case study about British student

case study about British student nterview a British student (male or female) in order to find out about the changing nature of masculinity/ femininity, multiple identities, and the notion of cultural capital in Britain. Your case study should be individual. The following may be useful starting points: You should attach the interview schedule you used and a representative sample of their responses in either hand written form or in digital format attached in an mp3 as an appendix to the assignment. Failure to do so will result in a failing grade. You should include this as an Appendix. It does not form part of the word count for the assessment. The case study should be structured in the following way: Heading 1. Introduction. Your case study should begin with a short description of your subject including their age, gender, appearance and family background. You should then locate your subject geographically (where was s/he born and brought up etc) socially, and economically. Heading 2: Multiple Identities Heading 3:Masculinities Heading 4: Femininities Heading 5: Cultural Capital Headings 2-5 can be rearranged in any order you like. Heading 6: Conclusion Heading 7: Comment (100 words). A reflection on your personal feelings about this assignment and what you have learnt from it. BRITISH CULTURE BA(Hons) International Trade and Business Communication BA(Hons) International Business Communication BA (Hons) Communication and English Studies Erasmus Exchange Programme Unit Coordinator: Margaret Anne Clarke e-mail: Tel: Office hours: Wednesday 9.00 – 11.00 School of Languages and Area Studies Academic Year 2014 – 2015 Introduction British Culture is designed to provide Level 5 students with an option which introduces them to the fundamental characteristics of British culture, understood as the “that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by human beings as a member of society” (Tyler). The unit builds on prior knowledge about British institutions gained at Level 4, or on prior knowledge from the students’ home country. The unit will take an anthropological and ethnographic focus, and the assessments will reflect this, using a wide range of analytical and research tools to analyse the socially constructed nature of geographical place, social and human identity in contemporary Britain, using a variety of media. Learning Outcomes On successful completion of this unit, students will be expected, at threshold level, to ba able to: 1.    Introduce students to the key tools of analysis required to critically examine social behaviour in public spaces in contemporary British culture within historical, socio-economic and geo-demographic frameworks drawing on their personal experiences, literature and media representations. 2.    Observe, analyse and record the socially constructed nature of a public space, applying relevant literature and tools. 3.    Introduce students to the key tools of analysis required to critically examine social identity in contemporary British culture from both personal and lived experiences and the representation of social identity in contemporary media. 4.    To introduce students to a range of technologies for the purpose of knowledge creation and  production. 5.    To develop students’ understanding of ethnographic research, questionnaires and interviews. 6.    To develop the students’ ability to report on data collection and analysis according to UK HE conventions through the use of collaborative workspaces. Syllabus Outline The topics covered in the unit will include: 1.    Introduction to a variety of research methods (ethnography, questionnaires and interviews) 2.    The historical evolution of public space and place in Britain and its particular features in the present day: the demography and characteristics of urban and rural environments 3.    The regulation and socially constructed nature of public space 4.    The historical evolution of social customs and practices in Britain and their particular features in the present day 5.    Social class and cultural capital 6.    The present and changing nature of Social identity, with reference to markers such as the body, the body, fashion, and youth cultures 7.    The changing nature of femininities and masculinities in modern Britain Teaching method and unit delivery The unit is taught in a multimedia lab which enables students to draw on a variety of multimodal resources to complete seminar tasks and to be able to communicate both online and face to face. The unit will include lectures, seminars and workshops. The lecture will be in the form of a PowerPoint presentation with links to other resources, introducing the weekly topic. The seminars will require students to further examine the topic either individually and/or through group discussion. The workshops will involve students in observation and creation of data collection tools. All material will be available on the Virtual Learning Environment and students will be required to respond to and save both PowerPoint lectures and completed seminar tasks to their personal drive or USB stick. Assessment Regulations All assessments for this unit are subject to the standard rules and regulations of the department. You should consult your Student Handbook: Course Supplement for information regarding the general rules for the presentation and