ime is present in concrete and mortar. And construction workers have to be very careful not to get it on their skins (Strong and Weak Acids and Bases).Another misconception was that as number of hydrogen in the chemical formula increases the strength of acid increases. According to 65% students this is true and thus they have chosen H3PO4 as the strongest acid and almost all the students have given the reason for their choice as having the most number of hydrogen in the formula. 31% students have chosen the correct answer which is sulfuric acid which is the strongest out of the three and have given the correct reason as, it could fully ionize in solution. Only 3% students have chosen nitric acid as the strongest acid.According to students the more hydrogen present it can contribute to more H+ to the solution, thus it would become stronger. The strength of an acid is determined by its ionization power which determined by the pKa value. The lower the pKa value the stronger the acid. T hus H2SO4 is the strongest ith pKa = -3. 1 followed by nitric acid (pKa= -1. 3) and phosphoric acid (pKa = 2. 12) (William, n. d) The reason for this misconception might be because students have not learnt the pKa values and not gone into such details which would help to explain why an acid is becoming stronger.To clarify the misconception could give the pKa values as an extra information for the students or could make the students clearer on the concept that the strength depends on the amount of dissociation. Fourth question is about the misconception that alkalis are strong bases. Some students have the misconception that as alkalis is basic substances that dissolves in water they are strong bases. And from the survey it shows that 24% students do have this misconception.But it shows that apart from this misconception, most (36%) students have another wrong concept that alkalis and bases are same. 28% students do know the right answer from the choices given. Results of 5th questio n show that just 24% of students had the misconception that all the acids and alkalis were harmful and poisonous. Majority of students (36%) think that only concentrated HCl and concentrated NaOH will be harmful and poisonous, which was the correct choice out of the acids and bases is given.Dilute ethanoic acid would not be harmful as it would be used in many of the foods items as well. Also would not be dilute ammonia. Thus the result coveys the message that majority of students are clear about the above misconception. Yet there are few students with different views so as teachers need to show students the differences by showing examples as such. Sometimes students are not aware of the idea that they eat and drink acids, so if they know better acids such as citric acids, acetic acids would e able to clear this misconception Sixth, seventh and eight questions it shows that majority students do not have the misconception identified. Sixth question 84% students know the correct answer s for the blank which is â€Å"some† acids would burn and eat everything away. Seventh question was check whether students really knows the difference between concentrated and strong acids. It was an application question and 76% students have given the right answer which is â€Å"concentrated†. Only 24% students had the misconception that ‘concentrated’ and ‘strong’ means the same.The students might have given the correct answer because two concentrations were given. For those who have given the correct answer whether they really know the difference, a different type of question with the same misconception was given (question 10). The correct answer for the 10th question was C which shows the full dissociated acid and thus it would be the strongest. 64% students have chosen this as the answer. Which shows some students knows that strong acids are those which dissociate fully.However majority of students from that 64% has given the reason for t heir answers wrong. According to them C is correct because it contains the most number of molecules. So that means students do have the misconception about the strong and concentrated acids. Also 36% students chose D as the answer and most of their reason was that it has no water. This shows that their think strongest acid is the acid with least water present or otherwise the most concentrated acid. Eighth question none of the students had the misconception that as pH increases acidity increases.Some students might think as pH is the measure concentration of H+ ions as the pH increases the number H+ ions might increase thus would increase the acidity. Yet, all the students gave the correct answer for this question. For the 9th question a variety of answers were given. The misconception check was â€Å"the stronger the acid the lower the dissociation because the inter-molecular bond would be stronger and weak acids would dissociate more†. For this question it was checked wheth er the students had the following criteria’s.In weak acid shown the H-F not dissociated and very few H+ and F_ ions dissociated and in strong acid H-Cl fully dissociated into H+ and Cl- ions. And even if students have shown the water molecules or not shown it is correct. 44% students did draw the diagrams correctly with all the criteria given and have given the reasons as strong acid dissociate fully while weak acids would do partially. 8% students drew almost correct dissociations, but they most of them have not shown the ionic forms. (Refer appendix for students’ answers). And majority of students had misconceptions.Most of these students have shown more number of molecules in the strong acid side while less molecules’ in the weak side. Students have the concept that strong acids have more molecules’ and weak acid would have less. Only one student has given the reason as the stronger acid would have stronger bonds so dissociation would be lesser. Thus i t can be concluded that majority does not have that misconception but they do have another misconception which is mostly related to now knowing the actual meaning of strong and weak acids and also confusing it with concentrate and dilute.Considering the misconceptions it is important as teachers to take actions to eliminate such misconceptions. Firstly the students should be given instructions which foster conceptual understanding rather than rote memorization. Students are just given definitions of acids bases and they have memorized it, does not get any understanding as to how an acid becomes stronger weaker, concentrated or diluted (Yezdan, 2009). For an example students show the difference in this four by comparing the pH of the four types of acids; concentrated, dilute, weak and strong.In the class the students could be given discussion