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course noun 1 & adverb 1

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Earlier version

  • course, n. in OED Second Edition (1989)

In other dictionaries

  • cǒurs, n. in Middle English Dictionary

What does the word course mean?

There are 55 meanings listed in OED's entry for the word course , 18 of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation evidence.

course has developed meanings and uses in subjects including

How common is the word course ?

How is the word course pronounced?

British english, u.s. english, where does the word course come from.

Earliest known use

Middle English

The earliest known use of the word course is in the Middle English period (1150—1500).

OED's earliest evidence for course is from around 1300, in Southern Passion .

course is of multiple origins. Partly a borrowing from French. Partly a borrowing from Latin.

Etymons: French cours ; French course ; Latin cursus .

Nearby entries

  • courier bag, n. 1848–
  • couriered, adj. 1992–
  • couriering, n. 1738–
  • courierish, adj. 1879–
  • couril, n. 1889–
  • courlan, n. 1893–
  • courouce, n. 1450
  • couroux, n. a1450
  • coursable, adj. 1451–1549
  • coursably, adv. 1483–1525
  • course, n.¹ & adv.¹ c1300–
  • course, n.² 1466–
  • course, v. c1500–
  • 'course, adv.² 1887–
  • course-a-park, n. a1642–1729
  • coursebook, n. 1854–
  • course Camarguaise, n. 1988–
  • course clearer, n. 1820–
  • course correct, v. 1986–
  • course correction, n. 1860–
  • course credit, n. 1894–

