Relevant bibliographies by topics / London Courier

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'London Courier'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "London Courier"

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Martinez-Sykora, Antonio, Fraser McLeod, Carlos Lamas-Fernandez, Tolga Bektaş, Tom Cherrett, and Julian Allen. "Optimised solutions to the last-mile delivery problem in London using a combination of walking and driving." Annals of Operations Research 295, no. 2 (2020): 645–93. http://dx.doi.org/10.1007/s10479-020-03781-8.

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AbstractInspired by actual parcel delivery operations in London, this paper describes a two-echelon distribution system that combines the use of driving and walking as part of last-mile deliveries in urban areas for a single driver. The paper presents an optimisation model that explicitly treats and integrates the driving and walking elements, and describes a branch-and-cut algorithm that uses new valid inequalities specifically tailored for the problem at hand. Computational results based on real instances obtained from a courier operating in London are presented to show the performance of the algorithm.
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Møller, Morten, and Niels Erik Rosenfeldt. "Koder, kapital og kurerer. Nye vinkler på Kominterns hemmelige apparat." Fund og Forskning i Det Kongelige Biblioteks Samlinger 53 (March 2, 2014): 285. http://dx.doi.org/10.7146/fof.v53i0.118853.

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Morten Møller & Niels Erik Rosenfeldt: Codes, capital and couriers – new angles on the Comintern’s secret apparatus
 The article presents and analyses for the first time in a Danish context central parts of Comintern’s secret communications by radio between the headquarters in Moscow and its numerous contact points all over Europe. These radio telegrams were intercepted and decrypted by British Intelligence in the years 1934–37. The result of this effort was a collection of more than 8.000 documents, which for decades were kept secret in London. They were declassified in the years following the collapse of Communism and the Soviet Union and are now available in electronic copies in the Royal Library in Copenhagen. This comprehensive material provides a new and sounder insight into the Comintern’s international networks and communication methods in the 1930s. More than ten percent of the intercepted telegrams consist of correspondence between Moscow and the special contact point in Copenhagen. The article analyses both the political and the more “technical” directives that reached Copenhagen and other European capitals and also uncovers the intensive traffic by communist couriers, agents, etc., between the Soviet Union and Denmark during this period. In a separate section that deals with the wider courier traffic in Europe it is documented that Danish couriers based in Moscow were very active in transporting large amounts of money to Paris, Stockholm, Prague and elsewhere. In just a little more than a year, Danish couriers Ellen Schou and Gottlieb Japsen transported suitcases from Moscow to various European capitals with an amount equivalent to DKK 24 million in 2014. The material also shows that four out of five identified money couriers in 1936 were women and that Swedish citizens in particular played a prominent role among the couriers. Finally, the article outlines the frameworks for future analysis of the entire collection of decrypted radio telegrams.
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Lewitter, L. R. "Courier from Warsaw. By Jan Nowak. London: Collins/Harvill, 1982. Pp. 477. £12.50." Historical Journal 28, no. 4 (1985): 1029–30. http://dx.doi.org/10.1017/s0018246x00005227.

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Cowhig, Ruth M. "Ira Aldridge in Manchester." Theatre Research International 11, no. 3 (1986): 239–46. http://dx.doi.org/10.1017/s0307883300012372.

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On Saturday, 10 February, 1827, the Manchester Guardian announced the coming appearance of ‘the African Roscius’ at the Theatre Royal, Manchester. After referring to ‘his success in New York and in all the principal theatres in the United States’ and to his performances ‘in the Theatres Royal, Bath, Bristol, Brighton, Plymouth, Exeter, and upwards of fifty nights at the Royal Coburg Theatre, London, with universal approbation’, the notice states that he will spend one night in Manchester on his way to Edinburgh and Glasgow. A note in the Manchester Courier the following week (17.2.1827) emphasizes the adventurous nature of the theatrical event, telling the public that ‘the spirited manager of this establishment seems determined to spare no pains to render the theatre as attractive as circumstances will permit’. The attitude behind this retains a protective ambiguity towards the experiment.
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Pięta, Wiesław, and Aleksandra Pięta. "Czech and Polish Table Tennis Players of Jewish Origin in International Competition (1926-1957)." Physical Culture and Sport. Studies and Research 53, no. 1 (2011): 65–75. http://dx.doi.org/10.2478/v10141-011-0023-7.