with teacher or peers to reflect on what they learnt and thus come up with the conceptions they have and thus the teacher can help in correctin g them (Yezdan, 2009) Students misunderstanding arises generally from their experience s in everyday life and such experiences could be used to even eliminate the misconceptions. For an examples from early child hood onwards by watching cartoons and all students think that an acid is something which will make a hole where ever put and it is always dangerous.But could brainstorm students’ understanding about the weak acids present in the materials that are used in day today lives and relate it to weak acids being harmless. Also demonstrating student the difference between a strong acid and concentrated acid rather than just giving definitions ((Demircioglu et al. , 2005). Also could establish analogical thinking between real life examples and the unknown while learning new information could discard misconceptions. For example, teacher asks to the students if there is a relationship between the number of hydrogen atoms that the acid contains and acidic strength.After taking stu dents responses and guiding the discussions till getting the true answer go one step further and asks â€Å"Is H3P04 stronger than HCl? â€Å". Then allows students to discuss again and reach the answer. In order to establish an analogical thinking with real life situations can ask â€Å"how do we measure the strength of the bulbs that we use at our homes? † and guide the discussions until students reach the fact that â€Å"If a bulb gives off a lot of light it is strong, a little Light it is weak† and then helps students to establish the analogy of if an acid ionizes a lot, it is strong; ionizes a little, it is weak like in the case of bulbs.Similarly, provide students to realize that only one bulb sometimes may give more light/ may be more powerful than the two or more bulbs like in the case of the acidic strength and the number of hydrogen atoms that an acid contain i. e. HCl is stronger acid than the H3P04 because it gives more hydrogen ions than H3P04 when disso ciates in water although it contains smaller number of hydrogen atom. Some limitations of this research include that the research is based only onto answer of 25 students which is a very small sample size to know the extent of overall students understanding.Also the sample is from one school, even the students understanding may differ in schools because of the differences in methodologies used in teaching same concept. Also even though it was assumed that students have given honest answers without help from anyone some students answers were very similar which should be because of copying or discussion so the authenticity is not very effective, need to make sure students do it individually. ConclusionsThe purpose of the research was to find whether the misconceptions stated in the introductions were there in the students and to check the extent of students’ understanding on the concept ‘strength of acids and bases’. According to the results majority of students ha ve a deeper understanding of the topic and does not have the most of the misconceptions stated. However some concepts such as â€Å"concentration is same as strength†, â€Å"as number of Hydrogen increases the acidity increase† and â€Å"substances with H in the formula is acidic and OH is basic†.These three misconceptions were found in majority of students and thus need to be dealt as they are one of the very basic and important concepts. And since chemistry as the topics are very much interrelated if the misconception persists it can lead into further misconceptions. So during teaching need to give more attention of those areas and try to use methods such as analogical thinking, demonstrations, applications questions which would help to clarify their misconceptions. Furthermore need to check students’ prior knowledge before going into the new concepts as it would be the foundation for the new knowledge.REFERENCES Acids, Bases and Salts. (2005). Retrieve d on August 17, 2011 from http://www. krysstal. com/acidbase. html Acid Strength. (n. d). Retrieved on August 17, 2011 from http://media. rsc. org/Misconceptions/Miscon%20acid%20strength. pdf Chiu. ,M. H. (2005). National Survey of Students’ Conceptions in chemistry in Taiwan. Retrieved on August 17, 2011 from http://old. iupac. org/publications/cei/vol6/07_Chiu. pdf Concept or Skills Development. (n. d). Retrieved on August 17, 2011 from http://www. okstate. edu/jgelder/acidPage25. htmlDemircioglu. G. , Ayas. A and Demircioglu. H. (2005). Conceptual change achieved through a new teaching program on acids and bases. Retrieved on August 17, 2011 from http://www. rsc. org/images/p3_Demircioglu_tcm18-31135. pdf Khurshid. , M and Iqbal. , M. Z. (2009). Children’s Misconceptions about Units on Changes, Acids and Laboratory Preparation of CO2. Retrieved on August 17, 2011 from http://pu. edu. pk/images/journal/ier/PDF-FILES/4-Childrens%20Misconceptions. pdf Halim. , N. D. A. , Ali. , M. B. , Yahaya. , N and Junaidi. , J. (2010).Learning acids and Bases through Inquiry Bases Website. Retrieved on August 17, 2011 from http://teknologimalaysia. academia. edu/noordayana/Papers/393231/Learning_Acids_and_Bases_Through_Inquiry_Based_Website Strong and Weak Acids and Bases. (n. d). Retrieved on August 17, 2011 from http://www. sky-web. pwp. blueyonder. co. uk/Science/strongacids. htm William. , R. (n. d). pKa Data. Retrieved on August 17, 2011 from http://research. chem. psu. edu/brpgroup/pKa_compilation. pdf APPENDIX Raw data of the survey conducted | QUESTION 1| | QUESTION 6|Choice | No. of students| %| | Choice | No. of students| %| A| 15| 62. 5| | Some| 21| 84. 0| B| 1| 4. 2| | All| 4| 16. 0| C| 8| 33. 3| |   | 25|   | D| 0| 0| | | | | | 24|   | | | | | | | | | | | | QUESTION 2| | QUESTION 7| Choice | No. of students| %| | Choice | No. of students| %| A| 13| 52. 0| | Concentrated| 19| 76. 0| B| 0| 0. 0| | stronger| 6| 24. 0| C| 0| 0. 0| | TOTAL| 25| 100. 0| D| 12| 48| | | | | TOTAL| 25| 100. 0| | | | | | | | | | | | QUESTION 3| | QUESTION 8| Choice | No. of students| %| | Choice | No. of students| %| A| 7| 30. | | Increase| 25| 100. 0| B| 15| 65. 2| | Decrease| 0| 0. 0| C| 1| 4. 3| | TOTAL| 25| 100. 0| TOTAL| 23| 100. 0| | | | | | | | | | | | QUESTION 4| | QUESTION 9| Choice | No. of students| %| | Choice | No. of students| %| A| 2| 8. 0| | shown all the criteas | 11| 44. 0| B| 19| 76. 0| | Some criteria missing| 2| 8. 0| C| 2| 8. 0| | misinterpretation of the concept| 12| 48. 0| D| 2| 8| | TOTAL| 25| 100. 0| TOTAL| 25| 100. 0| | | | | | | | | | | | QUESTION 5| | QUESTION 10| Choice | No. of students| %| | Choice | No. of students| %| A| 9| 36. 0| | A| 0| 0. 0|

