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Journal articles on the topic 'Cambridge University Schoolmasters' Training College'

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Published: 4 June 2021
Last updated: 28 July 2025

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1

Adler-Kassner, Linda. "Liberal Learning, Professional Training, and Disciplinarity in the Age of Educational “Reform”: Remodeling General Education." College English 76, no. 5 (2014): 436–57. http://dx.doi.org/10.58680/ce201424744.

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Reform efforts undertaken in the name of the college- and career-readiness agenda reflect a different understanding of a balance between liberal learning, professional training, and disciplinarity that has long existed in general education programs. This article examines the different interpretations of this balance in general education and contemporary reform efforts, considering the implications of these reforms by examining their possible effects on writing education. It concludes by positing that “remodeling” (not restructuring) general education through a framework that draws on the idea
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Lloyd, Jane, Graham Seed, Xu Wen, and Hu Yue. "Mapping the SMEEA Gaokao tests to the CEFR." CEFR Journal - Research and Practice 1, no. 6 (2024): 56–79. http://dx.doi.org/10.37546/jaltsig.cefr6-4.

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This paper reports on a project where the Shanghai Municipal Educational Examinations Authority (SMEEA) engaged Cambridge University Press and Assessment (Cambridge) to begin the alignment process of their six foreign language tests to the Common European Framework of Reference (CEFR) (Council of Europe, 2001, 2020). These six language tests are developed by SMEEA and form part of China’s National College Entrance Examination system. They are referred to as China’s National College Entrance Examination (Shanghai Paper), or the Shanghai Gaokao. This project was undertaken to enable a comparison
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Nuzhat, Mariam. "주요 국가의 유아교사 자격기준 및 대학의 유아교사교육과정 비교연구: 미국, 영국, 캐나다, 호주를 중심으로". Korean Association For Learner-Centered Curriculum And Instruction 22, № 11 (2022): 895–910. http://dx.doi.org/10.22251/jlcci.2022.22.11.895.

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Objectives The major purpose for this study is to explore the national criteria for early childhood teachers’ eligibility in USA, England, Canada, and Australia along with comparing and analyzing the existing curriculum of Columbia University, Harvard University, University of Illinois at Chicago, Cambridge University, University of Toronto, Australian college of teachers’ aides and children.
 Methods The study thoroughly analyzed the curriculum based on core course, method course and elective courses, duration of teaching practicum, type of course, way of course conduction: online or off
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Hawgood, Barbara J. "Sir Michael Foster MD FRS (1836–1907): the rise of the British school of physiology." Journal of Medical Biography 16, no. 4 (2008): 221–26. http://dx.doi.org/10.1258/jmb.2008.008009.

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In 1867 William Sharpey (1802–80), Professor of General Anatomy and Physiology at University College, London, appointed Michael Foster to the unique post of Teacher of Practical Physiology; in Britain the study of experimental physiology was dormant. In 1870 Foster accepted a Praelectorship in Physiology at Trinity College, Cambridge, and soon established a school of physiology. He was the first Cambridge Professor of Physiology (1883–1903). Foster, a great teacher, had a remarkable ability to attract talented students and to inspire them to undertake research. He himself took inspiration from
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Campbell, Louise. "Building on the Backs: Basil Spence, Queens’ College Cambridge and University Architecture at Mid-Century." Architectural History 54 (2011): 383–405. http://dx.doi.org/10.1017/s0066622x0000410x.

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Higher Education in Britain expanded dramatically during the 1950s and 1960s. The trigger for growth was the Barlow Report of 1946, which recommended an immediate doubling of the number of science students and an increase in the total number of student places, of which there had been c. 50,000 in 1939, to 70,000 by 1950 and 90,000 by 1955. The 1963 Robbins Report continued and accelerated this expansionist policy, proposing that half a million student places be created by 1980. In the event, although funding was less generous than Barlow had recommended, the numbers achieved were far greater,
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Peters, Sanne AE. "Sex differences in cardiovascular medication prescription: an interview with Dr Sanne Peters." Future Cardiology 18, no. 5 (2022): 355–57. http://dx.doi.org/10.2217/fca-2022-0030.