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Czech and Polish Table Tennis Players of Jewish Origin in International Competition (1926-1957)The beginnings of the 18th century marked the birth of Jewish sport. The most famous athletes of those days were boxers, such as I. Bitton, S. Eklias, B. Aaron, D. Mendoga. Popular sports of this minority group included athletics, fencing and swimming. One of the first sport organizations was the gymnastic society Judische Turnverein Bar Kocha (Berlin - 1896).Ping-pong as a new game in Europe developed at the turn of the 20th century. Sport and organizational activities in England were covered by two associations: the Ping Pong Association and the Table Tennis Association; they differed, for example, in the regulations used for the game. In 1902, Czeski Sport (a Czech Sport magazine) and Kurier Warszawski (Warsaw's Courier magazine) published first information about this game. In Czech Republic, Ping-pong became popular as early as the first stage of development of this sport worldwide, in 1900-1907. This was confirmed by the Ping-pong clubs and sport competitions. In Poland, the first Ping-pong sections were established in the period 1925-1930. Czechs made their debut in the world championships in London (1926). Poles played for the first time as late as in the 8th world championships in Paris (1933). Competition for individual titles of Czech champions was started in 1927 (Prague) and in 1933 in Poland (Lviv).In the 1930s, Czechs employed an instructor of Jewish descent from Hungary, Istvan Kelen (world champion in the 1929 mixed games, studied in Prague). He contributed to the medal-winning success of Stanislaw Kolar at the world championships. Jewish players who made history in world table tennis included Trute Kleinowa (Makkabi Brno) - world champion in 1935-1937, who survived imprisonment in the Auschwitz-Birkenau Nazi concentration camp, Alojzy Ehrlich (Hasmonea Lwów), the three-time world vice-champion (1936, 1937, 1939), also survivor of Auschwitz-Birkenau, and Ivan Andreadis (Sparta Praga), nine-time world champion, who was interned during World War II (camp in Kleinstein near Krapkowice).Table tennis was a sport discipline that was successfully played by female and male players of Jewish origins. They made powerful representations of Austria, Hungary, Romania and Czech Republic and provided the foundation of organizationally strong national federations.
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RATCLIFF, J. R. "Samuel Morland and his calculating machines c.1666: the early career of a courtier–inventor in Restoration London." British Journal for the History of Science 40, no. 2 (2007): 159–79. http://dx.doi.org/10.1017/s0007087407009466.

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This paper presents the story of two calculating machines invented by Sir Samuel Morland (1625–95) in the 1660s. These instruments are the earliest known mechanical calculators made in England. Their designs are unusual and very much of their time. They appealed to some, especially at court, and were dismissed by others, such as Robert Hooke. The first part of the paper introduces Morland and the courtier–inventor's world, in which a reputation as a ‘machinist’ or an engineer could accompany high social status. It considers why a former diplomat and postal spy would turn to invention in general and to mechanical calculators in particular as a career move in the Restoration court. The second part addresses the instruments – attention to their design reveals Morland's inspiration. The paper concludes with an examination of the market for the calculators in London, Paris and Florence. While it is notable that the calculators circulated both in court and in the commercial sphere, even more interesting is the contrast between their receptions in these two spheres. The story of these machines and their maker helps flesh out the poorly understood world of the courtier–inventor in early modern England.
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Jones, Charlotte. "‘This spasm upon canvas’: George Eliot, Gustave Courbet and Realist Aesthetics." Journal of Victorian Culture 26, no. 2 (2021): 244–66. http://dx.doi.org/10.1093/jvcult/vcab001.