Canvas Art

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Culture and Technology - Essay Example In a book of Lederach J. P. (1995) says, "Culture is the shared knowledge and schemes created by a set of people perceiving, interpreting, expressing and responding to the social realities around them." People wakeup, take breakfast and go to their offices for work. In the evening they came back take rest, enjoy with family, go out to refresh their minds, have dinner and sleep at nights. The next day they do the same with slightly ups and down. So this is a culture of mankind community to eat, work, enjoy and sleep on daily basis. Changing this culture is impossible. Now if we take an example of an Accountant who daily writes hundreds of ledger pages using pen and paper giving pain to his fingers and stress on mind in hours now can do all this using a technology named as Computer, in few minutes through few clicks. Technology is increasing and updating in day by day. Abacus gives rise to Computer. Computer get advance gave rise to a technology known as Internet. Internet is used to communicate the world from one end to another. Not only this, but there are many uploaded free books and libraries that makes studies more comfortable and enhanced. Computer and major Internet becomes part of daily lives. Instead of having big expensive machines, people start buying personal computers. Computers get to be in reasonable price and technology rises to home to home. Internet starts being part of students, professionals and every field of man's life. The technology raised and internet and computer starts playing important role in business and large organization which tends people carry their work with them and Laptops or mini computers on mobile are evolved. Carrying laptops from one place to another was getting difficult, as laptops are expensive and a doubt to get theft increased. Tough technology with these thoughts researched and developed a Remote Computer. A Computer now can be operated via Internet anywhere. This technology is simple but allows you to access your business computer in office from home or computer at your home from far seven seas away. Windows XP as its component also introduced remote Computer. But it flopped at the time of low bandwidth Internet or Windows 95 and Windows XP difference. Development and Implementation Remote Installation Services uses different techniques to install and compile the remote computer for the use on different computers. RIS uses network communication while the remote sharing of computer. The network infrastructure should be slid so that it allows easily downloading the material from one end to another. Besides network, RIS uses special image transferring API's. Different Images heavy or light handled by RIS. Though after activation of RIS on computers a restart is required so that all setting gets fixed up while booting the computer. RIS allows client and server to communicate through images and commands. The continuous exchange of requests and responses allows the remote sharing. The architecture of Remote Sharing can be explained in a manner that client logs in to the network and uses its IP address. RIS helps to transfer the request to server. Serve accomplish the request and take image and send back to the client. The RIS on client computer receives the image and shows up. Clients move the mouse on its own computer desktop or do any other action the