Meaning & use

Oure louerd..Ordeyne..wolde al his dede bi cours of sonne & mone.
Þe heouene geth ene a-boute þoruȝ daiȝe and þoruȝ nyȝt..Heo makez euene þus hire cours and comez a-boute wel sone.
His aristable he took out sone. Þe cours he tolde of sonne and mone; Þe cours of þe planetes seuene He tolde.
In whech planetes cours and turnyng..is ful grete melodye.
These.. courses , and recourses of the Starres.
The Moon her monthly Course had now begun.
The sun continues its course in the same direction.
The earth..performs its yearly course about the sun.
As the sun continues its course across the sky, we relive this energy cycle every twenty-four hours.
I sih a barli cake, Which fro the Hull..cam rollende doun..Forth in his cours .
For swyfter cours cometh þyng þat is of wighte, whan it descendeth þan don þynges lyghte.
The worthie Captayne..although hys Mast was sprong..continued hys course towardes the Northweast.
We continued our course with our Oars and Sails for seven whole days together.
When the proud Steed shall know, why Man restrains His fiery course .
They slackened their course .
Here he checked his course , and descended in wide circles to the earth.
The boy crossing the street became aware that his challenge was being met in a different way this time, and rose to that challenge by slowing his course .
As she watched, it slowed its course until it was completely still, hovering in mid-air a few yards above her head.
  • rune Old English–1330 Course, onward movement, esp. of a celestial object; (also) rapid movement, running, esp. of a person.
  • draught a1325–1470 The action of moving along (cf. draw , v. IV.48); course, going, way. Obsolete .
  • course a1393– Onward movement or travel, esp. in a particular path or direction. Usually with possessive pronoun.
  • career ?c1550– The (rapid) movement of a person or thing along a particular course. Sometimes: spec. the movement of the sun, a star, etc., through the sky.
  • addression 1602–31 In the writings of George Chapman: direction or betaking of oneself (to a person or place). Cf. address , v. III.13.
  • tendence 1644–98 = tendency , n. 1b. Also figurative . Obsolete .
  • tendency 1653–1721 Movement or advance in the direction of something; a making toward something. Obsolete .
  • ducture a1674–91 Extension or movement in some direction.
  • traduction 1675 Apparently: the course or natural line of something. Obsolete . rare .
  • heading a1855– The action or an act of facing or moving in a specified direction. Also figurative with reference to progress over time.
On and oþur a non up lep To þe sonne bem with cours gret.
On our folk dasseand come Wiþ strong cours and gret hete.
A pece with a grete cours at ons felle doun alle.
Þas riuers commez with so grete a course and so grete a birre.
Troiell..Kayres euyn to the kyng..With all the corse of his caple & a kene speire.
  • course c1300–1540 Swift or violent motion; force or energy of movement. Chiefly in with (a) great (also strong) course . Obsolete .
  • swough 1338–1500 A forcible movement; impetus.
  • sway c1374– The sweeping or swinging motion of a heavy body, a storm, etc.; the impetus or momentum of a body, etc. in motion. Obsolete or dialect .
  • birr a1382– The force of the wind, or of any moving body; momentum, impetus; rush. to take or fetch one's birr : to gather impetus for a leap by a short run or…
  • feeze c1405– A rush, impetus; hence, a violent impact. Also, a rub. Now dialect and U.S.
  • impet c1440 = impetus , n.
  • radeur 1477–1770 Rapidity; impetus, force.
  • ravin a1500 Impetus, violence, force. Obsolete . rare .
  • sweight 1513 ‘The force of a body in motion’ (Jamieson); impetus.
  • bensel a1522– Bending, tension, spring (of mental faculties); strong bent or determination; impetus (of a body in motion).
  • swinge 1583–1696 Impetus (of motion); impetuous or forcible sweeping or whirling movement. Obsolete .
  • impetus 1656– The force with which a body moves or maintains its velocity and overcomes resistance; energy of motion; impulse, impulsion.
  • motive power 1702– The power to initiate movement, esp. the muscular or mechanical power needed to move the body or a machine; (hence) the force acting on a body to…
  • impulse 1715– The effect produced by impulsion; motion caused by the sudden application of force; momentum, impetus.
  • momentum 1740–1826 Force of movement. Obsolete .
  • impulsion 1795– Tendency to onward motion imparted by some force or influence; impetus.
  • send 1890–99 An accelerating impulse; impetus. Cf. send , n.²