submission of coursework, lateness penalties, citation and bibliographical conventions, and general marking criteria. The university operates a marking scheme of 0-100% with a range of 30-80% being considered a normal range of marks. Any marks which fall outside these two points are considered exceptional. More specific information pertaining to Examination and Assessment Regulations can be found at the following link: http://www.port.ac.uk/student-home/ If the student’s final mark is below 40% and is therefore classified as a fail, THERE WILL BE A RESIT TASK. The resit period begins in July 2015 and will consist of an essay of 2750 words in length. So students should make sure that they have not booked return flights during this period if they have failed a Unit. Students should attempt and submit all unit assessments. It is especially important that the final assessment is attempted. Students should note that the final assessment may not always be the last assessment. On this unit, Assessment 2 is the final assessment. Failure to attempt/submit the final assessment without valid extenuating circumstances has serious consequences : if a student fails the unit and has not attempted the final assessment, (s)he will not be eligible for second attempt assessment (a summer resit) in the unit. The fail will not be compensated at the Progression and Award Boards. This means that a student will not be able to progress to the next level of their programme and will instead be required to repeat the unit again during the following academic year. Assessment schedule and strategy Note: in week 11 and/or 12 we will examine an example of one specific public space in class. This will be of Victoria Park, located near Portsmouth’s city centre, and so no other park can be used for the case study. Students who analyse this or any other park will receive a fail and may be required to complete a resit task in July during the referral period. Learning Outcomes 1,2,4, 5 and 6  will be assessed by a written case study of 1250 words, usually in week 13, with a dedicated workshop and seminar  in week 3 and week 11.This assessment will comprise an ethnographic observation of a place chosen by the student. The students will hand in weeks 3 & 7 two workshops and fieldwork requiring data collection and analysis to prepare for the formative assessment in week 11 and the submission of assessment 1 in week 13. Learning Outcomes 1, 3, 4, 5 and 6 will be assessed by a 2000 word case study. The students will have created their own data collection tools in the form of a questionnaire in workshops in weeks 21, 22. This will be followed by a workshop and seminar in week 23 with the submission of the artefact usually in CAP Week 2. Assessment 2: 1.    A written essay of 2000 words comprising a case study of a British student.  Weighting: 60% of total assessment load. Submission date: A written essay of 2000 words comprising a case study of a British student.  Submission date: Thursday April 30, CAP Week 2,in Room 1.13, Park Building, before 12.00 pm Assessment 2 will be assessed by a 2000 word case study with appendices. The class will create their own data collection tools in the form of a questionnaire completed in Teaching Block 1. This will be followed by a workshop and seminar in week 23 with the submission of the artefact in CAP Week 2. Interview a British student (male or female) in order to find out about the changing nature of masculinity/ femininity, multiple identities, and the notion of cultural capital in Britain. Your case study should be individual. The following may be useful starting points: You should attach the interview schedule you used and a representative sample of their responses in either hand written form or in digital format attached in an mp3 as an appendix to the assignment. Failure to do so will result in a failing grade. You should include this as an Appendix. It does not form part of the word count for the assessment. The case study should be structured in the following way: Heading 1. Introduction. Your case study should begin with a short description of your subject including their age, gender, appearance and family background. You should then locate your subject geographically (where was s/he born and brought up etc) socially, and economically. Heading 2: Multiple Identities Heading 3:Masculinities Heading 4: Femininities Heading 5: Cultural Capital Headings 2-5 can be rearranged in any order you like. Heading 6: Conclusion Heading 7: Comment (100 words). A reflection on your personal feelings about this assignment and what you have learnt from it. Method of work You will need to do some background reading in relation to unit topics, such as men and women, the family, marriage, divorce, employment, etc., in order to demonstrate a wider understanding of these issues. Video material is available both in the learning resource centre and in BOB Box of Broadcasts  (www.bobnational.net) as you are expected to have watched most if not all the videos available for this unit in your own time. Failure to include references to literature sources will result in a lower grade. You should reference in the body of your case study and write a bibliography at the end. Failure to use correct in text referencing and a bibliography will result in a lower grade. You may find several of the following websites useful: •    