While "the proportion of African-Caribbean students achieving 5 good GCSE grades is well below the national average. Yet in Birmingham…African-Caribbean pupils were doing better than the average" (Baker 2002)
Labour helping families out of poverty by introducing free nursery places for 3- to 4-year-olds. Three measures include: a recent tax credit to support childcare for low-wage workers (Jowitt 2013); the Sure Start programme which "supports parents in the poorest communities and tries to intervene to overcome the disadvantages their babies experience from birth" by "aiming to improve parenting skills, give mothers more support and get small children fully immunized and into nursery schools" (Bosely 2008); and increasing the availability of food banks for needy families of a wider range of incomes (Bennett 2013)
Labour helping families out of poverty by introducing free nursery places for 3- to 4-year-olds. Three measures include: a recent tax credit to support childcare for low-wage workers (Jowitt 2013); the Sure Start programme which "supports parents in the poorest communities and tries to intervene to overcome the disadvantages their babies experience from birth" by "aiming to improve parenting skills, give mothers more support and get small children fully immunized and into nursery schools" (Bosely 2008); and increasing the availability of food banks for needy families of a wider range of incomes (Bennett 2013)
Labour helping families out of poverty by introducing free nursery places for 3- to 4-year-olds. Three measures include: a recent tax credit to support childcare for low-wage workers (Jowitt 2013); the Sure Start programme which "supports parents in the poorest communities and tries to intervene to overcome the disadvantages their babies experience from birth" by "aiming to improve parenting skills, give mothers more support and get small children fully immunized and into nursery schools" (Bosely 2008); and increasing the availability of food banks for needy families of a wider range of incomes (Bennett 2013)
Identify TWO policies or reforms which aimed at raising educational achievement and briefly explain how each was meant to do so. In the 1980s, the Conservative government introduced "a number of market mechanisms into the UK education system, including parental choice, parent representation on governing bodies and linking school funding with student enrolment numbers" and publishing test scores to address concerns about failing schools and to allow parents to 'punish' failing schools by withdrawing their children (Machin & Vignoles 2006: 3)
The difference in the number of girls and boys reaching Level 2 is about 10 percentage points, and this gap shows no signs of narrowing. It indicates that the underachievement of boys in literacy begins in the first few years of their education, and eventually this leads to many boys transferring to secondary schools with weak literacy skills that are often insufficient to cope with the demands of the secondary curriculum (Ofsted 1994 -- 1998)" (Shelton n
Gender -Trends achievement (Statistics) . Class trends in achievement: Prejudice and culture According to the British Educational Research Association: "Some 31% of white pupils on free school meals -- a key indicator of poverty -- achieve five As to Cs, compared with 63% of white pupils not eligible for free school meals" (Shepherd 2010)
Economic and social damage to the Korea Peninsula was horrendous, especially in the North, where three years of bombing left hardly a modern building standing. (Cumings, para on "Aftermath") Despite the suffering, what was the result of the Korean War? A stalemate, during which the U
e., the American Ambassador to Japan at the time, Joseph Grew, who prided himself on being close to Emperor Hirohito, believed that negotiations with Japan could avert war (Thomas)
Nixon was the thirty-seventh American President whose administration started functioning in January1969 and concluded in August 1974 in an abrupt manner following the Watergate scandal. Despite the consequences brought by the scandal, Nixon's presidential terms can be remembered in good words considering the fact that they brought the nation success on many fronts (Collins, 2000)
In an attempt to challenge his political opponents like Senator Henry Jackson and Senator Edmund Muskie, Nixon signed the Endangered Species Act in 1969 and the National Environmental Protection Act in 1970. For gaining advantage on regulatory legislation, Nixon signed laws that were formulated to reduce air, water, and pesticide pollution, control marine dumping, care for coastal zones and marine mammals, and struggle to overcome other problems (Flippen, 2000)
S. relationships with other countries of the world (Friedman & Levantrosser, 1991)
It is widely acknowledged that the Nixon years were a point of time in which spectacular, valiant, ground-breaking advancements and approaches in the field of foreign affairs took place. It can be said that those "were years when the conventional wisdom was challenged and when conventional solutions were eschewed for a new strategic approach to foreign policy" (Genovese, 1990)
In fact, he co-wrote a famous book, "Why War?" with Sigmund Freud in 1932 that became classic anti-war literature. Another writer states, "The 'Why War?' letters, organized by Einstein, were written at the behest of the International Institute of Intellectual Co-operation, a committee of the League of Nations" (Dunn 112)
This idea sets Einstein apart from many scientists, and sums up his interest in pacifism and humanism. In another essay Einstein wrote, "To ponder interminably over the reason for one's own existence or the meaning of life in general seems to me, from an objective point-of-view, to be sheer folly" (Einstein et al
This idea sets Einstein apart from many scientists, and sums up his interest in pacifism and humanism. In another essay Einstein wrote, "To ponder interminably over the reason for one's own existence or the meaning of life in general seems to me, from an objective point-of-view, to be sheer folly" (Einstein et al
Throughout his life, Einstein was acclaimed for his science, but he was also intensely devoted to the fate of the Jews. Another writer notes, "There she [his sister] makes a plausible extrapolation: that Einstein's 'religious feeling' found expression in later years in his deep interest and actions to ameliorate the difficulties to which fellow Jews were being subjected, actions ranging from his fights against anti-Semitism to his embrace of Zionism" (Holton)
Another biographer writes, "He too regards himself as a philosopher. Often he has said to me, 'I am more a philosopher than a physicist'" (Infeld 115)
Telling her that he had been unable to love his own mother and found both her and Mileva 'unlikeable,' he burst out: 'I have to have someone to love, otherwise life is miserable. And this someone is you'" (Lewis 32)
One however, eluded him. Another scientist writes, "Einstein, who had already united space, time and gravity in his theories, certainly believed this and spent the latter half of his life seeking -- unsuccessfully -- 'a theory of everything' that would combine quantum physics and relativity" (Mckie)