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Bibliography Dr Sanne Peters is an Associate Professor at The George Institute for Global Health and a Senior Lecturer at Imperial College London. She is also Associate Professor at the University Medical Center Utrecht. After completing her MSc in Epidemiology in 2009, she obtained a PhD in Epidemiology from Utrecht University in 2012. Her PhD focused on subclinical imaging measures of atherosclerosis as a means to identify people at high-risk for future cardiovascular disease. As part of her PhD training, she spent 6 months at The George Institute in Sydney. This is where she started her res
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Movius, Geoffrey H. "Nancy Ch. de C. Movius and her ‘unusual career’." Buried History: The Journal of the Australian Institute of Archaeology 49 (January 1, 2014): 11–16. http://dx.doi.org/10.62614/8sjqp747.

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The paper traces the life of Adelaide-born Nancy Champion de Crespigny Movius whose interest in the ancient world led her in 1932 to undertake archaeological training in England with Mortimer and Tessa Wheeler at the Verulamium (StAlbans) and Maiden Castle excavations and with Dorothy Garrod at Newnham College, Cambridge. Her participation in archaeological exploration continued with her marriage to Hallam L. Movius Jr, an archaeologist who became Professor in the Department of Anthropology at Harvard University and with whom she worked in SE Asia and Europe, and in particular at Abri Pataud.
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Tunsoiu, Luminița-Felicia. "Los objetivos y requerimientos para los exámenes igcse, as y a level en algunos manuales de preparación para dichos exámenes." Studia Universitatis Babeș-Bolyai Philologia 66, no. 4 (2021): 147–60. http://dx.doi.org/10.24193/subbphilo.2021.4.09.

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Objectives and Requirements for the IGCSE, AS and A Level in Some Coursebooks Designed for These Exams. The IGCSE, AS and A level Spanish exams are exams of different language levels that belong to the Cambridge curriculum. Romanian students and not only, in some private secondary schools, can choose either this type of exam or the national high school exam, both of which offer the possibility of university entrance. In addition to the syllabus, Cambridge provides teachers and students with materials for preparation, assessment and self-assessment. Likewise, teachers have training courses and
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9

PRYLEPA, IVAN. "CROSS-DISCIPLINARY APPROACH TO PROFESSIONAL TRAINING: INTERNATIONAL EXPERIENCE." Comparative Professional Pedagogy 11, no. 2 (2021): 75–82. https://doi.org/10.31891/2308-4081/2021-11(2)-8.

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The article considers the peculiarities of cross-disciplinary educational programs in various foreign educational institutions. Emphasis is placed on reforming the education system using a cross-disciplinary model of education in accordance with international standards and labor market requirements. The experience of implementing a cross- disciplinary approach in different specialties has been analyzed. Ways to equalize additional skills that are not provided by educational programs, using a cross-disciplinary approach have been outlined. The importance of using a cross-disciplinary approach a
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Lohani, Ishwar. "Trotting down the memory lane." Journal of Society of Surgeons of Nepal 20, no. 2 (2017): 1–3. http://dx.doi.org/10.3126/jssn.v20i2.24373.

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Born on 1962 at Kamaladi, Kathmandu, Prof Ishwar Lohani completed School Leaving Certificate from St. Xavier’s School. Lalitpur. followed by Senior Cambridge ‘O’ Level from Cambridge University 1980 and Proficiency Certificate Level from Amrit Science Campus. 1984.
 He did B. Muse. (Sangeet Prabhakar) in Tabala from Kalanidhi Sangit Manavidyalaya under Prayag Sangit Samiti, Allahabad. 1983.
 He completed M.B.B.S Degree from Madurai Medical College under Madurai Kamaraj University, Madurai, Tamilnadu, India. 1991 and MS General Surgery from PGIMER, Chandigarh, India. 1994.
 After
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Valentine, Elizabeth. "Alice Woods – Original Member of the (British) Psychological Society." History & Philosophy of Psychology 9, no. 2 (2007): 62–70. http://dx.doi.org/10.53841/bpshpp.2007.9.2.62.