Researched Argument Essay Example | Topics and Well Written Essays - 1000 words

Researched Argument - Essay Example However, the success of the industry is not free of blemish. In the year 2010, a study approximated the number of users of the drugs non-medically and therefore without prescriptions as 7.0 million which represented 2.7 % of the American population (Drugs and Corbett et al.). The drugs abused by the American population range from pain relievers, and stimulants to sedatives and tranquilizers. The extent of the abuse has seen the addiction of some people to the drugs. The blame for this scenario lies in the pharmaceutical companies that influence the medical practice through the use of misleading commercials and making payments for medical practitioners and experts. However, we should delve into the use of alternative medicine in preference to the prescription drugs to reduce the wrongs that have resulted from the marketing of the drugs. Misleading advertisements Some of the companies that make the prescription drugs that are common in everyday life use misleading statements in their p roduct marketing to create the view that their products are better (Weber 98). The promotion of Darvon, a prescription drug intended for pain from surgery and fractures was studied with the results painting a clear picture of this argument. The promotional literature said the drug was better than aspirin. In the study, the opinions of physicians were reviewed. Although the physicians claimed to base their opinions on science, almost half believed the statement used in the drug’s promotion despite the fact that no results showed this to be true ("Drug Company Gifts to Doctors"). As such, the promotion of the drug misled the physicians into viewing the drug as the best option. Therefore, the reliance on prescription drugs due to the opinion of the physician should be avoided as they may be misled. Influence of medical practitioners The pharmaceutical companies are trying to strengthen the circulation of their drugs by influencing the medical practitioners to have preferences fo r their medication (Weber 47). This is done through the provision of little gifts to the physician. A case in the American Medical Association journal provides an illustration of this. The case describes an insect bite patient who has gone to the hospital to seek attention. An intern made a sensible decision to prescribe penicillin, which would be an inexpensive and suitable treatment. However, the resident thought otherwise prescribing a treatment that was more â€Å"modern† and describing the patient as â€Å"severely† ill. This option would cost the patient $183 for every day he received the new and modern antibiotic ("Drug Company Gifts to Doctors"). However, after some digging into the issue by the house officers’ supervisor who doubled up as the attending physician, it came to light that the resident’s decision was influenced. A drug representative of the drug company had wined and dined the resident prior to the developments. This shows that the re sident’s and some physicians’ decisions were not based on the best choice of treatment as they are influenced by gifts by the drug companies which adopt these as part of their marketing strategy. In some cases, the gifts to the practitioners are monetary. This is evidenced by stories published in the New York Times. In one article, there is a report of the federal law for health care requiring disclosure of payments to medical practitio

Focus of the marketing mix Essay Example | Topics and Well Written Essays - 1750 words

Focus of the marketing mix - Essay Example Another notable target market is that of the aging demography who want to explore new things (Hughes, 2011). In addition, the younger generation has not been left behind, notably the students who desire trendy and innovative devices that provide various options in performing tasks. Ipad features Ipad is basically a tablet device with various specifications and features. These specifications and features have enabled this product more appealing to customers in the various market segments. Ipad has an interface of led touch screen with dimensions of 9.57 ? 7.47; this makes this product more appealing as compared to other tablet devices (Pride & Ferrell, 2012, p. 22). Attributed to the Apples extensive research and development, Ipad is considered to be the latest technological device characterized with a high compatibility mode and that the users can easily navigate it because of its reliable speed and processor. This product is fully equipped and has the ability to download large amoun t of data, send and receive emails, send attachments and documents, watch movies and take pictures (Hughes, 2011). This product has been designed to enable users such as professionals and businesses to get digitalized and connect easily to the global world. This Apple product has a wider and various applications (Pride & Ferrell, 2012, p. ... Secondly, the built-in applications in the device which enables the customers to have an adventurous experience in using any tablet device. Finally, the device display in which customers look for remarkable resolutions with appealing colors. It is notable that Ipad has a Retina display, high speed processor and 275000 applications, thus, making it a customer choice in this category of tablet device. Branding The Ipad attribute of being considered innovative and trendy in terms of its design with the provision of unlimited options to the user attributes greatly to its branding (Pride & Ferrell, 2012, p. 28). Its simplicity and portability has earned Apple popularity and being widely accepted in the global markets (Kerin, Hartley & Rudelius 2010, p. 15). This has led into Ipad expanding its markets and satisfying larger market segments, thus, earning it better brand equity and positioning it as need to most individuals (Kerin, Hartley & Rudelius, 2010, p. 33). PRICE In regard to the pr ice, iPad can be purchased in the various multiple selected points by Apple Company. Pricing iPad is charged at a premium price as compared to its competitors attributed by the quality superiority and innovativeness of the device. As the most innovative devices available in the market, notably, other tablet competitors, offer a premium price, it has value as compared with the benefits that this product offers to the user. Price strategy rationale Although iPad is considered expensive, the value realization and benefits that the customer gets overshadow its expensiveness. The pricing strategy of Apples IPad takes into account factors including high innovativeness, reliability of iPad tablet device, device portability

Personal and Organizational Ethics Essay Example | Topics and Well Written Essays - 2000 words - 2

