InFam.13.1 Cicero, visiting Athens en route to Cilicia in the summer of 51b.c., writes to C. Memmius L.f., praetor in 58 but by the time of Cicero's communication an exile in Athens after the shambolic consular elections for 53; Memmius was absent from Athens in Mytilene, hence the need for Cicero to write to him. This letter, along withAtt.5.11.6 and 19.3, is our focus in the argument that follows, but, to summarize the situation in the very broadest terms, Cicero's concern (...) in it is with Memmius’ intentions regarding a plot of land in Athens occupied by a house of Epicurus, and with the objections to Memmius’ plans that had been raised with Cicero by the scholarch of the Epicurean community in Athens, Patro. (shrink)

Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about reputation management in grant-maintained schools, and (...) of the explicit objectives of the grant-maintained policy. It is further suggested that the evidence provided about grant-maintained primary schools could be used to inject new life into a policy faltering in secondary schools. (shrink)

Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about reputation management in grant-maintained schools, and (...) of the explicit objectives of the grant-maintained policy. It is further suggested that the evidence provided about grant-maintained primary schools could be used to inject new life into a policy faltering in secondary schools. (shrink)