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Academic literature on the topic 'Bletchley Park Training College'
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Journal articles on the topic "Bletchley Park Training College"
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Younger, D. H. "William Thomas Tutte. 14 May 1917 — 2 May 2002." Biographical Memoirs of Fellows of the Royal Society 58 (January 2012): 283–97. http://dx.doi.org/10.1098/rsbm.2012.0036.
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William Tutte, born in Newmarket, completed a master’s degree in chemistry at Cambridge at the end of 1940, whereupon he was recruited to work at Bletchley Park as a cryptographer. He became the primary person responsible for breaking the Fish code used for high-level Army communication. After the war he returned to Cambridge as a Fellow of Trinity College, for three years of study for a PhD in mathematics. On completing his degree in 1948, he joined the Faculty of the University of Toronto, where he rose to pre-eminence in combinatorics. In 1962 he moved to the University of Waterloo, where he had a significant role in the development of the university and its Faculty of Mathematics.
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Judith P Hallett and Lillian E. Doherty. "Latin Teacher Training Initiatives at the University of Maryland, College Park." Classical World 102, no. 3 (2009): 323–29. http://dx.doi.org/10.1353/clw.0.0091.
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O'Connell, Henry, and Michael Fitzgerald. "Did Alan Turing have Asperger's syndrome?" Irish Journal of Psychological Medicine 20, no. 1 (March 2003): 28–31. http://dx.doi.org/10.1017/s0790966700007503.
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Alan Turing was born in Paddington, London on June 23, 1912 . His family were middle-class and well-off. He was fascinated with science from an early age and showed precocious talent, especially in the areas of chemistry and mathematics. He attended Sherbourne Public School and then King's College, Cambridge where he studied mathematics. His areas of interest at Cambridge were probability theory and mathematical logic. It was at Cambridge that he first conceptualised the Universal Turing Machine, an idea that was to evolve into the modern theory of computing. He has been referred to as the father of the computer.He worked on a cipher machine at Princeton University between 1936 and 1938. He worked for the British Government during World War II with the Government Code and Cipher School at Bletchley Park. He was ultimately the key player in deciphering the German 'Enigma' code used by its submarines during the war. After the war he took up a post in Manchester University where he continued to work on ideas of artificial intelligence. He was arrested and charged for homosexual activity in 1952 and underwent a course of oestrogen therapy. He committed suicide in 1954.He was regarded as being socially aloof and eccentric by colleagues and friends. He was interested in mathematics, chemistry and logic from an early age, to the exclusion of other activities. This paper attempts to establish whether he fulfilled the criteria for Asperger's syndrome.
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Tretter, Justin T., and Jeffrey P. Jacobs. "Global Leadership in Paediatric and Congenital Cardiac Care: “Coding our way to improved care: an interview with Rodney C. G. Franklin, MBBS, MD, FRCP, FRCPCH”." Cardiology in the Young 31, no. 1 (January 2021): 11–19. http://dx.doi.org/10.1017/s104795112000476x.
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AbstractDr Rodney Franklin is the focus of our third in a planned series of interviews in Cardiology in the Young entitled, “Global Leadership in Paediatric and Congenital Cardiac Care.” Dr Franklin was born in London, England, spending the early part of his childhood in the United States of America before coming back to England. He then attended University College London Medical School and University College Hospital in London, England, graduating in 1979. Dr Franklin would then go on to complete his general and neonatal paediatrics training in 1983 at Northwick Park Hospital and University College Hospital in London, England, followed by completing his paediatric cardiology training in 1989 at Great Ormond Street Hospital for Children in London, England. During this training, he additionally would hold the position of British Heart Foundation Junior Research Fellow from 1987 to 1989. Dr Franklin would then complete his training in 1990 as a Senior Registrar and subsequent Consultant in Paediatric and Fetal Cardiology at Wilhelmina Sick Children’s Hospital in Utrecht, the Netherlands. He subsequently obtained his research doctorate at University of London in 1997, consisting of a retrospective audit of 428 infants with functionally univentricular hearts.Dr Franklin has spent his entire career as a Consultant Paediatric Cardiologist at the Royal Brompton & Harefield Hospital NHS Foundation Trust, being appointed in 1991. He additionally holds honorary Consultant Paediatric Cardiology positions at Hillingdon Hospital, Northwick Park Hospital, and Lister Hospital in the United Kingdom, and Honorary Senior Lecturer at Imperial College, London. He has been the Clinical Lead of the National Congenital Heart Disease Audit (2013–2020), which promotes data collection within specialist paediatric centres. Dr Franklin has been a leading figure in the efforts towards creating international, pan European, and national coding systems within the multidisciplinary field of congenital cardiac care. These initiatives include but are not limited to the development and maintenance of The International Paediatric & Congenital Cardiac Code and the related International Classification of Diseases 11th Revision for CHD and related acquired terms and definitions. This article presents our interview with Dr Franklin, an interview that covers his experience in developing these important coding systems and consensus nomenclature to both improve communication and the outcomes of patients. We additionally discuss his experience in the development and implementation of strategies to assess the quality of paediatric and congenital cardiac care and publicly report outcomes.