Personal and Organizational Ethics - Essay Example Values can range from the ordinary places, such as the belief in hard work and  punctuality, to the more psychological, such as self-reliance,  concern for others, and harmony of purpose (Velasquez, 2002). Every human being has personal values that they uphold and maintain as they grow up. These values are quite important in the life cycle of human beings as they define who we grow up to become and they define our future. They also help us develop a relationship with the people around us and in our places of work. The values that we uphold define our character and other people’s perception of who we are. I uphold various personal values which I believed have shaped me to be the person I am today. To start with, respect is my number one value. I believe one need to respect others to be respected. Respect begins with oneself, if you show no respect to yourself, no one will respect you. Secondly, I uphold the value of truthfulness/ honesty. The wise men said that honesty is the best policy and I totally agree with them. I believe if one is truthful and honest in their endeavors, they will always succeed in life. Integrity is another value I maintain, people with integrity are peop le who are respected in the society. They are people who are focused in life with a huge desire in success. I also believe in hard work which is the root of all the best things in life. I also uphold self-reliance and self thinking which form strong driving forces towards attaining my goals. Other values I uphold include selflessness, justice, creativity, discipline, team work, tolerance, trust, kindness, goodness, humility and many others. Every one of us is aggravated to move our lives in certain guidelines. That motivation is determined by the values we pledge to. Our values are thus the creations and ideas of the thought, the distinct formulations of understanding that express what we perceive to be important truths about life. These ideals are then toughened by our

Analytical report based on an case study about IT project management Essay - 1

Analytical report based on an case study about IT project management - Essay Example Casa XXI was the resulting company with its three partners specifically created for Alvalade Stadium Complex. Casa XXI had immense experience of catering since decades. As per agreement Casa XXI got right to serve 9 avenues including Prestige, Corporate Club, Sports 21, Restaurant Casa XXI, Cafeteria, Cafà © for employees, Lodges, Kiosks, Bars and walking sales persons. Managing and exploiting revenue from these avenues was not a piece of cake and neither Casa XXI was ready to go traditional. So, Casa XXI decided to go for a new electronic system which was an important innovation. This innovative system used pre-paid cards to pay for sales. These pre-paid cards had a unique serial number which was to be identified by a scanner. The scanner could examine the card status and recharge money to the card. Interesting aspect was its expiration in which card could be used many times. The main objective of this system was to get rid of the traditional cash system which was more time consumi ng. The new innovative system could serve many customers in shorter time hence productivity was expected to be enhanced. The innovative system used a central database to save information of all cards and sales. In this innovative system when a consumer made a payment by the card, the scanners were to track card holder’s information and money in the card. After which sale was to take place or the money could be debited accordingly. The system was further subdivided into two units. First unit was operated by the front office responsible for interacting clients while back office unit was specified for inventory management whereas information of both system was recorded on an external database. So, the expected target of this innovative system was to create a well-established electronic system of payment which could revolutionize the sales at Alvalade Stadium. Casa XXI massively publicized their innovative system

Ethics of Merci Killing Essay Example | Topics and Well Written Essays - 500 words

Ethics of Merci Killing - Essay Example People argue that if legalized the choice of their life will be given to other people who may use it unethically to kill those whom they have a bias against. Another reason is regarding the religious aspect of life. Some religions see life as a gift from God and do not give a man the authority to take life at his own will.â€Å"The word Euthanasia means a "good death,"  Ã‚  "beneficial death" or a ‘dignified death’."   Euthanasia can be practiced in a number of ways; one can be defined as passive Euthanasia which is carried out to hasten the death of a person. For example by removing a patient from life support or in some cases by stopping food and water or any sort of medicine which is helping to keep the patient alive.The controversy surrounding Euthanasia can be broadly categorized into two arguments, one in favor of Euthanasia and the other against it. We will briefly shed light on both of these arguments.â€Å"Pro-lifers readily agree that anyone should have t he right to refuse medical treatment if he believes the side effects, whether pain or the burden of being tied to some machine or whatever is worse than the disease. This includes two types of people, One: People who, perhaps because of a serious illness or perhaps for reasons unrelated to their illness, are extremely depressed and say they want to die and Two: People who are suffering from illnesses that make them unable to communicate. This includes people who are in a coma, or paralyzed, or simply so sick and weak that they cannot make meaningful sounds or other communication. The pro-euthanasia people say that such patients' ‘quality of life’ is so low that they are better off dead and they should be killed.†People who argue against euthanasia say that if legalized it can become an issue of cost containment and government saving rather than providing long term care to serious patients or those who do not have health insurance.

How to bee agood leader Essay Example | Topics and Well Written Essays - 1250 words

How to bee agood leader - Essay Example My research has shown me that task oriented skills as well as communication and interpersonal skills are very much necessary for effective team leadership. Similarly, facilitating the group processes is a significant role of the team leader and timely execution of the task necessitates proper planning, organization, coordination, decision making and problem solving skills, motivation, and sharing of roles from the part of the team leader. Besides, as a team leader I should be a good listener and communicator. I need to communicate my visions to the team members while listening to their valuable suggestions. As my major is in electrical engineering I would prefer to assume a team leader position in electrical engineering. I am aware that electrical engineering involves a lot of technical skills and that collaborative team work is very much essential while undertaking complex projects. Being a team leader is quite challenging as it offers one a unique opportunity to exercise one’s leadership qualities, communication, interpersonal and persuasive skills. For me, it is like a dream come true as I have always yearned to assume a leadership role where I can unleash my potentials. An effective team leader, in my opinion, understands the potentialities and competencies of his team members and inspires them to achieve the organizational goal. The team is most likely to benefit from my leadership as I am aware of the team processes and will make all possible efforts to expand the team capabilities through collaborative team work. Promotion as the workplace team leader has, in fact, increased my responsibilities and roles within the organization and this has prompted me to have greater understanding of the essential qualities of an effective team leader. Bachiochi et al, while reviewing the literature on team leadership, point out a number of qualities required of a successful team