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This paper presents a brief biography of Alice Woods (1849–1941), one of the two female original members of the British Psychological Society, and discusses aspects of her career of relevance to psychology. The daughter of a Quaker stockbroker, Woods studied at Cambridge under James Ward and Henry Sidgwick. A staunch advocate of co-education, she was principal of Maria Grey Training College from 1892-1913. Her published work provides intriguing information about a British Psychological Society meeting not recorded in the official minutes. Her ‘Letters from America’ contain an account of her me
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Chvanova, Marina S., Irina A. Kiseleva, and Alexey V. Samokhvalov. "Training of specialists in knowledge-intensive areas in the United Kingdom." Perspectives of Science and Education 58, no. 4 (2022): 74–95. http://dx.doi.org/10.32744/pse.2022.4.5.

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Introduction. The article analyzes the experience of training specialists for science and knowledge-intensive technologies on the example of individual leading UK universities, located close to knowledge-intensive industry: Cambridge University, Manchester University, Imperial College London. Considered educational programs and their features in the context of innovation activities and promotion of advanced technologies. The purpose of the study is to analyze the best practices of training students for science and high-tech technologies on the example of Great Britain. Materials and methods. T
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Deeley, Quinton. "6 Free will and criminal responsibility." Journal of Neurology, Neurosurgery & Psychiatry 93, no. 12 (2022): e3.39. http://dx.doi.org/10.1136/jnnp-2022-bnpa.6.

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Dr Deeley MA, MRCPsych, PhD, is an honorary consultant psychiatrist in the National Autism Unit, Adult ADHD Service, and Behavioural Genetics and Autism Assessment Clinic. He is also senior lecturer in social behaviour and neurodevelopment at the Institute of Psychiatry, Kings College London. He is approved under section 12 (2) of the 1983 Mental Health Act. Dr Deeley has wide experience of general adult and developmental psychiatry, having worked with patients across a range of settings, including secure hospital care, ‘step down’ open rehabilitation wards, supported living, and outpatient se
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Horton, Peter. "David Alan Walker. 18 August 1928 — 13 February 2012." Biographical Memoirs of Fellows of the Royal Society 60 (January 2014): 413–32. http://dx.doi.org/10.1098/rsbm.2014.0007.

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David Alan Walker was born in Kingston upon Hull, England. He entered King’s College, Newcastle, then part of the University of Durham, where he received his BSc, and subsequently his PhD under Meirion Thomas FRS in 1958. Later, in 1968 he was awarded a DSc at the University of Newcastle in recognition of his exceptional contributions of published work in his field. In 1991 he received a Humboldt Research Prize, and in 2004 the inaugural Communications Award from the International Society of Photosynthesis Research. He was the author of more than 230 publications, including several books. He m
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Melnychenko, Olga. "SCIENTIFIC RESEARCH IN THE EDUCATION FIELD AS A CONDITION OF PROVIDING QUALITY OF STUDY IN UNIVERSITIES OF THE WORLD." Educological discourse, no. 1 (2020): 155–68. http://dx.doi.org/10.28925/2312-5829.2020.1.13.

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The article is devoted to the analysis of scientific researches of the best universities in the world providing training in the field of education and their impact on the quality of education. The analysis is based on the results of the QS World University Rankings in Education, which identified the top ten universities in the world in 2019, which train specialists in education. In the article the general directions and topics of scientific researches, as well as specific ones, specific to each university are highlighted. The author reveals the peculiarities of the research work of the best un
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Angus, Brian. "My son has been offered a place to study medicine at Cambridge and at University College London. Which should he choose and where are the best opportunities for postgraduate training?" BMJ 329, no. 7456 (2004): s2.4—s2. http://dx.doi.org/10.1136/bmj.329.7456.s2-c.

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Ioannidis, Konstantinos, Roxanne Hook, Anna E. Goudriaan, et al. "Cognitive deficits in problematic internet use: meta-analysis of 40 studies." British Journal of Psychiatry 215, no. 5 (2019): 639–46. http://dx.doi.org/10.1192/bjp.2019.3.

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BackgroundExcessive use of the internet is increasingly recognised as a global public health concern. Individual studies have reported cognitive impairment in problematic internet use (PIU), but have suffered from various methodological limitations. Confirmation of cognitive deficits in PIU would support the neurobiological plausibility of this disorder.AimsTo conduct a rigorous meta-analysis of cognitive performance in PIU from case–control studies; and to assess the impact of study quality, the main type of online behaviour (for example gaming) and other parameters on the findings.MethodA sy
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18

Drewry, David J. "Children of the ‘Golden Age’ Gordon de Quetteville Robin." Polar Record 39, no. 1 (2003): 61–78. http://dx.doi.org/10.1017/s0032247402002814.