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Agrawal, S. "Post-CCT National Surgical Fellowship in Bariatric and Upper GI Surgery." Bulletin of the Royal College of Surgeons of England 92, no. 10 (November 1, 2010): 354–57. http://dx.doi.org/10.1308/147363510x535511.
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With fierce competition for the best consultant posts in surgery, a fellowship is almost becoming an essential requirement. There are numerous fellowships available but finding the right one and organising family life around it is extremely difficult. After a lot of scepticism from some trainees about the post-Certificate of Completion of Training (CCT) national surgical fellowships scheme, it was advertised in July 2008 through The Royal College of Surgeons of England in partnership with the surgical specialist associations. I was extremely fortunate to be successful in the interview in November 2008 as the first Fellow in Bariatric and Upper Gastrointestinal (GI) Surgery under the scheme and opted for the fellowship at Musgrove Park Hospital, Taunton, for one year.
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McGarvie, Neil. "A Preliminary Report on the Establishment of the Remote Area Teacher Education Program (RATEP) at Aboriginal and Torres Strait Islander Sites in North Queensland." Aboriginal Child at School 19, no. 1 (March 1991): 27–31. http://dx.doi.org/10.1017/s0310582200007318.
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The Queensland Department of Education has instigated, planned and supported, over a significant period of time, various programs to enable Aboriginal and Islander entrants to become trained and qualified teachers. Such programs have included for example:● teacher training which did not lead to a formal teacher qualification, such as the Aboriginal/Islander course provided at the then North Brisbane {Kedron Park) CAE;● the Associate Diploma of Education at Cairns College of TAFE, which led to employment as an Aboriginal/Islander Community Teacher;● the programs with enclave support, (such as those at Mt Gravatt CAE, Kelvin Grove CAE, James Cook University Aboriginal and Islander Teacher Education Program, AITEP), leading to a Diploma of Teaching or further awards, with full teacher registration.
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Smith, Robert. "Reviewer Acknowledgements." Journal of Education and Training Studies 7, no. 10 (September 29, 2019): 152. http://dx.doi.org/10.11114/jets.v7i10.4549.
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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 7, Number 10Dare Azeez, Obafemi Awolowo University, NigeriaFathia Lahwal, Elmergib University, LibyaGianpiero Greco, University of Study of Bari, ItalyGuilherme Tucher, Universidade Federal do Rio de Janeiro (UFRJ), BrazilHenry D. Mason, Tshwane University of Technology, South AfricaJane Liang, California Department of Education, USAJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJongho Park, University of Michigan, USALaura Bruno, The College of New Jersey, USALisa Marie Portugal, American College of Education, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMaría Jesús Fernández, University of Extremadura, SpainMassimiliano Barattucci, Ecampus University, ItalyMatt Varacallo, University of Kentucky, USAMehmet Galip Zorba, Akdeniz University, TurkeyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMichael Wall, Independent Researcher in Music and Music Education, USANiveen M. Zayed, MENA College of Management, JordanOzgur Demirtas, Inonu University, TurkeyRichard Penny, University of Washington Bothell, USASamah El-Sakka, Suez University, EgyptSandro Sehic, Oneida BOCES, USASayim Aktay, Mugla Sitki Kocman University, TurkeyThada Jantakoon, Rajabhat Maha Sarakham University, ThailandVjacheslav Ivanovich Babich, Luhansk Taras Shevchenko National University, UkraineWenjuan Sang, Indiana University, USAYalçın Dilekli, Aksaray University, TurkeyYuxi Qiu, University of Florida, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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Bueno de Mesquita, P. Jacob, A. Bickford, B. Brown, A. Kurian, E. Claure, A. Silver, and E. Maring. "How to optimize global health education for undergraduates: the value of a living-learning community and practical training at the university of Maryland, college park." Annals of Global Health 82, no. 3 (August 20, 2016): 343. http://dx.doi.org/10.1016/j.aogh.2016.04.040.
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Perloff, Marjorie. "Learning from Wikipedia." PMLA/Publications of the Modern Language Association of America 133, no. 3 (May 2018): 694–99. http://dx.doi.org/10.1632/pmla.2018.133.3.694.