Upmystreet  (www.zoopla.co.uk) &CheckmyFile (checkmyfile.co.uk) for economic and social background •    British Social Trends (http://data.gov.uk/dataset/social_trends) •    Guardian Data Blog (http://www.theguardian.com/data) And Wikipedia for a first reference point but you should try to avoid wherever possible including this in your final bibliography. There will be a collaborative workspace called a ‘wiki’ which is available on Victory to help with making a questionnaire for your interview and also another one which is intended to help you better organise your data from the questionnaire and to learn how to use in text citation. Assessment Criteria: •    Ability to locate the individual in their geographical, social, economic context and to demonstrate an understanding of these wider issues through reference to literature. •    Ability to select and present relevant material •    Ability to analyse and interpret data •    Ability to demonstrate an understanding of relevant key concepts •    Ability to present a coherent, organised piece of work with conforms to normal academic standards. •    Ability to reflect on the learning process. Ethics guidelines You will need to ask your interviewee to fill in a form allowing you to ask your questions. This should be submitted as part of your appendix and is not part of your word count. You should avoid using the student’s real name in your written report. Because you will be interviewing real people there is a need both as a student at Portsmouth and out of respect for the person you interview to respect their privacy and do your research according to ethical guidelines. The basic principles of Ethical guidelines are that the assessment you have been asked to do should follow the principle of DO NO HARM, and at the same time it should observe the principle of DO GOOD. There is a form available on the Virtual Learning Environment which you should use and attach to your case study submission. It also means that the questions you ask need to be asked in such a way that the person concerned can refuse to answer.  All of your questions should have been trialed on the wiki for appropriacy and sensitivity. It might be a good idea to show your interviewee the written questions before the interview and if there are any questions they are not comfortable with they can tell you in advance. You need to think about the following: •    Are there any risks to you or the person you interview •    Privacy and confidentiality (you should change the name of the person and not use their real name) •    Make sure that you meet somewhere where you feel comfortable which does not put you or the other person at risk. •    Sensitive issues (sexuality, death, illness, health, religion, politics, crime, and race.) BAITE/BACES/BAES British Cultural Studies 1 Assignment 3 HEMIS number: Unit: British Culture 1 Assignment Title: Case Study Marker (s): Margaret Anne Clarke, Second Marker MARKING CRITERIA: CHECKLIST: Ability to locate the individual in their geographical, social, economic context and to demonstrate an understanding of these wider issues by making reference to literature and resources Excellent    Very Good     Good    Average    Below Average    Fail Ability to select ,present , analyse and interpret data Excellent Very Good    Good    Average    Below Average    Fail Ability to demonstrate an understanding of relevant key concepts Excellent    Very Good    Good    Average    Below Average    Fail Ability to present a coherent, balanced and well organised piece of work which conforms to normal British academic standards. Excellent    Very good    Good    Average    Below Average    Fail Ability to reflect on the learning process. Excellent    Very good    Good    Average    Below Average    Fail OVERALL COMMENTS MODERATOR’S COMMENTS: if a borderline mark Marker’s signature: Date: ………………….. …………………..    Mark recommended: (NB all marks are subject to confirmation by the Examination Board) Programme Week 1: Introduction to British Culture: Britain as a Space, Place or Nation Week 2: Diversity and Difference: a History of Britain Through Maps Week 3: How does the Past Influence the Present? Britain’s Villages and Towns Week 4: The Construction of Britain’s Public Spaces: Starting Ethnographic Research Week 5: Analysing Environment, Society and Culture Through Signs Week 6:  The Industrial Revolution and the Making of Britain’s Urban Spaces Week 7:   The Making of Modern Britain (1): The Origins of Consumer Society and the Democracy of Property Week 8:   The Making of Modern Britain (2): the Second World War, Loss of Empire and the Welfare State Week 9:    Who Owns Britain? The Feudal Past and the Exercise of Power Week 10:  Writing Your Assessment: Conducting and Writing Up an Ethnographic Study Week 11:  How We Live and Social Class in Britain Week 12:  The History of Housing in Britain Week 13:  Change Over the Generations: The Family in Britain Week 14:  Childhood in Britain and introduction to Gender Studies Week 15:  The Body in Britain: Identity and Self-Image Week 16:  Changing Ideas of Women and Femininity Week 17:  Fashion in the 20th and 21st Centuries Week 18:  Youth Cultures and the rise of Popular Music Week 19:  The Way We Speak: Dialects, Accents and Social Class Week 20:  Masculinities in Britain Week 21:  “Race”, Ethnicity and Multicultural Britain Week 22:  Femininities in Britain Week 23:  Assessment 2: Conducting a Case Study Week 24:  Homosexuality, Lesbians, Transgender and Gay Pride Bibliography Material and Resources All the essential resources and links to material you need will be placed on the unit’s dedicated Moodle site.  