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This is the third in a series of biographies entitled ‘Children of the Golden Age,’ the purpose of which is to describe the background and contributions of significant living figures in polar research who began their scientific careers following World War II. Born on 17 January 1921 in Melbourne, Gordon de Quetteville Robin was educated at Wesley College and the University of Melbourne, graduating in physics with an MSc in 1942. Following submarine training in Scotland, he served in HMS Stygian in the Pacific. Soon after commencing as a research student in nuclear physics at Birmingham Univers
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Fletcher, Paul. "5 Models of the world: from perception to hallucination." Journal of Neurology, Neurosurgery & Psychiatry 91, no. 8 (2020): e2.3-e2. http://dx.doi.org/10.1136/jnnp-2020-bnpa.5.

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Paul Fletcher is Wellcome Investigator and Bernard Wolfe Professor of Health Neuroscience at the University of Cambridge. He is also Director of Studies for Preclinical Medicine at Clare College and Honorary Consultant Psychiatrist with the Cambridgeshire and Peterborough NHS Foundation Trust. He studied Medicine, before carrying out specialist training in Psychiatry and taking a PhD in cognitive neuroscience. He researches human perception, learning and decision-making in health and mental illness.We do not have direct contact with external reality. We must rely on messages from the sense org
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Debernardi, Silvana, Harrison O’Brien, Asma S. Algahmdi, et al. "A combination of urinary biomarker panel and PancRISK score for earlier detection of pancreatic cancer: A case–control study." PLOS Medicine 17, no. 12 (2020): e1003489. http://dx.doi.org/10.1371/journal.pmed.1003489.

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Background Pancreatic ductal adenocarcinoma (PDAC) is one of the deadliest cancers, with around 9% of patients surviving >5 years. Asymptomatic in its initial stages, PDAC is mostly diagnosed late, when already a locally advanced or metastatic disease, as there are no useful biomarkers for detection in its early stages, when surgery can be curative. We have previously described a promising biomarker panel (LYVE1, REG1A, and TFF1) for earlier detection of PDAC in urine. Here, we aimed to establish the accuracy of an improved panel, including REG1B instead of REG1A, and an algorithm for data
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ROSE, EDWARD P. F. "GORDON LYALL PAVER (1913–1988) AND 42ND GEOLOGICAL SECTION, SOUTH AFRICAN ENGINEER CORPS: MILITARY GEOLOGY AND GEOPHYSICS IN WORLD WAR II SUPPORTING BRITISH ARMY OPERATIONS: PART 1, THE EAST AFRICAN CAMPAIGN 1940–1941." Earth Sciences History 43, no. 1 (2024): 176–97. http://dx.doi.org/10.17704/1944-6187-43.1.176.

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ABSTRACT 42nd Geological Section of the South African Engineer Corps was a unique unit that supported British armed forces during World War II. It was co-founded and led for most of the war by Gordon Lyall Paver (1913–1988), one of the few ‘British’ officers serving specifically as geologists during the war to achieve the rank of major. Born in South Africa at Johannesburg and in his early years educated there at St. John's College, from 1926 Paver was educated in England, at Charterhouse School until admitted in 1931 to Pembroke College in the University of Cambridge, where he studied chemist
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Notícias, Transfer. "Noticias." Transfer 11, no. 1-2 (2021): 309–20. http://dx.doi.org/10.1344/transfer.2016.11.309-320.

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NOTICIAS / NEWS (“Transfer”, 2016) 1) CONGRESOS / CONFERENCES: 1. Languages & the Media – Agile Mediascapes: Personalising the Future, Hotel Radisson Blu, Berlín, 2-4 Nov. 2016 www.languages-media.com 2. Third Chinese Drama Translation Colloquium Newcastle University, UK, 28-19 Junio 2016. www.ncl.ac.uk/sml/about/events/item/drama-translation-colloquium 3. 16th Annual Portsmouth Translation Conference – Translation & Interpreting: Learning beyond the Comfort Zone, University of Portsmouth, UK, 5 Nov. 2016. www.port.ac.uk/translation/events/conference 4. 3rd International Conference on
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Notícias, Transfer. "Noticias." Transfer 12, no. 1-2 (2021): 219–32. http://dx.doi.org/10.1344/transfer.2017.12.219-232.