A cours he toke with o felawe [ c 1390 Vernon MS. A cours he tok wiþ his felawe] Gregorie þe swiftere was.
To morowe shall be the courses of the horses.
They which runne in a course runne all, yet butt one receaveth the rewarde.
I runne as Hippomanes did with Atlanta, who was last in the course , but first at the crowne.
O're th' Elean Plains, thy well-breath'd Horse Sustains the goring Spurs, and wins the Course .
The name of the person who had gained the prize in the course of the stadium was inscribed..in the public register of the Eleans.
The first day's course , four mile heats for $500, was contended by Mr. Van Ranst's mare from Maryland, Lady Lightfoot, [etc.]
  • course c1350–1821 A race on foot or on horseback. Obsolete ( archaic in later use).
  • race 1513– A contest of speed in running, riding, sailing, or some other activity, between two or more competitors.
  • coursing 1569–1613 More generally: the action of running, racing, or moving quickly. Obsolete .
  • brush 1841– A rapid run or race; a contest in speed. dialect and U.S.
Sche [ sc. þe bicche] dureþ lasse in cours and in rennynge [L. in cursu minus durat ] .
Huon..made a course to asay his horse.
They are most swift in course , and wil runne a race as fast as any horse.
No man could lay hand vpon an Ostrich..For she runs away flying vsing her feet for course , & lifting vp her selfe with her wings.
The Word berach ..denotes here most vehement and restless endeavours, in a speedy course : like that of a Roe Buck, or wild Goat rather; whose agility, both in running and jumping is celebrated by all Authors.
  • ren a1325–1846 A run; a course.
  • course a1398–1700 Esp. of an animal: the action or an act of running. Also: a period of riding on horseback, esp. at a gallop. Obsolete .
  • race a1400– An act of running; a run. Frequently in in (also on, with) a race . Also figurative . Now Scottish .
  • rink a1522–96 Scottish . The action of running; an instance of this. Obsolete .
  • run 1638 An act or spell of running ( run , v. I.i.1a); frequently one made in preparation for a jump, throw, bowl, etc. Also figurative and in extended use…
  • scour 1820– The action of moving rapidly or going in haste; a run or rush. †Adverbial phrase good scour = with hasty movement, at a good pace ( obsolete ).
  • course c1515 Esp. of an animal: the action or an act of running. Also: a period of riding on horseback, esp. at a gallop. Obsolete .
  • gallop 1596– A ride at this pace.
  • wallop 1896 A ride at this pace. rare . (? jocular .)
In armes y wil me diȝte..& bere to þe a spere, with anoþer ryd þou to me wyþ a cors of werre.
What knyght was he that rode best cours ?
And at foure cours thei haue hem perced thourgh.
Eyther of them set hys speare in the rest to have runne the first course .
The Earle himselfe..horsed and armed, did run very many Courses , & specially..(as they cal it) the Course of the field, which I had neuer seene before.
There was tilting, course of field, and many such braue exercises.
We ran our course ,—my charger fell;—What could he 'gainst the shock of hell?
Grand-guards à la mentonière of wood are screwed on the breast-plates by nuts, and retain the indentations received in the course .
King Henry VIII of England staged a joust on 12 February 1511 in which each knight was required to ride six courses .
  • fight Old English– A combat, battle. A hostile encounter or engagement between opposing forces; = battle , n. I.1. Now archaic or rhetorical .
  • stour c1325– An armed combat or conflict; esp. a contest in battle; a fight. Obsolete exc. archaic .
  • acounter c1330–1500 An armed encounter; an attack.
  • meeting c1330–1596 An armed encounter; a fight, a battle. Obsolete .
  • set c1330 ? A setting oneself to fight, encounter, attack. Obsolete .
  • shower a1375–1576 A military assault or attack; (also) an armed conflict, a battle. Also figurative . Obsolete .
  • course c1380– A charge on horseback towards an opponent, performed by combatants in battle or in a jousting tournament. historical after the early 17th century.
  • brush a1400– A forcible rush, a hostile collision or encounter; in later use, chiefly a short but smart encounter.
  • sembly a1400–1600 Hostile meeting, conflict; = assembly , n. I.3.
  • hosting 1422– The raising of a host or armed multitude; hostile encounter or array, raid; an encampment; (formerly, esp. in Ireland) a military expedition.
  • poynye c1425–1550 A fight, a skirmish.
  • conflict c1440– An encounter with arms; a fight, battle.
  • militance a1460 Combat or warfare. Also: the Church Militant ( church , n.¹ & adj. compounds C.2). Obsolete .