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Abstract This article offers sustained consideration for the first time of George Eliot’s entanglement with mid-nineteenth-century French art. Taking realism’s transnational nature as its point of origin, this essay probes Eliot’s claim in Adam Bede (1859) for seventeenth-century genre painting as the most conspicuous visual precedent to define, embody and vindicate her aesthetic choices – at just the moment when Gustave Courbet makes realism scandalous in the Salons of the Second Empire. Questioning Eliot’s deliberate disavowal of influence, I trace the modes of transmission through which Courbet’s art was exported to and circulated within Britain during the 1850s; while London’s official art world was unreceptive to French art in the nineteenth century, a different picture emerges if we consider the visibility afforded by independent galleries and the periodical press, and if we take account of these diverse reading, viewing and citational practices. I then offer close readings of works by Eliot and Courbet to suggest that both evidence a discomfort with representation as the primary methodology of realism, and consider the consequences for the ideological, epistemological and affective energies of realist aesthetics. Reading Eliot alongside Courbet reveals her radicalism, but this only becomes clear when we place her realism within the orbit of a broader European tradition and understand her aesthetics as a form of praxis.
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McConnell, Alison K., and John Eagle. "The Influence Of Two Weeks Use Of A Respiratory Protective Device Upon Airway Function In London Cycle Couriers." Medicine & Science in Sports & Exercise 41 (May 2009): 380. http://dx.doi.org/10.1249/01.mss.0000355706.00069.87.

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Godshalk, W. L. "Katherine Duncan-Jones. Sir Philip Sidney: Courtier Poet. London: Hamish Hamilton; New Haven and London: Yale University Press, 1991. 14 ills., 16 pls., xviii + 350 pp. $29.95." Renaissance Quarterly 45, no. 4 (1992): 872–74. http://dx.doi.org/10.2307/2862659.

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Evans, Robert C. "Katherine Duncan-Jones. Sir Philip Sidney: Courtier Poet. New Haven and London: Yale University Press. 1991. Pp. xviii, 350. $29.95." Albion 24, no. 3 (1992): 472–73. http://dx.doi.org/10.2307/4050965.

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Dissertations / Theses on the topic "London Courier"

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Casey, E. (Etain). "Walter Ripman and the University of London Holiday Course in English for Foreign Teachers 1903–1952." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526216133.

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Abstract The thesis presents a case-study through which the linguistic purpose and historical and social context of the University of London Holiday Course in English Language for Foreign Teachers, is analysed and interpreted. The study foregrounds the context, content and development of one of the smallest academic units, a four-week short course, to contribute to our understanding of how international students of English language were taught and assessed in a particular university context in the early 20th century. The period from 1903 to 1952 is examined in order to understand why the course was successful and the impact of the work of Walter Ripman (1869-1947) who directed the course until 1939. Ripman is better known as a teacher of German and a significant figure in the German Reform Movement, which originated in 19th century Germany, but his approach to culture, phonetics and vocabulary acquisition in English language teaching and learning is less well known. The study goes beyond a history of his methodology to investigate and critically assess the formula that Ripman developed for the design of the short, university English language course and compares it with a similar course run at University College London by Daniel Jones. The changes that were made to the content and purpose of the course, following Ripman’s retirement in 1939, are examined as to how far they reflected the effects of war and the continued desire to internationalise the University itself by aligning the content of the courses more closely to the University programmes. The nature and importance of the web of relationships between staff in the success and longevity of the course are analysed and in particular the contribution of women to better understand their role in the learned world at that time<br>Tiivistelmä Tässä tapaustutkimuksessa analysoidaan ja tulkitaan Lontoon yliopiston ulkomaisille opettajille suunnatun englannin kielen lomakurssin kielellisiä tavoitteita sekä historiallista ja sosiaalista kontekstia. Tutkimus nostaa tarkastelun kohteeksi yhden pienimmistä akateemisista opintokoko-naisuuksista eli neliviikkoisen lyhytkurssin ja sen kontekstin, sisällön ja kehityksen. Tavoitteena on syventää ymmärrystä siitä, kuinka kansainvälisiä englannin kielen opiskelijoita opetettiin ja arvioitiin tässä yliopistokontekstissa 1903–1952. Tutkimuksen tarkoituksena on selvittää, miksi kurssi oli menestyksekäs ja mikä rooli tässä oli Walter Ripmanilla (1869–1947), joka johti kurssia vuoteen 1939 asti. Ripman tunnetaan saksan kielen opettajana ja tärkeänä hahmona kieltenopetuksen uudistustyössä, joka alkoi 1800-luvulla Saksassa, mutta hänen englannin opetukseen ja oppimiseen liittyvät näkemyksensä kulttuurista, fonetiikasta ja sanaston oppimisesta ovat vähemmän tunnettuja. Tutkimuksessa tarkastellaan Ripmanin metodologian historiaa mutta arvioidaan myös kriittisesti yliopistollisen englannin kielen lyhytkurssin toimintamallia, jota hän kehitti. Mallia verrataan vastaavaan kurssiin, jota Daniel Jones johti Lontoon University Collegessa. Työssä tutkitaan niitä muutoksia, joita tehtiin kurssin sisältöön ja tavoitteisiin sodan jälkeen, kun Ripman oli jo siirtynyt eläkkeelle. Muutoksia tarkastellaan suhteessa yliopiston kansainvälistämispyrki¬myksiin ja toiveisiin suunnata kurssisisältöä yliopiston tutkinto-ohjelmien mukaisesti. Lisäksi tutkimuksessa kiinnitetään huomiota henkilökunnan keskinäisten verkostojen luonteeseen ja merkitykseen kurssin menestykselle ja pitkäikäisyydelle sekä erityisesti naisten panokseen ajan akateemisessa maailmassa
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Kelly, Melissa. "Onward Migration : The Transnational Trajectories of Iranians Leaving Sweden." Doctoral thesis, Uppsala universitet, Kulturgeografiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-198099.