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“Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 212 NOTICIAS / NEWS (“transfer”, 2017) 1) CONGRESOS / CONFERENCES: 1. 8th Asian Translation Traditions Conference: Conflicting Ideologies and Cultural Mediation – Hearing, Interpreting, Translating Global Voices SOAS, University of London, UK (5-7 July 2017) www.translationstudies.net/joomla3/index.php 2. 8th International Conference of the Iberian Association of Translation and Interpreting (AIETI8), Universidad de Alcalá, Madrid, Spain (8-10 March 2017) www.aieti8.com/es/presentation 3. MultiMeDialecTranslation 7 – Dialect translat
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Jewett, Andrew. "Science under Fire: Challenges to Scientific Authority in Modern America." Perspectives on Science and Christian Faith 74, no. 4 (2022): 248–50. http://dx.doi.org/10.56315/pscf12-22jewett.

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SCIENCE UNDER FIRE: Challenges to Scientific Authority in Modern America by Andrew Jewett. Cambridge, MA: Harvard University Press, 2020. 356 pages. Hardcover; $41.00. ISBN: 9780674987913. *John William Draper and Andrew Dickson White's role in fueling popular ideas about conflict between the primarily natural sciences and religion has been often studied. It is now well known that their claims were erroneous, prejudice laden (in Draper's case against Roman Catholicism), and part of broader efforts to align science with a liberal and rationalized Christianity. In Science under Fire, Boston Coll
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News, Transfer. "Noticias." Transfer 13, no. 1-2 (2021): 198–214. http://dx.doi.org/10.1344/transfer.2018.13.198-214.

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NOTICIAS / NEWS (“transfer”, 2018) 1) LIBROS – CAPÍTULOS DE LIBRO / BOOKS – BOOK CHAPTERS 1. Bandia, Paul F. (ed.). (2017). Orality and Translation. London: Routledge. <<www.routledge.com/Orality-and-Translation/Bandia/p/book/9781138232884>> 2. Trends in Translation and Interpretin, Institute of Translation & Interpreting<<www.iti.org.uk/news-media-industry-jobs/news/819-iti-publishes-trends-e-book>> 3. Schippel, Larisa & Cornelia Zwischenberger. (eds). (2017). Going East: Discovering New and Alternative Traditions in Translation Studies. Berlin: Frank & Tim
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Albarracín, Dolores, and Julia Albarracín. "Creating Conspiracy Beliefs: How Our Thoughts Are Shaped." Perspectives on Science and Christian Faith 74, no. 4 (2022): 250–52. http://dx.doi.org/10.56315/pscf12-22albarracin.

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CREATING CONSPIRACY BELIEFS: How Our Thoughts Are Shaped by Dolores Albarracín et al. New York: Cambridge University Press, 2022. 308 pages. Paperback; $39.99. ISBN: 9781108965026. *Conspiracy thinking is a prominent topic of discussion in American life today--and Christians, with their concern for truth, should not only be informed about, but contributing to, this discussion. This includes awareness of how scholars in the neuro-psychological and social sciences are contributing to our understanding of the nature of conspiracy thinking. *This book investigates the causes of conspiracy thinking
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Azad, Tanjina. "Impact of Technology in the Classroom: An Insight into Students' and Teachers' Psychological Perspectives." Inverge Journal of Social Sciences 2, no. 2 (2023): 66–83. https://doi.org/10.63544/ijss.v2i2.30.

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The integration of technology in the classroom has become increasingly popular, with many educators seeing it as a way to enhance teaching and learning. However, there is a need to understand how technology is being used and how it is impacting both students and teachers. This qualitative study aimed to explore students' and teachers' perspectives on the use of technology in the classroom. Semi-structured interviews were conducted with eight teachers and ten students in a high school in the United States. The interviews were analysed using thematic analysis. The findings revealed that technolo
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"A day in the life of a Further Education teacher." Biochemist 39, no. 6 (2017): 44–45. http://dx.doi.org/10.1042/bio03906044.

