Böcker av Stephen Chapman

Follows the usual Railway Memories style illustrating the railways in the Chesterfield area of North Derbyshire as they used to be mainly in the 1950s and 1960s when the olde worlde market town of Chesterfield was surrounded by a tangled mass of collieries, coke works, iron works and railways. Begins with in-depth descriptive text.

With 187, mainly 1950s, photographs and eleven drawings, this book illustrates the diverse railways that once wove their way around the hills, dales and spectacular coastline of Cleveland, Yorkshire's north east corner. It shows us the steam trains that once served both heavy industry and rural communities.

Helps you to learn both the fundamentals of the Fortran language and a programming style that results in good, maintainable programs. This book serves as a reference for professionals working in the industry.

Railway Memories No.24 reviews through 189 pictures the railways that served Harrogate, Knaresborough and Wetherby, mostly as they were in the steam days of the 1950s. Coverage includes the Leeds Northern main line from Arthington through Harrogate and Starbeck to just south of Ripon. Also the lines from Harrogate to Knaresborough and York; to Lee

Quite possibly the most comprehensive collection of pictures of Tyneside's railways during the great age of coal, steam and pioneering electricity ever brought together in one book. Lavishly illustrates the railways of North and South Tyneside plus the Tyne Valley route to Carlisle in an era ranging from the 1940s to the 1980s.

A Long awaited first book from one of the biggest teacher training companies in the UK. Dragonfly Training was founded in 1999 and has established an excellent reputation internationally for providing inspiring, realistic and practical training courses for teachers. In this, their first book, three of their top trainers provide some of the very best hands-on approaches to teaching. Dragonfly's six key principles are: Promote effective starters and plenaries; Provide constant reinforcement as a means of embedding knowledge and provide on-going revision; Introduce a variety of ideas; Do first, teach after - whenever possible; Encourage students to create teaching materials themselves; Demonstrate and articulate success by modelling the desired outcomes.