Further video material and DVDs are available in the Learning Resources Centre. Particularly important: Box of Broadcasts, www.bobnational.net. A comprehensive repository of British television and radio programmes, which you can access on campus. YouGov, https://yougov.co.uk/opi/.Site containing statistics, surveys and in-depth reports on every aspect of British life, economy and society in the twentieth and twenty-first centuries. UK Census 2011.The most up-to-date survey of British life and society.http://www.ons.gov.uk/ons/guide-method/census/index.html Guardian datablog.Extensive datasets on British life and opinion.http://www.theguardian.com/news/datablog Find a Hood. Very detailed statistics on all aspects of local districts in Britain.http://www.findahood.com/ All the following books are available in the University Library Susan Bassnett (ed) Studying British Cultures: An Introduction. London: Routledge. Anita Biress and Heather Nunn (2013)  Class and Contemporary British Culture. Basingstoke: Palgrave Macmillan. David Christopher (2006) British Culture: an Introduction. London: Routledge. John Storey (2003) Cultural Studies and the Study of Popular Culture. Edinburgh: Edinburgh University Press. David Watson (2008) Introducing Cultural Studies: Learning Through Practice. London: Sage. Patrick Wright (2009) On Living in an Old Country: The National Past in Contemporary Britain. Oxford: Oxford University Press. Introduction Introduction This is a wiki, or collaborative workspace, which we will use in class and independently out of class to create a sample questionnaire for you to use with your subject. The wiki also contains appropriate resources and other information. We will all contribute questions to this wiki, which will then be edited and ready for you to use. You will need to cut and paste sample questions from the wiki and make your questionnaire. You will need to print a copy to ask the student the questions and have the students write down answers on the questionnaire, which must be included in your submission as an appendix, and submitted with your case study, together with the ethical consent form which the student must also sign. As the Unit Handbook states, you are asked to interview a British student currently studying at the University of Portsmouth, which then you will write up as a case study of 2,000 words of how the student's identity, or perceptions of their identity, reflects (or not) roles, attitudes and norms in contemporary British society. Your case study should begin with an introduction (no more than a paragraph) giving the reader an overall impression of the students, including their age, gender, appearance and family background. You should then locate the student geographically, socially and economically, state where the student was born and brought up, the professions and social status of their family. After that, to help you organise the study better, you should divide the main part of the essay into four headings: Multiple Identities, Masculinities, Femininities and Cultural Capital. Details and sample questions are to the right of this homepage. For this essay, you need to analyse your student's answers in relation to all the contemporary issues and trends in Britain, which we will study during this teaching block, for example, social class, the family, attitudes towards the body, diet and health, the role and status of women in British society, and anything else which your student's answers show as relevant. To do this, you will need to read on these topics, and include references to background data and information in your essay. Failure to include references to your sources, with correct in-text referencing and bibliography, will result in a lower grade. The kinds of resources you can use to place your student within the context of wider contemporary British society are the following: British Social Trends (http://data.gov.uk/dataset/social_trends) />Guardian Data Blog (http://www.theguardian.com/data) />Office for National Statistics: The 2011 United Kingdom Census (http://www.ons.gov.uk/ons/guide-method/census/2011/index.html?utm_source=twitterfeed&utm_medium=twitter) Introduction 1. Name 2. Where your student is from. 3. What they your student is studying. 4. Description of your student's appearance and manner. 5. Your student's family background and the professions of their parents. 6. Who the student is, who he/she thinks she is, and her place and role in British society Cultural Capital This section is about the student's education, their level of reading- books, fiction and poetry - and other cultural habits such as music, the cinema and theatre, the type of newspapers they read, and other indicators of "culture" in Britain, such as, for example, whether they speak a foreign language, the sort of television they watch, how much they know about other cultures, how much they have travelled to other countries. Questions for cultural capital/sub cultural capital How would you describe your family background (e.g. working class, middle class...)