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Ursula Lowe is a Further Education (FE) science lecturer at Cambridge Regional College teaching the popular Access to Higher Education courses and day-release BTEC Diplomas. Ursula completed an MSc in Analytical Chemistry at the University of Salford followed by a PGCE in FE at the University of Manchester. Ursula has completed a STEM Insight work placement at the University of Cambridge and won the prestigious ENTHUSE Award for Excellence in STEM teaching (Further Education) in 2016. She enjoys professional development, writes a Wordpress blog STEM527 and tweets @ursula17LO. Lorenza Giannella
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Barrett, Eden M., Mhairi Brown, Luke Buckner, et al. "Connecting nutrition as a hard science and international knowledge networks: Proceedings of the Fourth International Summit on Medical and Public Health Nutrition Education and Research." BMJ Nutrition, Prevention & Health, September 23, 2020, bmjnph—2020–000090. http://dx.doi.org/10.1136/bmjnph-2020-000090.

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IntroductionNutrition is a ‘hard’ science in two ways; the scientific rigour required for quality nutrition research, and equally, the challenges faced in evidence translation. Ways in which quality nutrition research can be synthesised and evidence effectively translated into practice were the focus of the Fourth Annual International Summit on Medical and Public Health Nutrition Education and Research.SettingWolfson College, University of Cambridge, and Addenbrookes Hospital at the Cambridge Biomedical Campus, Cambridge, in July 2018.Key findingsOpen communication and collaboration across dis
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Fry, Peter. "Nas redes antropológicas da Escola de Manchester: reminiscências de um trajeto intelectual." ILUMINURAS 12, no. 27 (2011). http://dx.doi.org/10.22456/1984-1191.20854.

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Este artigo é um depoimento do antropólogo Peter Fry referente à sua formação acadêmica em Antropologia que se inicia no curso de graduação em Social Anthropology pela Cambridge University (1963). Sua tese de doutorado intitulada Zezuru Mediums: Spirit Possession and the articulation of consensus among the Zezuru of Southern Rhodesia, com financiamento da Commonwealth Scholarship, foi defendida na University of London em 1969, sob a orientação da antropóloga Mary Douglas. A Escola de Manchester desempenhou um papel fundamental na consolidação de um método etnográfico renovado para a compreensã
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Bhat, Shivani, Martin Kohlmeier, and Sumantra Ray. "Bridging Research, Education and Practice across disciplines: Need for Nutrition Education/Innovation Programme (NNEdPro)." FASEB Journal 31, S1 (2017). http://dx.doi.org/10.1096/fasebj.31.1_supplement.lb433.

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ObjectiveTo build and evaluate a multidisciplinary network to translate and integrate nutrition knowledge into clinical practice and policy for health professionals in clinical, research, industry and policy settings.BackgroundMany illnesses are preventable by early recognition and appropriate management in primary care settings. However, due to lack of training and difficulty accessing reliable nutritional evidence, health professionals find it difficult to incorporate nutrition effectively into practice. The Need for Nutrition Education/Innovation Programme (NNEdPro) developed a multidiscipl
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"Language learning." Language Teaching 39, no. 2 (2006): 108–17. http://dx.doi.org/10.1017/s026144480622370x.

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06–235Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria. English Today (Cambridge University Press) 22.1 (2006), 10–17.06–236Bernat, Eva (Macquarie U, Australia; Eva.Bernat@nceltr.mq.edu.au) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 21 pp.06–237Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English. English Today (Cambridge University Press) 22.1 (2006), 18–28.06–238Chen, Liang (Lehigh U, P
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"APCP CONFERENCE ABSTRACTS: 2023." APCP Journal Volume 14 14 (December 19, 2023). http://dx.doi.org/10.59481/197305.

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The translations and cross-cultural adaptation of the Scoliosis Research Society Revised (SRS-22r) into Urdu Ahmed ATR *1,2, Rye C 1,3, Rand S 1, Simmonds JV 1 1.Great Ormond Street Institute of Child Health, University College London. 2. West London NHS Healthcare Trust. 3. Great Ormond Street Hospital NHS Foundation Trust ___________________________ Development of an evidence-based pathway of care for children presenting with Toe-Walking gait to the Royal National Orthopaedic Hospital. Christine Douglas *1,2, Jane Simmonds 2, Jonathan Wright 1 1 Royal National Orthopaedic Hospital (RNOH), St
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"Language learning." Language Teaching 39, no. 4 (2006): 272–84. http://dx.doi.org/10.1017/s0261444806223851.