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The jobs of the future require deep understanding of the technologies changing our workplace and our society. That understanding requires experimental and experiential training and the kind of grounded academic thinking that lets big ideas soar. The programs, the faculty, and the universities that understand that challenge will lead us all. (Davidson 132)For cathy n. davidson, university education is equivalent to job preparation, which is not to say that she is talking about vocational training in the usual sense—the training, say, of medical technicians or park rangers, computer programmers or hotel personnel. On the contrary, her “new education” is designed as broadly as possible to be a replacement of the old liberal arts paradigm. The soaring cost of college education, she argues, will not decrease until public officials can be convinced that four (or even two) years of “university” training “can provide exactly the analytical and cross-cutting interdisciplinary thinking and communication skills that are most in demand in a complex workplace” (185). Goodbye, accordingly, to the traditional curriculum that has been in force for over a hundred years, goodbye to “passive, hierarchical models of teaching and learning” (103), to individual majors (and minors) like English, history, economics, or chemistry, with their lecture courses and discussion sessions, their final exams and pop quizzes, and welcome to the new world of “student-centered,” “project-based” “learning,” to the classroom “where students learn how to learn” (263).
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Roberts, Bill. "‘Teaching’ Practicing." Practicing Anthropology 27, no. 2 (April 1, 2005): 34. http://dx.doi.org/10.17730/praa.27.2.qh1272m3777671x3.
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This issue, dedicated to the memory of Delmos Jones, demonstrates several things. First, students learn anthropological skills best in the same way that people more generally learn about culture: through experience. The issue demonstrates one very effective way for students to acquire the knowledge and skills needed to practice anthropology: through the internship experience. The internship has long been a central part of practitioner training at the University of Maryland College Park. Secondly, and this is something that continues to surprise Jeanne and me in our work with undergraduate anthropology majors: students are capable of much better and more sophisticated work than we expect. The articles in this issue are clear evidence of this. Finally, the development of an individual's identity as an anthropologist is independent of any official credentialing or licensing process. Rather, people begin to identify themselves as anthropologists (or aspire to become anthropologists) in the college or university where they earn their degree. We are a discipline with numbers far too small to spend a great deal of time quibbling over whether someone with a Master's degree should and shouldn't be counted as an anthropologist. There is general agreement within the discipline about the value for anthropologists at all stages of their careers to continue to acquire new skills and innovative ideas about how to apply traditional skills, such as ethnographic research skills, throughout our professional lives. Anthropology does not own "ethnography" nor "ethnographic research," although it is central to what many of us do. Rather, all of us who call ourselves anthropologists continue to take pride in our ability to adapt and redefine ‘traditional’ skills such as ethnographic research to the ever-changing challenges posed by the human experience, as demonstrated by the contributors to this issue.
Books on the topic "Bletchley Park Training College"
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Forsaith, Peter S. 'In my end is my beginning': Dora Cohen and the Bletchley Park Training College. Oxford: Westminster Institute of Education, Oxford Brookes University, 2004.
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Beasley, Maurine Hoffman. The new majority: A look at what the preponderance of women in journalism education means to the schools and to the professions. Lanham, MD: University Press of America, 1988.
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Copeland, B. J., ed. The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.001.0001.
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Alan Turing was one of the most influential thinkers of the 20th century. In 1935, aged 22, he developed the mathematical theory upon which all subsequent stored-program digital computers are modeled. At the outbreak of hostilities with Germany in September 1939, he joined the Government Codebreaking team at Bletchley Park, Buckinghamshire and played a crucial role in deciphering Engima, the code used by the German armed forces to protect their radio communications. Turing's work on the version of Enigma used by the German navy was vital to the battle for supremacy in the North Atlantic. He also contributed to the attack on the cyphers known as "Fish," which were used by the German High Command for the encryption of signals during the latter part of the war. His contribution helped to shorten the war in Europe by an estimated two years. After the war, his theoretical work led to the development of Britain's first computers at the National Physical Laboratory and the Royal Society Computing Machine Laboratory at Manchester University. Turing was also a founding father of modern cognitive science, theorizing that the cortex at birth is an "unorganized machine" which through "training" becomes organized "into a universal machine or something like it." He went on to develop the use of computers to model biological growth, launching the discipline now referred to as Artificial Life. The papers in this book are the key works for understanding Turing's phenomenal contribution across all these fields. The collection includes Turing's declassified wartime "Treatise on the Enigma"; letters from Turing to Churchill and to codebreakers; lectures, papers, and broadcasts which opened up the concept of AI and its implications; and the paper which formed the genesis of the investigation of Artifical Life.
Book chapters on the topic "Bletchley Park Training College"
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Batey, Mavis. "Breaking machines with a pencil." In The Turing Guide. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747826.003.0019.