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Onward migration is an understudied process whereby people leave their country of origin, settle in a second country for a period of time, and then migrate on to a third country. This dissertation explores the transnational trajectories of one specific group of onward migrants. These are highly educated people who moved from Iran to Sweden as refugees following the Iranian Revolution in 1979. Then, after settling in Sweden for a period of time they subsequently moved on to London, England. Melissa Kelly explores how people live their lives across places. Using life history interviews conducted with individual onward migrants, Kelly draws out and contex-tualizes the individual and shared experiences of these migrants in specific space-time contexts, and highlights the meaning of both settlement and mobility in their lives. In doing so, she explores the circumstances that underlie the onward migration phenomenon, drawing attention to different geographical levels of scale, and linking social, economic and cultural perspectives. The main argument of the dissertation is that while place continues to be of sig-nificance, a broader understanding of migrant integration processes is required. Onward migration disrupts the categories usually used to comprehend the integration of migrants in narrowly defined nation state contexts, and encourages a more nuanced understanding of how we conceptualize both migration and settlement.
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Mazorodze, R. "The impact on students' self-efficacy and attainment of the explicit teaching of cognitive and metacognitive problem solving strategies in post-16 physics. The case for a GCE A-level physics course in an inner London Academy." Thesis, University College London (University of London), 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711893.

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Problem solving plays a pivotal role in the physics curriculum at all levels, as a summative assessment tool or a pedagogic barometer to gauge transfer of acquired physics knowledge and skills. However, evidence shows that students’ performance in problem solving remains limited to basic routine problems, with evidence of poor performance in solving problems that go beyond basic equation retrieval and substitution. Research into physics problem solving, with very little literature existent for the UK, has advocated for explicit teaching of problem-solving strategies but with little impact of these studies on the actual learning-teaching process of physics. In heeding the call by most researchers to extend research on physics problem to real classrooms situations, an action research methodology, consisting of two cycles, was adopted. This action research study attempted to bridge the `research-practical divide´ by explicitly teaching physics problem-solving strategies through collaborative group problem-solving sessions embedded within the curriculum. The target group was a GCE-A level cohort in the AS course, the only course cohort at this inner London academy. The objective was to trigger the generative mechanisms identified within the information processing, sociocultural theory and social cognitive theories. These mechanisms were viewed as possessing causal powers to enable an improvement in physics problem-solving competence. Data were collected using external assessments and video recordings of individual and collaborative group problem-solving sessions. The data analysis revealed a general positive shift in the students’ problem-solving patterns, both at group and individual level. All four students demonstrated a deliberate, well-planned deployment of the taught strategies. The marked positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy are positively correlated with attainment in problem solving in physics. However, this shift proved to be due to different mechanisms triggered in the different students.
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Stuart-Taylor, Virginia. "Amidst uncertainty and othering, EU citizens in search of belonging: The impact of Brexit on migrant identity and significant life-course decisions." Thesis, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393101.