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06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gru
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"John Charles Burkill, 1 February 1900 - 6 April 1993." Biographical Memoirs of Fellows of the Royal Society 40 (November 1994): 43–59. http://dx.doi.org/10.1098/rsbm.1994.0028.

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John Charles Burkill, born on 1 February 1900, was the only child of Hugh Roberson Burkill (1867-1951) and Bertha ( née Bourne, 1866-1937). His father came from a family which had farmed in Lincolnshire for generations, whereas his mother came from a background of prosperous farming and building. On neither side was there a strong academic tradition, but Charles was soon to show evidence of intellectual distinction by winning a scholarship to St Paul’s school at the age of 14. There he profited fully from the excellent teaching that the school offered and which was reflected not only by his ma
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Vicente‐Crespo, Marta, Silvia Muñoz‐Descalzo, Tim Weil, Maria Dolores Martín‐Bermudo, and Isabel Palacios. "Workshop‐Based Training for Capacity Building: Using Drosophila to Bring Research Skills to Africa." FASEB Journal 30, S1 (2016). http://dx.doi.org/10.1096/fasebj.30.1_supplement.663.2.

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The general contraction that African research suffered in the 90's left its tertiary institutions with a generational gap difficult to fill. The few students that enrol for postgraduate training face serious limitations specially in the areas of mentoring through the academic career and supervision of their research. At the university they find a generally aged academic population and proportions of PhD holders below 50% in many cases. Consequently, the average African postgraduate student receives below‐the‐average‐training resulting in the perpetuation of low‐skilled academic staff being in
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"Bilingual education & bilingualism." Language Teaching 39, no. 4 (2006): 304–12. http://dx.doi.org/10.1017/s0261444806263857.

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06–782Baumgardner, Robert J. (Texas A&M U, USA; Robert_Baumgardner@tamu-commerce.edu), The appeal of English in Mexican commerce. World Englishes (Blackwell) 25.2 (2006), 251–266.06–783Bunta, Ferenc (Temple U, USA), Ingrid Davidovich & David Ingram, The relationship between the phonological complexity of a bilingual child's words and those of the target languages. International Journal of Bilingualism (Kingston Press), 10.1 (2006), 71–88.06–784Christiansen, Pia Vanting (Roskilde U, Denmark), Language policy in the European Union: European/English/Elite/Equal/Esperanto Union?Language Pr
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"Language testing." Language Teaching 40, no. 3 (2007): 268–71. http://dx.doi.org/10.1017/s0261444807004405.

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07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Publi
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Dan, Nguyen Thi Thanh. "Giải pháp hợp tác giữa trường đại học điện lực và doanh nghiệp trong việc đào tạo kỹ năng nghề cho sinh viên". VNU Journal of Science: Economics and Business 34, № 1 (2018). http://dx.doi.org/10.25073/2588-1108/vnueab.4142.

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 The purpose of the paper is to research some solutions of cooperation between universities and enterprises in training vocational skills for students. Through the survey on assessment of vocational skills of students and the need for cooperation between Enterprises and Electric Power University, the research proposes some solutions between two elements of the mechanism of cooperation between University and Enterprises in training vocational skills for students to ensure graduates can meet the requirements of recruitment agencies as well as the requirements of socio-economic development
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"Language teaching." Language Teaching 36, no. 4 (2003): 252–59. http://dx.doi.org/10.1017/s0261444804212009.

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04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in
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Vi, Nguyen Huy. "Private Higher Education Model- World Practices and Lessons for Vietnam." VNU Journal of Science: Education Research 34, no. 3 (2018). http://dx.doi.org/10.25073/2588-1159/vnuer.4147.

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The private higher education system has been facing many challenges in the history of its development, which was harshly handled by the different points of view of political regimes. The system in the general higher education system in all over the world has slowly and weakly improved. Until the 80s of the 20th century, the system revived and obviously developed thanks to the increasing educating demand although many countries were facing financial difficulties to support it. In Vietnam, the private higher education system appeared by 1975 in the south, but this model and the its regulations h
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"Language teaching." Language Teaching 39, no. 4 (2006): 265–72. http://dx.doi.org/10.1017/s0261444806213855.