  • grate 1460–1509 Collision (of weapons). Cf. grate , v.¹ 6.
  • rencounter 1471– An encounter or engagement between two opposing military forces; a battle, a skirmish.
  • chaple a1500 A fierce combat or encounter.
  • flite a1513 A contest, struggle. Obsolete .
  • concourse ?1520–1667 Hostile encounter or onset. Obsolete .
  • concursion 1533– Running or rushing together; concourse.
  • rescounter 1543–1683 An encounter, meeting, esp. a hostile or competitive one. Cf. recounter , n.¹ 2a, rencounter , n. 1. Obsolete .
  • spurn c1560 An encounter, fray. Obsolete . rare .
  • rencontre a1572– = rencounter , n. 1a. Now rare .
  • discourse 1573–1619 Course of arms (cf. course , n.¹ A.I.4); combat. Obsolete .
  • action 1579– A military engagement, a battle.
  • combat 1582– gen. A fight between opposing forces; struggle, contest; usually on a smaller scale than a battle . (Used both with and without a and plural )
  • opposition 1598–1655 A fight between two opposing combatants or forces; armed combat. Obsolete .
  • do 1915– Originally English regional and nonstandard . A social event, a party; a performance or show. Also in extended use: spec. (originally humorous ) a…
  • enpraynt 1490 A shock, encounter.
  • shock 1550– Military . A violent encounter of an armed force with enemy troops, esp. following a charge; a military assault, or the impact of this. Also: the…
  • jostling 1580– The action of jostle , v. ; †the shock of the tournament; clashing; collision; knocking or pushing about.
  • career a1604–1870 At a tournament or in battle: a charge of a rider on horseback; a meeting of adversaries. Obsolete ( historical in later use).
Þis ilond..is often i-bete wiþ dyuers cours of wateres and stremes and wiþ wawes of þe see.
Of whos mouþ out þer ran So grete cours of watres þan, Þat hit semed..Þat hit fulde þe chirche.
Whanne þe cours of þe mater ceessiþ.
Many other common waies..be so depe and noyous, by wearyng and course of water.
The euacuacyon of the cours of to moche blode.
At the Suns approach [the snow] thaws, and by its violent course or flux of Water causes those inundations [of the Nile] .
The water was very thick and muddy, occasioned by the rapid course of the river, the afflux of which was now at the highest.
The tangled swamp in which a stream loses itself, breaking into many sluggish arms, from which at last the waters converge to resume a rapid course over a narrow bed.
  • course a1387–1912 Of a fluid, current, etc.: the action or an act of running or flowing, esp. swiftly or copiously. Obsolete .
  • gurgitation 1860– Surging or whirling up and down; ebullient motion.
Þat humouris mown not have her cours to renne to þe wounde.
The religioun now estableist to have course , and to be reverencit be all men.
Pray for vs, that the word of the Lord may haue free course .
We have got free course for ideas.
  • course a1400–1863 Chiefly figurative . Opportunity or ability to move, flow, etc. Obsolete .
  • locomotive faculty 1612– An inherent ability to move from one position or place to another, as by an act of will.
  • locomotive power 1640– a. Power used or available for the purpose of locomotion; an instance of this; b. power provided by railway locomotives.
  • locomotive 1649–76 = locomotive faculty , n. Obsolete . rare .
  • locomotivity 1752– Capacity for locomotion; the ability to move from one place to another. Cf. locomobility , n. , locomotility , n.
  • mobility 1777– Ease or freedom of movement; capacity for rapid or comfortable locomotion or travel.
  • locomobility 1785– The ability to move from one place to another; a tendency to move about. Cf. locomotility , n. , locomotivity , n.
  • travel 1816–92 Capacity or force of movement. Obsolete .
  • locomotility 1828– Capacity for locomotion; the ability to move about or change position. Cf. locomobility , n. , locomotivity , n.
  • motiveness 1828 Capacity for movement, mobility.
This duc wol han a cours at hym or tweye With houndes.
Yf ye have ony grehowndes hom with yow to bryng, A cours ther schall ye have.
To see a corse at a Hare.
No game shall But we'll be ready for't; if a Hare, my Greyhounds Shall make a course .
The course of the deer in the forest or purlieu.
There are several Courses with Greyhounds, namely, at the Deer, Hare, and Fox.
Many instances have occurred of real racing Courses of the Hare by Greyhounds in an open country.
Johnny Moor practically ran a single-handed course , as Brave Briton was unable to raise a gallop.
The money goes on the two greyhounds which contest each course and the hare is merely the bait to make them give of their best.