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The UK's departure from the EU marks a pivotal moment in the history of intra-EU migration, one which foretells significant consequences for the identities and future plans of EU27 citizens who call the UK home, as they try to navigate the uncertainty and xenophobic othering sparked by the referendum result in June 2016. This thesis proposes five hypotheses on the cause-and-effect relationships that link migrant identity to subsequent decision-making in the context of Brexit, through coping strategies and other determining factors. Findings are based on thematic and comparative analysis of qualitative in-depth interviews with 22 Italian, Polish and Romanian citizens living in London, which were conducted between March 2018 and April 2019, prior to the UK's departure date and during a period of considerable uncertainty regarding their future in the country. In terms of Brexit's impact on their identity formation, xenophobic othering plays a key role in reinforcing and reconfiguring collective identities, and provokes contests to citizenship-identity hierarchies within the EU27 community in London. Despite the three nationalities' differing patterns of belonging and resulting identity reconfigurations, Brexit has broadly increased their attachment to, and solidarity through, a transnational European identity. In terms of the practical impact of Brexit on significant life-course decisions, the referendum has not triggered a 'Brexodus' or mass emigration of EU27 citizens from the UK, as emigration decisions are primarily governed by individual and circumstantial factors. Citizens who do not emigrate either face analysis paralysis and adopt avoidance tactics to delay decision-making, or they opt for instrumental naturalisation which often leads subliminally to a greater sense of belonging in the UK. Alongside the general hypotheses, this thesis also depicts the diverse attitudes and coping strategies that differentiate Italians, Polish and Romanians from one another, with regards to their distinct national and cultural backgrounds.
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Costa, Andreia Filipa Telo Santos da. "Educação de adultos: motivação face à aprendizagem ao longo da vida: um estudo de caso." Master's thesis, 2014. http://hdl.handle.net/10071/8838.

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A presente investigação desenvolvida no âmbito da Educação de Adultos centra-se, inicialmente, em algumas correntes teóricas com o intuito de facilitar a compreensão desta problemática. O quadro teórico aborda, de uma forma geral, as diretrizes europeias da Aprendizagem ao Longo da Vida com especial enfoque na modalidade de Educação de Adultos em contexto nacional e internacional. É, ainda, imprescindível abordar o estudo de Philippe Carré, pois constitui parte integrante da pesquisa. O estudo tem como objetivo entender as motivações dos adultos face à frequência de cursos de Educação e Formação de Adultos da Escola Secundária José Afonso em Loures. Posto isto, o instrumento de investigação utilizado teve como base o “Questionário de Motivação para a Formação - QMF” produzido por Philippe Carré, em 2001, e publicado no seu livro - De la motivation à la formation; traduzido e adaptado ao questionário da presente investigação. Os dados recolhidos, que são de natureza quantitativa e o tratamento dos mesmos, obtido mediante a utilização do Programa IBM SPSS Statistics 20 foram analisados à luz do contributo teórico de Philippe Carré. A investigação baseou-se numa amostra de 73 indivíduos, que frequentam os Cursos de Educação e Formação de Adultos de dupla certificação no ano letivo 2012/2013, com vista à conclusão do 12º ano e obtenção do nível de qualificação III da Escola Secundária José Afonso. Os resultados obtidos sugerem que a motivação dos adultos se baseia em fatores intrínsecos e extrínsecos de acordo com as características da amostra.<br>The current investigation developed in the ambit of Adult Education centers, initially in some theorical currents, with the goal of facilitates the comprehension of this problematic. The theorical board approaches, generally, the European guide lines of Lifelong Learning with special emphasis on Adult Education before the national and international context.. It is, also, imprescindible to approach the study of Philippe Carré, as an integral part of the research. The study’s goal is to understand the adult’s motivation that concerns the EFA courses at Escola Secundária José Afonso in Loures. Knowing this, the investigation instrument used, had as its base the “Questionário de Motivação para a Formação – QMF” developed by Philippe Carré, in 2001, and published in this book – De la motivation à la formation, translated e adapted to the questionnaire of the current investigation. The collected data are from quantitative nature and their treatment was obtained by using the IBM SPSS Statistics 20 Program were analyzed with the theorical contribution of Philippe Carré. This investigation was based in a sample of 73 individuals that frequent EFA double certification courses in school year 2012/2013, aiming to the 12th grade’s conclusion and obtaining qualification level III at Escola Secundária José Afonso. The obtained results suggest that adult’s motivation is based on intrinsic and extrinsic factors, according to the sample characteristics.
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Ferreira, Ana Paula Faria. "Os cursos de educação e formação de adultos, nível secundário: impacto e novos desafios." Doctoral thesis, 2016. http://hdl.handle.net/10362/19121.