? What kind of education did you have access to (public school or a school provided by the state system) ? How many of Shakespeare's plays have you read or watched? What other authors do you read, if any? Do you enjoy poetry, or drama or some other genre? If you read a newspaper, which one? Where do you usually shop? Which supermarket would you choose if money were not an issue? (Waitrose, ASDA or Tesco)? What kind of food are you most likely to eat? Do you care about the price, or the quality? Would you feel comfortable eating in the Ritz in London? Why? Why not? Do you enjoy listening to classical music? What compositions by classical composers such as Beethoven or Elgar are you familiar with? Have you attended a performace at a theatre or concert hall in the past five years? What sort of books do you like to read outside of the ones set for your degree programme? Do you have any preferred authors? Have you studied any foreign languages? Do you think it is important to be familiar with a language which is not English? Which of the following radio channels would you prefer to listen to: Radio Five Live, Talksport, Radio 4, Radio 3 Radio 1, or another channel available on digital radio? How much time do you spend watching TV per day? Which television stations do you prefer; BBC1, BBC2, Channel 4, BBC 4 or another channel available on satellite or cable TV? Femininities Whether you are interviewing a man or a woman, you need to find out about how they view and understand the role and place of women in Britain, and accepted norms concerning how women are meant to behave, dress and act. Questions for a man: (to discover what he understands women and their role in society and the family) 1. If and when you marry, would you feel it is acceptable to go to a pub or club on your own, and for your wife to do the same? 2. Do you feel comfortable with a woman retaining her own name after marriage? 3. How would you feel if your girlfriend became drunk on a regular basis or used bad language with your parents? 4.  If you and your partner were to have children, would you expect her to continue to work full-time, or to switch to part-time work, or would you become a full-time primary carer? 4. Would you feel happy or unhappy if your wife or girlfriend was overweight? 5. How do you feel about women adorning their bodies with tattoos? Would you be comfortable with your own partner doing this? 6.  Which of the following women do you most admire and why? a. Cheryl Cole  b. Ellen MacArthur  c. Nigella Lawson d. Kate Middleton (Duchess of Cambridge) e. Theresa May. 7. From the following British models and celebrities, who would be your ideal, if any: Victoria Beckham, Kate Moss, Adele, Coleen Rooney 8. Would you expect your wife or partner to be able to cook? 9. Do you think women have attained genuine equality in the workplace, and in society? If not, why not? 10. Would you feel happy if your partner had, or wanted to have, plastic surgery? Questions for a woman: (to discover what she understands about being a woman and her role in society and the family) You will need to ask similar questions about  appearance, the role of the woman in the home and attitudes to success at work and having children. Question for a woman : 1.How do attributes and attitudes towards feminities differ from your grandmother and your mother: for example, is there a contrast between the education they received? 2. Would you like to get married, or do you feel it is not necessary? 3. How do you envisage your life changing when and if you do get married? 4.  If you and your partner were to have children, would you continue to work full-time, or would you switch to part-time work, or would you become a full-time primary carer? 5. Would you change your name to that of your husband's or would you retain your own name? 6.Which of the following would you prefer: Going out for drinks with a group of girls or going for a quiet dinner with your boyfriend? 7. Would you have a tattoo? 8. Are fashion and make-up important to you? 9. Do images of women in the media and advertising influence your style, or your attitude towards your appearance? 10. When you graduate and enter the workforce, do you anticipate any difficulties with discrimination or sexism? Have you already encountered such difficulties, and how? 11. Which of the following women do you most identify with or would be a role model for you?  a. Cheryl Cole  b. Ellen MacArthur c. Nigella Lawson d. Kate Middleton (Duchess of Cambridge) e. Theresa May. 12. Would you consider having plastic surgery? 13. Is there any other British female celebrity or woman in public life that you admire? Why? Masculinities Questions about masculinity Whether you are interviewing a man or a woman, you should find out their attitudes to the role and function of men in Britain today and what the concept of "masculinity" means in modern Britain. Questions for a woman (to discover what she understands about men and their role in society and the family today) 1. Would you expect your husband or partner to take equal responsibility for housework, cooking and domestic chores? 2. Would you expect your husband or partner to be comfortable if you earned a higher salary than he? 3. If circumstances demanded it, would you be happy with your partner as a househusband and assuming the main responsibility for taking care of the home and the children? 