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06–622Al-Issa, Ali (College of Sharia and Law, Sultanate of Oman), The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 258–270.06–623Aline, David (Kanagawa U, Japan) & Yuri Hosoda, Team teaching participation patterns of homeroom teachers in English activities classes in Japanese public elementary schools. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 5–21.06–624Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic
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"Teacher education." Language Teaching 39, no. 3 (2006): 212–16. http://dx.doi.org/10.1017/s0261444806253692.

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06–521Barbera, Michele (Munich, Germany; barbera@netseven.it), The HyperLearning Project: Towards a distributed and semantically structured e-research and e-learning platform. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 77–82.06–522Bean, Wendy, STELLA: Professional Learning Pilot Project. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 79–86.06–523Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset. Journal of Teacher Education (Sage) 57.3 (2006
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"Teacher education." Language Teaching 39, no. 2 (2006): 125–33. http://dx.doi.org/10.1017/s0261444806253709.

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06–300Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.06–301Arnold, Nike (U Tennessee, USA; mnarnold@utk.edu) & Lara Ducate, Future foreign language teachers' social and cgnitive collaboration in an online environment. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 42–66.06–302Ballet, Katrijn, Geert Kelchtermans (U Leuven, Belgium) & John Loughran, Beyond intensification towards a scholarship of practice: Analysing chang
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"Language teaching." Language Teaching 37, no. 1 (2004): 47–53. http://dx.doi.org/10.1017/s0261444804212137.

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04–01Asraf, Ratnawati Mohd and Ahmad, Ismail Sheikh (International Islamic University, Malaysia). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 83–102.04–02 Beaven, Tim (Open University, UK; Email: m.c.beaven@open.ac.uk). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica (Rugby, UK), 29 (2004), 3–8.04–03Blei, Dagmar. Aufgaben in einer konstruktivistischen Lernkultur. [Tasks in a constructi
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"Language learning." Language Teaching 39, no. 1 (2006): 19–32. http://dx.doi.org/10.1017/s0261444806223310.

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06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@
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Peter, Adelaja Oyebanjo. "The Church of Nigeria Anglican Communion." Database of Religious History, June 27, 2024. https://doi.org/10.5281/zenodo.12574754.

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The Anglican Church in Nigeria is a Christian English Church with the root in Church of England. She has members spread across every geopolitical zone in Nigeria. Although the church population is said to be about 18.74million members according to Journal of Anglican Studies published by Cambridge University Press her active membership is put at just over 11 million adherents. The Anglican Church in Nigeria has a rich history that dates back to the 19th century. The Anglican Church's presence in Nigeria can be traced back to the arrival of British missionaries in the mid-19th century. The Chur
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"Teacher education." Language Teaching 39, no. 4 (2006): 294–304. http://dx.doi.org/10.1017/s0261444806253850.

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06–743Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers. ReCALL (Cambridge University Press) 18.1 (2006), 83–104.06–744Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om), Assessing the quality of mentoring: Sinking or learning to swim?ELT Journal (Oxford University Press) 60.2 (2006), 117–124.06–745Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film,
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"Language teaching." Language Teaching 38, no. 4 (2005): 189–94. http://dx.doi.org/10.1017/s0261444805213149.

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05–372Alcón Soler, Eva (Universitat Jaume I, Spain; alcon@ang.uji.es), Does instruction work for learning pragmatics in the EFL context?System (Amsterdam, the Netherlands) 33.3 (2005), 417–435.05–373Butler, Yuko Goto (U of Pennsylvania, USA), Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan. Language Teaching Research (London, UK) 9.4 (2005), 423–446.05–374D'Angelo, James F. (Chukyo U, Japan; dangelo@lets.chukyo-u.ac.jp), Educated Japanese English: expanding oral/aural core vocabulary. World Englishes (Oxford, UK) 24.3
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"Language teaching." Language Teaching 40, no. 1 (2007): 45–49. http://dx.doi.org/10.1017/s0261444806214113.

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07–01Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.07–02Barwell, Richard (U Bristol, UK; richard.barwell@bris.ac.uk), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.07–03Cheng, An Chung (U Toledo, USA) & Clara C. Mojica-Diaz, The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive. Applied Langua
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