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A presente investigação, que se insere na área de especialização de Educação Sociedade e Desenvolvimento, debruça-se sobre os cursos de Educação e Formação de Adultos (EFA) de nível secundário (NS). Estes cursos, da responsabilidade da Agência Nacional para a Qualificação e o Ensino Profissional (ANQEP), surgem como uma oferta de educação e formação para os adultos que pretendem adquirir habilitações escolares e/ou competências profissionais. Dada a centralidade que a aprendizagem ao longo da vida (ALV) tem vindo a assumir na nossa sociedade e o aumento significativo de adultos que voltaram à escola, torna-se importante caracterizar os modelos de formação implementados e avaliar o seu impacto, contribuindo, desta forma, para uma compreensão mais aprofundada deste fenómeno educativo. Nesse âmbito, a investigação realizada organiza-se em torno de dois objetivos principais : avaliar o impacto dos cursos EFA-NS junto dos diferentes intervenientes e caracterizar as práticas pedagógicas implementadas. Uma vez que se pretende ter uma compreensão holística de um fenómeno atual, em processo de desenvolvimento, com características contextuais e multidimencionais, recorreu-se a uma abordagem qualitativa, mais precisamente à realização de um estudo de caso. A recolha de dados concretizou-se, essencialmente, através de entrevistas, observação das sessões de formação, questionários de opinião e análise documental. A análise dos dados seguiu uma estrutura organizativa, que derivou do enquadramento teórico, bem como dos próprios dados e das questões de investigação. Os dados obtidos ao longo deste estudo permitiram aferir a pertinência do modelo de educação e formação de adultos implementado nesta escola. Nesse sentido, foi efetuada a caracterização deste modelo, em especial as metodologias e as estratégias de intervenção utilizadas e analisada a sua adequação às recomendações institucionais e aos pressupostos. Foram, também, caracterizados os recursos humanos envolvidos - coordenador, mediador e formadores - e as metodologias de trabalho privilegiadas por esta equipa pedagógica. O estudo permitiu, também, conhecer o impacto dos cursos EFA-NS junto dos diferentes atores - equipa pedagógica e formandos. Face ao contexto de formação e aos resultados obtidos, foram apontados alguns desafios que se colocam atualmente a estes percursos de educação e formação de adultos.<br>The current investigation, contained within the area of specialization in Education, Society and Development, adresses the adult courses of secondary level (EFA-NS courses). Theses courses, under responsibility of the National Agency for the Qualification and Professional Education, arise as a mean of education for adults who seek educational qualifications and/or professional skills. Given the increasing importance of lifelong learning in our society and the significant hike in adults who return to school, it becomes increasingly important characterizing and analysing academic methods implemented, contributing therefore, to a greater understanding of this educational phenomenon. Consequently, the conducted investigation focuses on two main objectives: evaluating the impact of the EFA-NS courses, among the diferent actors, and characterizing the implemented pedagogical practises. Considering the goal of achieving a holistic comprehension of a contemporary phenomenon, currently in development, with contextual and multidimensional characteristics, a qualitative approach, i.e. a case study, was chosen. The data was collected, essentially, through interviews, class observation, questionnairs and documental analysis. The data analysis was constructed upon na organizational structure, derived from the theoretical framework, as well as from the data itself and the performed investigation. The data attained throughout the study determine the suitability of the implemented adult education model. The model characterization was performed , with spetial attention to the strategies and methodologies of intervention utilized, and to the adequacy of the institucional recommendations and theoretical assumptions. The human resources were too characterized, along with the work methodologies adopted by the pedagogical team. Furthermore, the study facilitated the comprehension the EFA NS courses' impact alongside the diferente actors - pedagogical team and students. Given the educational contexto and the results obtained, a series of contemporary challenges to this educational course was comprised.
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Books on the topic "London Courier"