Case Essay Example for Free

Case Essay Telefonica de Espana. Does your analysis lead to the same conclusions as Telefonicas managers? The textbook explains SWOT as an acronym for â€Å"Strengths, Weaknesses, Opportunities, and Threats†. Strengths; Telefonica is a monopoly at this time because it is state owned and this is a major strength for them. The fact that Spain’s culture and language is similar to the market in South America is a major advantage as well. Weaknesses; According to the textbook the prices associated with Telefonica’s service was high. Competitors were looking to exploit this by offering cheaper service with better technology. Companies who could lower their profit margin are a major concern for Telefonica. Opportunities; The deregulation of telecommunications in South America (with the cultural similarities as I mentioned before) seemed to be the perfect opportunity to enter this market and be successful. Threats; Due to the many complaints from their customers Telefonica faces many threats from competitors in this â€Å"new market†. There is a chance that they may not survive in this market if they do not provide better service and technology. 2. How would you characterize the corporate strategy adopted by Telefonica? 3. Minority investors in Telefonicas South American subsidiaries are unhappy with the parent corporation. Suppose you are a senior manager at the parent corporation. How would you handle the problem with the minority investors? What would you recommend to the CEO should be done about the minority investors? 4. The Latin American telecommunications market is growing much faster (12. 6 percent in 2007) than that of Spain or Europe, both of which grew at a 4. 9 percent rate in 2007. Should Telefonica have continued to focus on the Latin American market, rather than acquire O2 and Cseky? What about its purchase of a minority position in China Netcom?

