1. In the XIII century there were over 160 towns in England.
2. Before the XIII century there were no universities in England. The oldest university was founded in Oxford in 1667. It remained the principal centre of science for centuries. It was famous for the superior learning of its professors who had a great influence on the development of English culture.
3. Sheep breeding became especially popular in the English eastern and northern counties in the XIII century. It was soon discovered that it was easier to grow wool on the sheep's back than to grow grain on the poor lands. There were many foreign markets which were ready to buy English wool. It meant that European trade was developing.
4. There were important changes in the English countryside in the XIII century. There were new classes of gentry, nobles and small landowners. There were many armed conflicts between the peasants and the feudals. There was one reason for that: the lords tended to monopolize the use of common lands. It was natural that the parliament supported the rich because only the top layer of the population was represented there.
Объяснение:
Как важен нам здоровый образ жизни?
Что необходимо делать чтобы быть здоровым?
Какую пищу мы должны есть чтобы быть здоровыми?
Вредит ли нам жирная еда?
Влияет ли спорт на Наше здоровье?
Как спорт влияет на Наше здоровье ли нам вредные привычки?
Ты заботишься о своём здоровье?
Ты имеешь Здоровый жизни?
Эти же во на иглишэ:
how important is a healthy lifestyle to us?
What should be done to be healthy?
What kind of food should we eat to be healthy?
Does fatty food harm us?
Does sport affect our health?
How does sport affect our health?
Do bad habits help us?
do you take care of your health?
do you have Healthy lifestyle?
down
Объяснение:
The National Council on Disability (NCD) released a report documenting trends in academic achievement of students with disabilities, as a result of the implementation of No Child Left Behind Act (NCLB) and the Individual with Disabilities Education Act (IDEA). The National Council on Disability is an independent federal agency making recommendations to the President and Congress to enhance the quality of life for all Americans with disabilities and their families. It is composed of 15 members appointed by the President and confirmed by the U.S. Senate. The study was conducted by the Educational Policy Institute and the American Youth Policy Forum under contract to NCD. The report is based on the collection and analysis of NAEP and IDEA data regarding student academic achievement; interviews of state administrators and representatives about trends and issues related to NCLB and IDEA.
In general, recommendations from the report include:
Maintain high expectations for students with disabilities. Interviewees acknowledged that not every student with a disability can achieve to high standards, but they recommended holding firm to high expectations, and keeping the pressure on the system to deliver higher-level instruction.
Develop the capacity of teachers to provide differentiated instruction and a more rigorous curriculum. In order for students to benefit from a higher-level curriculum, teachers must have the content knowledge and pedagogical skills to work with a diverse group of learners, particularly students with disabilities.
Create incentives to attract, recruit, and retain special education teachers. As special education teachers retire and leave the profession, more attention needs to be paid to how to develop the profession and maintain adequate numbers of teachers with the skills and knowledge to work with students with disabilities.
Align NCLB and IDEA data systems and definitions. NCLB and IDEA require data collection and reporting on various student outcomes and program characteristics.
Ensure that students with disabilities are measured on more than just academic skills attainment. The definition of what is assessed for students with disabilities should be broadened to include occupational, employability, and life skills.
Increase funding for special education. Helping students with disabilities access a higher-level curriculum requires more support services, potentially more learning time, better-trained teachers, collaborative teaching, and new instructional approaches.