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Koshachiĭ i͡a︡shchik: Izbrannye zametki dli͡a︡ gazety "London Courier", literaturnogo internet-zhurnala "Russkiĭ Pereplet" i setevogo alʹmanakha "Lebedʹ". Gelikon Pli͡u︡s, 2004.

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Prigodich, Vasiliĭ. Sobachiĭ i︠a︡shchik: Izbrannye zametki dli︠a︡ gazety "London Courier", literaturnogo internet-zhurnala "Russkiĭ Pereplet" i setevogo alʹmanakha "Lebedʹ". Gelikon Pli︠u︡s, 2004.

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London, Polytechnic of Central. Guide for applicants: Undergraduate courses. The Polytechnic., 1986.

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College, South West London. Full-time and part-time courses. the College., 1990.

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Trust, London Wildlife. Courses guide 1986/7: Wildlife & conservation courses in and around London. London Wildlife Trust, 1986.

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Trust, London Wildlife. Courses guide 1987/8: Wildlife and conservation courses in and around London. London Wildlife Trust, 1987.

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prelude. Access 2004-2005 :The london access courses directory. London, 2005.

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Department of Education & Science. London Institute: HND courses in beauty therapy and theatre studies : a report by HMI. Department of Education and Science, 1991.

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Singleton, Kay. Survey and review of science access courses in the ILEA. Inner London Education Authority, 1985.

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R, Dashkova E. Zapiski kni︠a︡gini E.P. Dashkovoĭ: 1859, London. Nauka, 1990.

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Book chapters on the topic "London Courier"

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Vousden, Janet I., and Gordon D. A. Brown. "To Repeat or Not to Repeat: The Time Course of Response Suppression in Sequential Behaviour." In 4th Neural Computation and Psychology Workshop, London, 9–11 April 1997. Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1546-5_23.

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Wright, Katie. "Conceptualizing Human Well-Being from a Gender and Life Course Perspective: The Case of Peruvian Migrants in London." In Cross-Border Migration among Latin Americans. Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137001887_8.

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Trelfa, Jo. "‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes Through Reflective Practice." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_13.

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Abstract This chapter foregrounds reflective practice as integral to ‘real world’ learning in higher education. Concerning the development of professional ‘artistry’ of and for post-degree life, literature focuses on the nature and form of reflective activities to foster student scrutiny therefore control of self and situation whilst engaged in real world learning. Yet, Trelfa’s doctoral research suggests the only real ‘learning’ is correct performance to pass their course. Reflective practice, and real world learning, has ‘lost its soul’. Drawing on Lefebvre’s (Rhythmanalysis: Space, time and everyday life. London: Continuum, 1992/2004) concept of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).
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Dumas, Alexandre. "LXVI london." In Twenty Years After. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199537266.003.0067.

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When the tramp of the horses was lost in the distance, d’Artagnan regained the bank of the stream, and began to cross the plain, directing his course as much as possible in the direction of London. His three friends followed him in silence, until...
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"London lecturing: Public knowledge and private courses." In Charitable Knowledge. Cambridge University Press, 1996. http://dx.doi.org/10.1017/cbo9780511584718.006.

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"Pharmacy Qualifications and Courses at the School." In The School of Pharmacy, University of London. Elsevier, 2013. http://dx.doi.org/10.1016/b978-0-12-407665-5.00018-8.

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"“Of course, there was nobody in London.”." In The Brief, Madcap Life of Kay Kendall, 2nd ed. The University Press of Kentucky, 2021. http://dx.doi.org/10.2307/j.ctv1m59294.8.

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Phillpotts, Christopher. "The Houses of Henry VIII’s Courtiers in London." In The Archaeology of Reformation 1480–1580. Routledge, 2018. http://dx.doi.org/10.4324/9781315087276-20.