The Advantage Of Keyword Advertising To Company Marketing Essay

The Advantage Of Keyword Advertising To Company Marketing Essay E-Commerce or Electronic Commerce (EC) is the action rather than the theory of purchase and selling a number of different types of good and services on the World Wide Web. Electronic commerce in its high-level forming an essential foundation sense means the same as traditional commerce where buyers and sellers form together for doing business by purchases and selling goods and services. The difference is that e-commerce happens over flexible strand a letter or message in a length of cord at a link throughout the global where the WWW perform duties of services as the central medium for all trading carry out business. E-Commerce also happens through the use of more limited shape or structure of communication. E-Commerce provided with the ability or means to sell and purchase of an article and give services right away from your home. So, that you dont need to leave your house for seeking what you need. You just have to simply strike with one hand the service providers website, find for what you need or setting up what you want to make available for use and immediately get the business done. If you want to make purchases online for virtual products, most of the period you would get the products and services at the particular example of your payment admitted the truth. Currency transactions take place above certain to remain safe gateways and encrypted channels, so we can term e-commerce to be able to relied on trading environment. Payments can be made with the use of Credit Cards, e-Checks and Payment Gateways. KEYWORD ADVERTISING Keyword advertising refers to any publicize a product or service that is connection to clearly defined words or phrases. Ordinary forms of keyword advertising are known by a lot of other conditions laid down or agreed including pay per click (PPC) and cost per action (CPA). There are several parts slight difference each starting with pay per or cost per such as pay per action (PPA) and pay per cost (PPC). Google Ad Words is the greatest well-known shape or structure of keyword advertising. Google show search advertisement specifically the aim to the word(s) typed into a search box. Those keyword targeted ads also become visible on satisfied place based on Googles systems interpretation of the dealt with material on every page of the site. This is known as contextual advertising. The Advantage of Keyword Advertising to Company The step to starting a company successfully is to advertise. Company must provide potential customers with the information itself of information about the goods and services. The advantage would allow everyone to know what exactly the business about. If anyone had interest to present a small business effectively then should thought keyword online advertising methods. Key word advertising is often used and plays an important role as a technique in effective online marketing, especially where search engines are concerned. When a potential customer types the keyword into the search box, the search engine or website will display a whole range of results that matches the keyword. Your advertisement or website will also be among the many other results which are relevant to the keyword. In most cases, the reader naturally opts to click the items that are at the top. Therefore if you want your announcement to come on top in search engine results, this can be done by using the right keywords; you also need to creatively use the keyword many times. Keyword promotion may be ideal for small businesses because it helps them emerge on top of many other competitors regardless of the money spent or the size of the classified ad. This way, small businesses have a better chance of bringing themselves forward to the clientele easily and with little effort. A great advantage of keyword advertising is that only the viewers who are truly interested in the product or service with the intention of buying them will come across the advertisement. As a result, there is a greater possibility of achieving higher conversion ratios. Clearly, the keyword chosen is the most important item in this scenario. It is important to make sure that the keywords chosen are related to the business. Companies pay for each word. So this should not be misleading. Choosing the wrong keyword will not achieve the purpose of increasing sales in fact it will be a waste of time and money as well. A way to make sure that the company does not spend too much in marketing, is to choose the right payment option. Keyword advertising revolves around payment concepts is ensure that you are charged only for the number of times the announcement is truly viewed. This is another reason why keyword promotion may be ideal for small businesses because you pay only for what you get. Benefits of Google Ad Words to User The biggest advantages of SEO are the fact that it can join anyone on your website visitors. Keyword advertising of SEO possibility take months to create results of meaning, but a PPC advertising can done for you immediately. When coordination are being use with an SEO strategy, Ad words would carry your visitors at the same time you are waiting for your page to become visible in organic search results. The next of SEO advantage is entirely customizable. Users can choose as the most suitable their keywords, besides they can even pick which keywords they dont want to trigger advertising. This is very useful to marketers who can succeed in doing the account, and unchanging pull sharply keywords and estimate to find the mysterious combination of efficiently in the campaign. With Ad Words, the users can controls how much to be pay. An organized scheme of proceeding involves a bidding system which the final information in cost per click pricing and give permit to the user to only pay for the pressing that are accept. Thus, the clicks are count according to the users settings from ten cents to one hundred dollars. Marketers can optimize for cost per idea and opinion pricing in satisfied or happy network. This will permit you to pay for how many times people see advertising. Without concern for which pay model you select, you set the produced every day advertisement estimate, which may gives you finished control over a serious of military operations. Though Ad Words is extremist user friendly, it can be very hard for whom new to PPC advertisements to charge an organized course of action efficiently. Almost anyone can running an advertisement organized course of an action though Ad Words, but least people have the time and skill it takes to continuously monitor and change ads, establish new budgets, and pull sharply keywords for most favourable carry out. If whom not sure about how to in charge a PPC campaign, a lot of SEO who have experience worked with Ad words can help you. The Disadvantage of Keyword Advertising to Company and User Pay per Click search engine is fount into account by many to be one of the most affordable forms of marketing on the Internet. PPC advertising is used to create result by give instruction on target traffic to a marketer website, so the marketer can change this target traffic into fastest sales on the later time. To date, this marketing is a billion pound industry. There are some difficulties to using Pay per Click advertising companies. If it does not have disadvantages to this advertising, then everyone would choose to use this method; but now, many Internet marketers do not use it. Briefly, marketers will offer a price on keywords to be use in small advertisings they cause to happen, that the PPC Company will show for search engine users when they are using the marketers chosen keywords that they choose to use in the ads. Inside these ads is a connection to the marketers very special website. When search engine user, uses an individual marketers keyword in the search engine, that advertisement guide up alongside the other information for the user to select from. If the user press on the marketers ad, they are taken to the marketers website. The marketer then needs to pays the PPC Company for that unusual click. If the user sees the advertising, but it does not click, then the marketers do not need to pay. The Method of Improving Keyword Advertising There are many kind of search engine advertising methods. If anyone are hoping your website to get higher SEO rankings, than you need to put into effect the proven make the best use of tactics. More specifically, nature and organic search engine optimization is the most suitable way to go. Organic search constitute the greater number of web traffic. In fact, tens millions of visitors are being sent by the search engines to not the same as another websites through organic search. To get a big solid piece of this traffic, here are those top search marketing methods that you can put into effort today. Beginning with the publish high quality articles to build connection and to make a greater in size your