It is possible for the hare to outrun the greyhounds.., at which point the course is over.
  • course c1405– A chase or pursuit of game (esp. hares) by hounds (esp. greyhounds or other sight hounds); the action or practice of coursing, or pursuing game…
  • the leash 1526–1665 the leash : (a) The department of the king's household concerned with the keeping of the hounds; (b) the art or practice of coursing.
  • coursing a1552– The activity or sport of hunting game, esp. hares, with dogs, esp. greyhounds or other sight hounds, sometimes as part of a race or contest between…
  • jelly-dogging 1889– A harrier (so called from being used to hunt hares, which are eaten with currant jelly); hence jelly-dogging , hunting with harriers.
Keepe them [ sc. greyhounds] also in the leame or slip..vntill they see their course , I meane the Hare or Deere.
They [ sc. greyhounds] must also be kept in a slip whilst they are abroad, until they can see their Course .
  • prey a1250– An animal that is hunted or killed, esp. (and now only) by a carnivore for food; the kinds of animal, collectively, that are hunted by a carnivore…
  • wild c1275–1599 A wild animal, or wild animals collectively; spec. a beast, or beasts, of the chase; a hunted animal or animals; game. Obsolete .
  • felon 1297– Law . One who has committed felony.
  • wild beast c1325– Originally in wild , adj. A.I.1, now always with mixture of A.II.8 (see beast , n. & adj. ); also figurative (cf. beast , n. A.II.7b, A.II.4).
  • game c1330– That which is being pursued in the course of hunting or the chase; a quarry.
  • venison 1338– collective . (See quot. 1603 at sense.) Now archaic .
  • venery a1375–1630 Wild animals hunted as game. Also figurative .
  • chase 1393– The object of pursuit; the hunted animal.
  • waith a1400–1540 Game for or obtained by hunting; spoil of the chase; also gen. spoil, booty.
  • beast of chase a1425– An animal that is hunted for sport (cf. chase , n.¹ 1b).
  • quarry c1500– An animal pursued or taken by a hunt with hounds, or by hunters using other means.
  • gibier 1514– Game; wildfowl.
  • wild meat 1529– Living animals such as are killed for food; a hunter's quarry or prey. wild meat n. originally Scottish game.
  • beasts of warren 1539–1628 beasts of warren , fowls of warren : see quots. 1598, 1628.
  • hunt-beast a1600 A beast of the chase.
  • outlaw 1599– In extended use: a wild, untamed, or hunted animal.
  • course 1607–1704 A hare or other animal coursed by hounds. Obsolete .
  • big game 1773– Large animals hunted as game; frequently attributive .
  • head 1795 A group or indefinite number of animals; esp. a stock or managed population of game or (now usually) fish.
  • meat 1851– Living animals such as are killed for food; a hunter's quarry or prey. wild meat n. originally Scottish game.
  • purchase a1450 The action of seizing or taking something forcibly; pillage, plunder. Also (chiefly Scottish ): the action of hunting or seizing prey. Obsolete .
  • small game c1474– Small animals hunted as game; in later use frequently attributive ; cf. big game , n.
  • meat 1529– Living animals such as are killed for food; a hunter's quarry or prey. wild meat n. originally Scottish game.
  • hunt 1588–1616 concrete . That which is hunted; game killed in hunting: = chase , n.¹ 4. Obsolete .
  • felon 1735 Law . One who has committed felony.
  • ground-game 1872– Game which lives on the ground, as hares and rabbits.
Thir mesuris, pynt and ferlot, haif course and nane uthir.
Almaner of pens..havyng the prynt of the kynges coyne shall have cours and be curraunt for payment.
Those penyes to be taken & have course oonlye for halpens.
The particular species of Forraign Coyn, above and after mentioned, shal have course within this Kingdom at the rates following.
Money being any matter, as metal, wood, leather, glass, horn, paper, fruits, shells, or kernels, which have course as a medium of commerce.
  • course 1458–1756 The passage or circulation of currency. Chiefly in to have course : to be in general use, esp. (of money) to be in circulation, to serve as a general…
  • gang 1488 figurative . Currency (of money). Obsolete .
  • walking 1549–1613 The passing (of money) from hand to hand. Cf. walk , v. II.5d. Obsolete .
  • current 1586–1803 Circulation ( of money). Cf. currency , n. A.I.1a. Obsolete .
  • currence 1605–1854 The fact or quality of being current, prevalent, or in circulation; currency.
  • currency 1623– The fact or quality of particular coins, notes, etc., being in circulation; the legitimacy of using a particular system of money as a medium of…