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Dilly Knox, the renowned First World War codebreaker, was the first to investigate the workings of the Enigma machine after it came on the market in 1925, and he developed hand methods for breaking Enigma. What he called ‘serendipity’ was truly a mixture of careful observation and inspired guesswork. This chapter describes the importance of the pre-war introduction to Enigma that Turing received from Knox. Turing worked with Knox during the pre-war months, and when war was declared he joined Knox’s Enigma Research Section at Bletchley Park. Once a stately home, Bletchley Park had become the war station of the Secret Intelligence Service (SIS), of which the Government Code and Cypher School (GC&CS) was part. Its head, Admiral Sir Hugh Sinclair, was responsible for both espionage (Humint) and the new signals intelligence (Sigint), but the latter soon became his priority. Winston Churchill was the first minister to realize the intelligence potential of breaking the enemy’s codes, and in November 1914 he had set up ‘Room 40’ right beside his Admiralty premises. By Bletchley Park’s standards, Room 40 was a small-scale codebreaking unit focusing mainly on naval and diplomatic messages. When France and Germany also set up cryptographic bureaux they staffed them with servicemen, but Churchill insisted on recruiting scholars with minds of their own—the so-called ‘professor types’. It was an excellent decision. Under the influence of Sir Alfred Ewing, an expert in wireless telegraphy and professor of engineering at Cambridge University, Ewing’s own college, King’s, became a happy hunting ground for ‘professor types’ during both world wars—including Dillwyn (Dilly) Knox (Fig. 11.1) in the first and Alan Turing in the second. Until the time of Turing’s arrival, mostly classicists and linguists were recruited. Knox himself had an international reputation for unravelling charred fragments of Greek papyri. Shortly after Enigma first came on the market in 1925, offering security to banks and businesses for their telegrams and cables, the GC&CS obtained two of the new machines, and some time later Knox studied one of these closely.
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Barker, Nicolas, and James McLaverty. "David Fairweather Foxon 1923–2001." In Proceedings of the British Academy, Volume 161, Biographical Memoirs of Fellows, VIII. British Academy, 2009. http://dx.doi.org/10.5871/bacad/9780197264577.003.0008.
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David Fairweather Foxon (1923–2001), a Fellow of the British Academy, published English Verse 1701–1750: a Catalogue, a book that not only took a long leap forward into a new century; it also provided a cross-section through the record of all British books and books printed abroad in English in a period in which the total number of books, periodicals, and ephemera began to increase exponentially. The period was also one in which the whole concept of authorship and the relationship between author and the book trade changed substantially, as a result of the Copyright Act (1709). Foxon was born in Paignton, the son of a Methodist minister. Bletchley Park was a crucial experience for him, socially and intellectually. He met a variety of gifted academics, some eccentric, mostly from Oxford or Cambridge, at an early age; it gave him training in codebreaking; and it introduced him to his future wife. Foxon was involved in the recataloguing of the British Museum Library, a gigantic undertaking that had begun in 1929.
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Brown, Jeannette E. "Life After Tenure Denial in Academia." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0010.
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The year 2014 was absolutely devastating for me professionally and personally; I was denied tenure and I lost both my maternal and paternal grandmothers. Reflecting back on that time in my life, I am certain that I would not have been able to survive the experience without the support of my close family and friends. I truly believe that the story of my journey will help others experiencing difficult challenges in their careers. After graduating from Henry Ford High School in Detroit, MI, in 1988, I enrolled at Highland Park Community College (HPCC) in nearby Highland Park. My mother was working as a secretary in the nursing department at the time, so I was able to take advantage of the tuition benefit offered to the college’s employees. I enrolled in a chemistry course for non-science majors, which I absolutely loved! Needless to say, after earning my associate’s degree in 1990, I decided to pursue chemistry as a major. I enrolled at the University of Michigan-Dearborn and attended two semesters before transferring to Wayne State University (WSU), in Detroit. My experiences as an undergraduate chemistry major at WSU led me on the path to pursue a doctorate in chemistry. In the fall of 1992, I was awarded an NIH-MARC (National Institutes of Health-Minority Access to Research Careers) Fellowship. This fellowship provided me not only funding support, but hands-on research training in the laboratory of Professor Regina Zibuck, a synthetic organic chemist. The environment in the Zibuck laboratory was very supportive and due to this mentoring experience, I wanted to earn a doctorate in chemistry. As a MARC Fellow, I was engaged in research and presented a poster on my research efforts at a national conference for the first time. Thus, I was developing fundamental laboratory and communication skills as an undergraduate researcher. Also during this time at WSU, I became involved in the WSU-NOBCChE chapter, where I found a supportive network of African American students pursuing undergraduate degrees in chemistry. The chapter adviser was Dr. Keith Williams, Director of Minority Student Initiatives in the chemistry department.