sites SEO rankings. The article submitted for consideration is one of the most able to be relied on search engine advertising methods that can consideration long term and lasting for a long time results. Anyone need to do is to bring into existence articles that are highly connected for the subject being discussed on your website. So, it is important to write the particular object that focuses on keywords used to make the best use it your website happy or satisfied. Back links should have as part of a whole in the articles a greater liking on the resource box. Once you publish these articles on high PR article a book listing names, it will only take a few days for the search engines to measure them. In this way, you would get worth a great subject being discussed back links from having a good reputation. This would have final information to a big jump in your SEO rankings. Lastly, you should make as great as possible the advantage of press set free the act of submitting. This is another search engine advertising method that has been getting good incoherently among SEO competent. Press set free are a like but not identical to online articles in phrase of giving satisfied for the search engines. But the best piece combining is that press set free distribution sites to a high degree by the search engines. These place where something is offer everyday and updated satisfied for web users. So, if you can get back links from distribution services though your press set free, then it is possible to succeed in maximum online exposure. The most important are the back links from press set free are worth and connected. So there is at all times a best chance that your websites search engine position can become better meaning if your links are carried by more than two but not many new information about aggregators. Banner Advertising When internet is becoming a interactive medium. There is a lot of e-commerce multimedia to advertise their product. Now a day, banner advertising is a comment advertising method in this world. It can transfers of big bytes is possible easily due to the increasing in speed in internet due to DSL, cable and wireless high-speed technologies. Banner advertising may attract people attention in order to increase the selling product in the company. It is possible to target those who can be prospective buyers. In addition, managers need to optimize the number of creative and advertising sites by making the tradeoff between quicker visits and lower expenditure per visit or the slower visits and higher expenditure per visit. Advantages Low cost It is much cheaper than the most such as advertise their product by using newspaper. In internet advertising are offered as low as $10 for a period of one month. The presentation to the market Internet advertisements are the best if your product is aimed at the younger generation. Due to the survey report, now a day, most of the younger generation is keep playing facebook. So that, the advertisements that advertise in facebook is the most easiest way to attract younger generation attention in order to buy thing through the internet. Update advertisement Internet advertising can update whenever you like. Unlike TV commercials which must be periodically updated. Advertising is usually a very simple matter that can be done easily and quickly. Disadvantages Scope It is a limited market can be conquered if only use the Internet for advertising display. There are quite a few of average of consumers are still on the older forms of advertising. Additional costs It will cost more than if you decide to rent the help of a professional or a company for the production of advertising for your product or service. Blog advertising method Blog advertising is a method of e-commerce. This method can be an extension of a whole or it can be its own website. Majority of a blogs are maintained by one person in a journal-type style with the posts appearing in reverse chronological order and theyre updated regularly. They are a lot of cause to get involved in the blog advertising world. The blog advertisement in particular, methods of getting exposure for your company, products, or services has speedy become the most famous from advertising. Many of the company have jumped on the bandwagon and have begun advertise their company on blogs because it is not only cheaper than almost any other advertising method from around, it is also more effective than other media. Blog are global. When you advertise on blogs you are not get individual written reviews of your products. The written are visible for the life of the blog and it easily someone to search when someone type keywords into a search engine anywhere in the world. You can achieve the same worldwide marketing that can afford to span the globe with high-price media marketing. The marketing cost savings are tremendous and the exposure is just as great. Nowadays, many of the consumers spend 85% of their shopping dollars online. Even thought they are planning on buying offline they also will search the products first on the internet. Consumer believes that the blogger write ups much more than the gimmicky splash advertising, flashy banners, and slick white pages. Each of the advertisement written in a blog post comes straight from that particular bloggers style writing and is unique and compelling. While the Experts forecasted that blogging as a whole would slow down in 2007. It is evident that Blog advertising for web companies to develop as a steadily more powerful tool for dialoguing with prospective clients and increasing listeners reach on the Net. Many business holders may have uncertainties or misunderstanding as to the value of business platform into their existing promotional efforts, with little return on investment. That organization owner s who uses blogs as advertising media usually will realize an easy to maintain sphere. The results of blog advertising, however, are far-reaching and surprisingly effective. Advantages of blog advertising The major advantages of blog advertising include low cost marketing channel. Blog advertising is cheaper than the other advertising media. With the less money you can achieve better ranking, the payment is not per month, you can have your own unique content, and also quality permanent back links. Besides that, you can also achieve an excellent Avenue to build a network. Every business needs a network, an interior network between division and an exterior network with other companies and customers. A typical blog on the other hand is rapidly written. Blogs can reach thousands of aimed readers at any place. Blog advertising is also a way to increased product exposure. Blog advertisement is extremely useful for gaining established visibility for your products. Improved customer interaction. Healthy customer dialogue is the key ingredient for successful web endeavors. Comment characteristics on blog are ideal ways to get to know that person, and feel they have built a blog is a place to hear kudos and complaints. As well as conduct informal focus groups, determining how else customers needs might be fulfilled. Nearly anyone who has studied marketing knows that a conversion rate for commercial venues is much higher than others. Consumers have a choice in the latter scenario, and the same is true for blog advertising. Consumers feel that they made the choice to come to a blog ad they made the conscious decision to read about a product. Example of blog advertising method Conclusion After doing this assignment, we feel that that the most effective and efficient online advertising method is Blog advertising method. If we need to choose the advertising method to advertise our company between banner advertising, keyword advertising and also blog advertising. We will select the blog advertising method. It is because the blog advertising is cheaper and more effective between others. And also consumer trust blogger write up much more than the banner advertising, keyword advertising and also the traditional advertising. When we need to select a print media to showcase our products we must get exposure in that market alone. Most newspaper, magazine display advertising is extremely expensive. There are less costly print media methods such as press release but they are not as expensive as picture advertising. Some willing and reporter will print it but even then the exposure is usually limited to the circulation of that paper or magazine and it only appears once. Now days, who isnt online? Consumers can online and search your company products through the internet easily at anyway and also any moment. Your company blog will always be there. Comment characteristic on blog may also let the consumer more realize about company product and services if customers have any question about the company products or service. This may also built a lasting relationship and trustworthy between customers and company.

Demographics of Leave and Remain Voters

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