3. Do you feel that men are depicted fairly in the media, television programmes and advertisements? 4. Do you think a man should take care of his appearance, dress fashionably and use cosmetics such as moisturiser? 5. How do you feel about the man being the breadwinner ? Questions for a man (to discover what he understands about men and their role in society and the family) 1. Do you think any of the following terms apply to you: new man, metrosexual, bloke, or lad? 2. Which of the following would you do willingly for your wife or partner? Cooking, housework, or babysitting? 3. Do you envisage becoming a father? How do you view the role of fatherhood? 4. If circumstances demanded it, would you be happy with being a househusband and assuming the main responsibility for taking care of the home and the children? 5. If your wife or partner's salary was higher than yours, how would you feel about it? Why? 6. Are appearance and fashion important to you? What proportion of your time and money do you spend on grooming and clothes? 7. Would you have a tattoo? 8. Which of the following men do you admire, or might see as a role model? a. David Beckham  b. Richard Branson c. Brian Cox d. Jeremy Clarkson 9. Are there any other men in public life that you admire? Why? 10. Are there any differences in expectations of what men should be and what they should do between your generation and your father's generation? Multiple Identities This section of the essay is about the components which make up the student's identity, such as their regional background, family background, beliefs - religious, political or other -  interests and hobbies, career aspirations and ambitions. 1. Which part of the U.K. are you from? Is regional or local identity important to you? 2. Can you describe the neighbourhood or district where you were brought up? (find out the postcode if possible). 3. Do you practice a religion, or have any specfic religious beliefs? 4. What were the reasons for your choice of degree programme? 5. Which profession or job would you ideally like to enter when you graduate? 6. What are your interests outside of your degree programme? Do you belong to any societies or associations? 7. Do you practice, or follow, any kind of sport? 8. Do you follow political issues and current affairs? 9. What is your attitude towards food and diet? Are you a vegetarian, for example? 10. Now that you are a student, how important is your immediate family and also your grandparents? 11. How often are you in touch with friends from school, are they still important in your life? 12. How do you use social media such as Instagram or Facebook? Do you present a certain image on these networks? Resources Conclusion As with Assessment 1, you should summarise all your findings in a brief conclusion. This should then be followed by a hundred word reflection on your feelings about this assignment and what you have learnt form it. Bibliography You must record any and all of the sources that have helped you write your case study. You must include any sources from Victory, from BoB, and the Learning Resources Centre; and any other that you have found yourself. Use Harvard APA: if you are not sure how to do this please go to http://referencing.port.ac.uk Don't forget that you should use in-text citations to point your reader to your bibliography. GENERAL Guardian Datablog (VERY USEFUL) http://www.guardian.co.uk/data UK Government Census 2011: http://www.ons.gov.uk/ons/guide-method/census/2011/index.html /> /> Social Attitudes in Britain UK National Statistics National Readership Survey Institute for Public Policy Research Social Issues Research Centre NatCen Social Research MARRIAGE AND CHILDREN http://www.statistics.gov.uk/hub/population/families/marriages--cohabitations--civil-partnerships-and-divorces http://www.guardian.co.uk/news/datablog/2013/mar/25/family-size http://www.telegraph.co.uk/women/mother-tongue/9114138/Marriage-is-back-as-middle-aged-couples-lead-the-way.html HOUSEWORK http://www.guardian.co.uk/society/2012/mar/10/housework-gender-equality-women http://www.dailymail.co.uk/news/article-206381/Working-women-housework.html HOUSEHUSBANDS http://www.telegraph.co.uk/women/mother-tongue/9039858/Breadwinning-wives-lead-to-more-househusbands.html NEWSPAPER READERSHIPS http://www.guardian.co.uk/news/datablog/2012/sep/12/digital-newspaper-readerships-national-survey http://www.nrs.co.uk/top-line-readership/ OBESITY AND DIET http://www.birmingham.ac.uk/research/activity/mds/centres/obesity/obesity-uk/index.aspx http://www.nationmaster.com/graph/hea_obe-health-obesity http://www.guardian.co.uk/news/datablog/2012/dec/20/health-survey-england-obesity-trends-data PLASTIC SURGERY http://www.guardian.co.uk/news/datablog/2012/jan/30/plastic-surgery-statistics-uk CONSUMER HABITS http://www.statistics.gov.uk/hub/economy/personal-finances/consumers-and-customers MEN'S GROOMING AND COSMETICS http://www.cosmeticsbusiness.com/market_reports/article_page/title/60081 RELIGOUS BELIEFS http://www.ons.gov.uk/ons/interactive/census-map-2-1---religion/index.html http://humanism.org.uk/campaigns/religion-and-belief-some-surveys-and-statistics/ http://www.nationmaster.com/country/uk-united-kingdom/rel-religion Willitts, M., Swales K. (2003). Characteristics of Large Families. Social Research Division. Retrieved from http://research.dwp.gov.uk/asd/asd5/ih2003-2004/IH118.pdf