De Don Luis de Borja : nueuo, y curioso romance, en que se da cuenta, y declara la prodigiosa historia y cautiverio del bizarro don Luys de Borja ...

La autora aparece en los dos ultimos versos: "Y aqui la hija del Olmo pide perdon por sus faltas"

Historia de la vida, milagros y virtudes del glorioso San Luis Bertran, del orden de predicadores [Texto impreso]

Sign. : [calderón]8, 2[calderón]2, A-Y8, Z4

Elojio del profesor de filosofía Dr. D. Luis José de la Peña; discurso pronunciado por el rector de la Universidad de Buenos Aires,

Mode of access: Internet.

Discurso pronunciado por el Excmo. Sr. Conde de San Luis en el Congreso de los Diputados el 9 de junio de 1866 contra el proyecto de las siete autorizaciones : con los comentarios de la prensa política de Madrid

Mode of access: Internet.

Obras del V. P. M. Fr. Luis de Granada : segundo volumen del memorial de la vida christiana : en el qual se contienen ... de la vida de nuestro salvador. Tomo III.

Mode of access: Internet.

Obras del V.P.M Fr. Luis de Granada : precede su vida escrita por ... Luis Muñoz ... Guía de pecadores, en la qual [sic] se contiene una larga y copiosa exhortacion á la virtud y guarda de los mandamientos divinos : tomo I.

Mode of access: Internet.

Obras del V. P. M. Fr. Luis de Granada : Libro quarto de trece sermones con otros varios tratados espirituales ... Tomo VI.

Mode of access: Internet.

Obras del V. P. M. Fr. Luis de Granada : Primera parte de la introduccion del symbolo de la fé ... y de sus divinas perfecciones. Tomo IV.

Mode of access: Internet.

Obras del V. P. M. Fr. Luis de Granada : Quarta parte de la introduccion del symbolo de la fé ... Tomo V.

Mode of access: Internet.

Ocho comedias desconocidas de Don Guillem de Castro, del licenciado Damián Salustio del Poyo, de Luis Vélez de Guevara etc. Tomadas de un libro antiguo de comedias, nuevamente hallado, y dadas a luz

t. 1. Salustio del Poyo, D. La vida y muerte de Judas. Castro, G. de. El tao de San Antón. Vélez de Guevara, L. El capitán prodigioso, príncipe de Transilvania. Vega Carpio, L. de. El caballero de Olmedo.--t. 2. Castro, G. de. El renegado arrepentido. Vélez de Guevara, L. La devoción de la misa. Vélez de Guevara, L. El rey Don Sebastián. Vélez de Guevera, L. El Hércules de Ocaña.

Turning the Kaleidoscope - (E)FL Educational Experience and Inquiry as Auto/biography

This book is a study on learning, teaching/counselling, and research on the two. My quest has been to find a pedagogically-motivated way of researching learning and teaching interaction, and in particular counselling, in an autonomous language-learning environment. I have tried to develop a method that would make room for lived experience, meaning-making and narrating, because in my view these all characterise learning encounters between language learners and counsellors, and learners and their peers. Lived experience as a source of meaning, telling and co-telling becomes especially significant when we try to listen to the diverse personal and academic voices of the past as expressed in autobiographical narratives. I have aimed at researching various ALMS dialogues (Autonomous Learning Modules, University of Helsinki Language Centre English course and programme), and autobiographical narratives within them, in a way that shows respect for the participants, and that is relevant, reflective and, most importantly, self-reflexive. My interest has been in autobiographical telling in (E)FL [(English as a) foreign language], both in students first-person written texts on their language- learning histories and in the sharing of stories between learners and a counsellor. I have turned to narrative inquiry in my quest and have written the thesis as an experiential narrative. In particular, I have studied learners and counsellors in one and the same story, as characters in one narrative, in an attempt to avoid the impression that I am telling yet another separate, anecdotal story, retrospectively. Through narrative, I have shed light on the subjective dimensions of language learning and experience, and have come closer to understanding the emotional aspects of learning encounters. I have questioned and rejected a distanced and objective approach to describing learning and teaching/counselling. I have argued for a holistic and experiential approach to (E)FL encounters in which there is a need to see emotion and cognition as intertwined, and thus to appreciate learners and counsellors emotionally-charged experiences as integral to their identities. I have also argued for a way of describing such encounters as they are situated in history, time, autobiography, and the learning context. I have turned my gaze on various constellations of lived experience: the data was collected on various occasions and in various settings during one course and consists of videotaped group sessions, individual counselling sessions between students and their group counsellor, biographic narrative interviews with myself, open-ended personally-inspired reflection texts written by the students about their language-learning histories, and student logs and diaries. I do not consider data collection an unproblematic occasion, or innocent practice, and I defend the integrity of the research process. Research writing cannot be separated from narrative field work and analysing and interpreting the data. The foci in my work have turned to be the following: 1) describing ALMS encounters and specifying their narrative aspects; 2) reconceptualising learner and teacher autonomy in ALMS and in (E)FL; 2) developing (E)FL methodologically through a teacher-researcher s identity work; 4) research writing as a dialogical narrative process, and the thesis as an experiential narrative. Identity and writing as inquiry, and the deeply narrative and autobiographical nature of the (E)FL teaching/counselling/researching have come to the fore in this research. Research writing as a relational activity and its implications for situated ways of knowing and knowledge turned out to be important foci. I have also focussed on the context-bound and local teacher knowledge and ways of knowing about being a teacher, and I have argued for personal ways of knowing about, and learning and studying foreign languages. I discuss research as auto/biography: as a practising counsellor I use my own life and (E)FL experience to understand and interpret the stories of the research participants even though I was not involved in their course work. The supposedly static binaries of learner/teacher, and also learner autonomy/teacher autonomy, are thus brought into the discussion. I have highlighted the infinite variability and ever-changing nature of learning and teaching English, but the book is also of relevance to foreign language education in general.

Hybrid game strategies for MO problems in aerospace design

Game strategies have been developed in past decades and used in the field of economics, engineering, computer science and biology due to their efficiency in solving design optimisation problems. In addition, research on Multi-Objective (MO) and Multidisciplinary Design Optimisation (MDO) has focused on developing robust and efficient optimisation method to produce quality solutions with less computational time. In this paper, a new optimisation method Hybrid Game Strategy for MO problems is introduced and compared to CMA-ES based optimisation approach. Numerical results obtained from both optimisation methods are compared in terms of computational expense and model quality. The benefits of using Game-strategies are demonstrated.