Accоrding tо Cаrrerаs et аl., what is the main explanatiоn for support for Brexit?
Text A - A Plаce tо Get Stаrted Originаl infоrmatiоnal text about a fictional program; the center and results are invented. [1] A quiet room can help students study, but a room alone does not meet every need. At the fictional Maple Community Center, students helped plan a free study space. Their goal was to make it easier for teens to begin and finish schoolwork. The first plan offered tables, outlets, and quiet hours after school. [2] In the first month, staff counted visits. They also asked visitors what kept them from getting started. Several students said they often arrived without a needed supply. Others said they lost time trying to decide which task to do first. These answers showed two barriers that an empty chair could not solve. [3] The center added a shelf of supplies that students could borrow without paying. During the next four weeks, students borrowed chargers 31 times and calculators 18 times. One student wrote, “I used to leave when my battery died. Now I can stay.” The shelf stood beside a blue wall. Its purpose was to help students keep working when a missing item might otherwise stop them. [4] The center also offered a short planning check with a volunteer. Students named one task, chose a first step, and set a goal for that visit. Of 20 students who tried the check, 15 said it helped them begin sooner. Their answers described their own experience; they did not prove that the check helped every student or raised grades. [5] Some students wanted supplies but no planning help. Others brought all their supplies but wanted help choosing a first step. Both supports stayed optional. Students could also use the quiet tables without either one. The center kept asking visitors what was useful and what still got in the way. [6] A useful study space gives students more than a seat. Access to basic supplies can remove one barrier, while a simple plan can remove another. Listening to students helps a program offer choices that fit different needs. Visit totals show how many people come; student feedback helps explain what makes those visits useful.
Text C - Rооm оn the Route Originаl short story. [1] Mаteo’s wаlking club planned a free tour of the neighborhood’s public art. He drew the first route himself. It crossed a footbridge, climbed a steep hill, and ended at a painted wall. When Sal suggested a longer route with fewer steps, Mateo pointed to his map. “This way is faster,” he said. “We only have an hour.” He folded the map before she could reply. [2] On the first practice walk, a delivery cart blocked the narrow bridge entrance. Everyone waited while its driver moved it. “The side street has a wide crossing,” Sal said. Mateo checked his watch. “We’ve lost enough time already.” The group stayed on his route and reached the wall ten minutes late. [3] A week later, Mateo asked neighbors to test the tour. At the hill, Mr. Reed stopped to catch his breath. Two others stopped with him. Sal spread her own map on a bench. It showed a flatter way past the same three artworks. “The shortest line on paper isn’t always the quickest trip for a group,” she said. This time Mateo did not fold the map. He asked the waiting walkers what they thought. [4] The group tried Sal’s route that afternoon. It was two blocks longer, but fewer stops were needed. They reached the final artwork with time to talk about it. Mateo erased the hill from his map. Beside the new route, he wrote the walkers’ suggestions: a bench stop, a clear meeting point, and time for questions. [5] Before the public tour, a new member asked whether they could pause near a small mosaic. Mateo reached for the map. Sal watched his hand. He opened it between them and handed the new member a pencil. At the tour, the group paused at the mosaic, and Mateo listened while a neighbor explained how its pieces had been collected.