1,725,709 research outputs found
Jones (Peter d'A.) The Christian Socialist Revival, 1877- 1914
No full textDesroche Henri. Jones (Peter d'A.) The Christian Socialist Revival, 1877- 1914. In: Archives de sociologie des religions, n°26, 1968. p. 190
17. Jones (Peter), Homer's Iliad. A Commentary on three Translations
No full textGalhac Sylvie. 17. Jones (Peter), Homer's Iliad. A Commentary on three Translations. In: Revue des Études Grecques, tome 118, Janvier-juin 2005. pp. 286-287
Jones (Peter d'A.) The Christian Socialist Revival, 1877- 1914
No full textDesroche Henri. Jones (Peter d'A.) The Christian Socialist Revival, 1877- 1914. In: Archives de sociologie des religions, n°26, 1968. p. 190
17. Jones (Peter), Homer's Iliad. A Commentary on three Translations
No full textGalhac Sylvie. 17. Jones (Peter), Homer's Iliad. A Commentary on three Translations. In: Revue des Études Grecques, tome 118, Janvier-juin 2005. pp. 286-287
Datasets for 'Generation of functional hepatocyte 3D discoids in an acoustofluidic bioreactor'
Full text linkThis dataset supports the publication: 'Generation of functional hepatocyte 3D discoids in an acoustofluidic bioreactor' By: Khedr, Mogib; Messaoudi, Walid, Mohamed; Jonnalagadda, Umesh; Abdelmotelb, Ahmed; Glynne-Jones, Peter; Hill, Martyn; Khakoo, Salim I; Abu Hilal, Mohammad. In: Biomicrofluidics</span
The EU-central Asia education initiative
No full textThe European Education Initiative was launched as part of the EU-Central Asia Strategy in 2007. By 2009, the initiative hadprioritised higher and vocational education and emphasised links with the Bologna Process. Attempts were made to establish the EUCentralAsia Education Platform – a re-branding of Tempus and Erasmus Mundus programmes within a set of specific activities– and outline the ways in which internal EU education policy development processes could be externalised to the Central Asia region.However, the slow and uncertain pace of development of the Education Initiative, with the exception of the CAREN programme,calls for an analysis of the logic, content and practice of what has been attempted. It is also necessary to examine the political andinstitutional context that explains the lack of traction gained with education policy actors in the EU and Central Asia, and theprospects for a more compelling vision and a concrete programme of implementation that could meet the real and urgent needs ofCentral Asian countries. Drawing on the evidence provided by participants in the development of the Education Initiative, this paperconcludes by outlining an agenda for addressing its weaknesses
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