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Kornicki, Peter. "The Dulwich Boys and their Successors." In Eavesdropping on the Emperor. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197602805.003.0003.

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To meet the need for linguists in the war with Japan, the War Office finally responded to pressure from SOAS and in 1942 instituted a series of language courses at SOAS in London. For the first course, which consisted only of men, schoolboys were recruited from all over Britain and they were accommodated at Dulwich College during their 18-month course, so they became known as the Dulwich Boys. Frank and Otome Daniels were the key teachers, but Daniels had to recruit many more teachers as the courses expanded, including some Canadians of Japanese origin, some Japanese residents in the UK who were released from internment so that they could teach, and assorted others. Other courses at SOAS were taught by linguists and phoneticians with no knowledge of Japanese who nevertheless successfully trained students to recognize and understand spoken military Japanese, a skill that they put to good use monitoring air-to-ground communications in the Burma Campaign.
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Endelman, Todd M. "The Frankaus of London." In Broadening Jewish History. Liverpool University Press, 2010. http://dx.doi.org/10.3828/liverpool/9781904113010.003.0013.

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This chapter considers the radical assimilation of entire Jewish families as a common occurrence in western and central Europe between the Enlightenment and the Second World War. It analyses drift and defection that removed the names of thousands of families from communal rosters, although immigration often masked the demographic consequences of their departure. It also reviews the case of liberal states like England and France, where no government or church agency gathered data on conversion and intermarriage in which historians must reconstruct the course of radical assimilation on anecdotal evidence. The chapter explains how Jews understood and represented their transformation into Christians and how they regarded their Jewish background in later years. It explores the strategy to overcome the limitations of quantitative data by following the transformation of Jewish practice, affiliation, and self-reflection in a single family over three or more generations.
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Conference papers on the topic "London Courier"

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Stinton, D. "Upgrading the London Underground power supply system." In 4th IET Professional Development Course on Railway Electrification Infrastructure & Systems (REIS). IET, 2009. http://dx.doi.org/10.1049/ic.2009.0005.

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Stinton, D. "Upgrading the London Underground power supply system." In 6th IET Professional Development Course on Railway Electrification Infrastructure and Systems (REIS 2013). Institution of Engineering and Technology, 2013. http://dx.doi.org/10.1049/ic.2013.0075.

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Stinton, D. "Upgrading the London Underground power supply system." In 5th IET Professional Development Course on Railway Electrification Infrastructure and Systems (REIS 2011). IET, 2011. http://dx.doi.org/10.1049/ic.2011.0177.

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Chew, T. C. "Case study: Project management - the upgrade of London Underground." In 2nd IEE Residential Course on Railway Electrification Infrastructure Systems. IEE, 2005. http://dx.doi.org/10.1049/ic:20050639.

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Bourdeau, Debra. "PLATO IN SINGAPORE: A CASE FOR GLOBALIZING ETHICS COURSES." In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.012.

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Villa, Adam. "TEACHING WITH TABLEAU: INFUSING ANALYTICS INTO YOUR COURSE." In 45th International Academic Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.045.043.

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Ahtesham, Hamid, Yasir Javed, Shabir Hussain Khahro, and Sarah Almuqhim. "ATTITUDES FOR IMPROVED LEARNING & KNOWLEDGE IN ARCHETYPAL ENGINEERING COURSES." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.002.

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"The Students Perception on Ulum Al-Qur’an Course: A Comparative Study between Islamic Public Universities." In March 20-21, 2017 London. URUAE, 2017. http://dx.doi.org/10.17758/uruae.uh0317005.

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Stubbs, M. "Main line case study: risks and opportunities of mixed standards on the East London railway." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2008). IEE, 2008. http://dx.doi.org/10.1049/ic:20080368.

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Stubbs, M. "Main line case study: risks and opportunities of mixed standards on the East London Railway." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2010). IET, 2010. http://dx.doi.org/10.1049/ic.2010.0095.

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Reports on the topic "London Courier"

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London branch, Old Jewry - In course of construction. Reserve Bank of Australia, 2021. http://dx.doi.org/10.47688/rba_archives_pn-004260.

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