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The notion of approximate fixed point sequence, emphasized in Chidume (Geometric properties of Banach spaces and nonlinear iterations. Lecture Notes in Mathematics, 1965. Springer-Verlag London, Ltd., London, 2009), is a very useful tool in proving convergence theorems for fixed point iterative schemes in the class of nonexpansive-type mappings. In the present paper, our aim is to present simple and unified alternative proofs of some classical fixed point theorems emerging from Banach contraction principle, by using a technique based on the concepts of approximate fixed point sequence and graphic contraction. [ABSTRACT FROM AUTHOR]

According to the Encyclopadia Britannica, the establishment of the Royal Society of London for Improving Natural Knowledge (Royal Society), the "oldest national scientific society in the world," was on November 28, 1660. In 1818, the Institution of Civil Engineers (ICE), the first professional engineering body, was also set up in London. Ten years later King Georges IV granted ICE its Royal Charter. Throughout the past 200 years, the world, and Western societies in particular, have experienced deep social changes. The engineering profession has not been an exception, and today its ethos is much broader and complex than the roots and conditions that were found at its origins. What elements are required for professional self-awareness in 21st century engineers? Our goal here is to outline these potential characteristics of contemporary engineering. [ABSTRACT FROM AUTHOR]

Despite increases in educational attainment in London, too many mathematics lessons remain focused on factual recall and procedural understanding, resulting in disaffection among learners. This study reports on the establishment of a research group, comprising five teacher researchers and myself, which aimed to challenge this situation through adopting a participatory action research methodology. By planning, teaching, and evaluating innovative classroom activities, the group demonstrated how making mathematics more relevant and meaningful can enhance students' engagement and agency. The collaborative and mutually supportive nature of the group developed teacher researchers' self-efficacy in addressing issues of social justice in their mathematics classrooms. [ABSTRACT FROM AUTHOR]