Sentence examples for effect on the disadvantaged from inspiring English sources

The second stresses the terrible economic and social effect on the disadvantaged of the 19th-century Italian struggle for political unity.

The reasons are that these interventions could achieve or tried to ensure the uptake of the intervention (insurance coverage or participatory meeting) being similar among different kinds of populations; and when the uptake was universal, the effective interventions usually had stronger effects on the disadvantaged populations [ 41].

Combined with a high toll price, it also had a negative effect on the most disadvantaged users (low income category).

The initial evaluation of Sure Start did not show positive effects on the most disadvantaged families [ 27] while in the evaluation of more established program (Every Child Matters), positive outcomes were apparent [ 24].

This Field encourages and supports the authors of systematic reviews to include explicit descriptions of the effects of interventions on the disadvantaged and the ability of interventions to reduce inequalities.

Dense, well-managed urban development and the provision of accessible, affordable public transport can therefore have a positive direct effect on the poor and other disadvantaged groups by increasing their ability to access goods, services, and economic opportunities.

"They felt there were risks here that you might see pupils, many of whom drop out at sixth form, that the linked AS and A2 system encouraged them to stay the course and to achieve more highly than they expected and that it could have a disproportionately negative effect on disadvantaged pupils that the government in other spheres is doing everything possible, rightly, to provide additional help".

Widely expressed concerns about recent changes in HE [higher education] funding arrangements having a disproportionate effect on more disadvantaged groups are not borne out by these data".

Professor Hutchings wrote that the policy could have the biggest effect on those from disadvantaged backgrounds.

Gladwell also analyzes a 5-year study done by Karl Alexander of Johns Hopkins University, demonstrating that summer holidays have a detrimental effect on students of disadvantaged backgrounds, who paradoxically progress more during the school year than students from the highest socio-economic group.

The education secretary insisted that the problems over chemistry would not delay the new A-level being taught, and she denied that decoupling the current AS and A-level exams would have a disproportionately negative effect on students from disadvantaged backgrounds.