  • emission 1729– The issuing or setting in circulation (bills, notes, shares, etc.). Also concrete .
  • running 1788 With reference to coinage: the fact of being in circulation with a certain value. Obsolete . rare .
  • mobilization 1801– Economics and Finance . The action or process of bringing into circulation or realizing assets, capital, etc.; an instance of this. In Law : the…
  • monetarization 1967– = monetization , n.
Bacchides made no account to pursue them; but fortefied some Townes, and planted strong Garisons in them, daily to torment the Iewes by sallies & courses .
The Moores..make sallies and courses upon the Christian countries.
Not daring to make courses and inrodes to waste and pillage it.
  • road Old English–1817 spec. The act of riding with hostile intent against a person or district; a hostile incursion by mounted men; a foray, raid. Obsolete ( archaic in…
  • skeck 1297–1330 An attack made for the sake of plunder; a petty raid. Cf. skeg , n.³
  • chevachee c1380–1592 An expedition on horseback; a raid, campaign.
  • foray c1400– A hostile or predatory incursion or inroad, a raid. †in, of foray : on a foray.
  • reise a1450–1609 A journey; spec. a military expedition, a hostile incursion or inroad, a raid or foray.
  • raid 1455– Originally Scottish . A mounted military expedition; a hostile and predatory incursion (originally on horseback); an aggressive foray. Cf. inroad , n. …
  • excourse ?1520–84 The action of running forth or out; an excursion or sally; usually a hostile or marauding one.
  • bodrag 1537–95 A hostile incursion, a raid.
  • skeg 1542–45 = skeck , n.
  • reid 1544–1712 A mounted military expedition or incursion; = raid , n. II.2a. Obsolete .
  • inroad 1548– A hostile incursion into a country; a raid or foray.
  • outroad 1560–1865 An act of riding out; esp. a warlike excursion or raid, a sortie. Also figurative .
  • excursion 1577–1701 Military . An issuing forth against an enemy; a sally, sortie, raid. Obsolete except in phr. alarms and excursions at alarm , int. & n. & adv. …
  • excurse 1587 An outrush, raid, hostile sally.
  • bodraging 1590
  • cavalcade 1591–1703 A ride, a march or raid on horseback. Obsolete .
  • chevachance 1592 = chevachee , n.
  • chivancy 1616– Error for chevachee , n.
  • course 1619–78 A raid or incursion. Obsolete .
  • algarade a1649– A hostile incursion, a surprise attack. Later also in weakened sense: an outburst, a tirade.
  • outrake a1765–1860 An expedition, an outing; a raid. Obsolete .
  • commando 1791– South African . An armed and usually mounted party of men, typically civilians, mustered, esp. against Indigenous peoples, for forays, reprisals, and…
  • razzia 1821– Esp. in North Africa: a hostile or aggressive incursion, foray, or raid, esp. for the purposes of conquest, plunder, capture of slaves, etc.
  • muru 1836– A Māori raid undertaken as a compensation or reprisal for an offence against the community.
  • chappow 1860– A plundering expedition, a raid.
  • night raid 1872–
Þe kours was seue mile long.
A Course , cursus..stadium .
Every man may put in his horse, mare, or gelding at his pleasure, 'tis the Liberty of the Subject, and so his that sets up the Course .
Prizes to reward the Force Of rapid Racers in the dusty Course .
The same horse has also run the round course at Newmarket..in six minutes and forty seconds.
The finest racehorse..is never seen to less advantage than when walking over the course .
The Harvard-Yale University eight-oared boat-race was rowed last Friday on the course at New London.
On account of the intense heat, it was agreed upon to have four food stations along the course so that the runners could get water, sandwiches and whatever else they might need.
Gillow has several times skidded round at the back of the course , and now officials show him a black flag.
Exciting stretch runner should have plenty of speed to chase on a turf course that favors off-the-pace runners at route distances.
To watch the adventure race—an 81-mile course that includes mountaineering, hiking, biking,.. [etc.] —I station myself below the Tyrolean traverse.
The 24-year-old Elliott..won on road courses at Charlotte and at Watkins Glen last year.
  • course c1330– A piece of ground, track, or stretch of water used for racing; a racecourse or racetrack. In later use also: a prepared or prescribed route for…
  • race 1612–1890 A portion of time or space. A piece of level ground suitable for running or racing. Obsolete .
  • piste 1696– A trail or track beaten by a horse, mule, etc.; the track of a racecourse or training ground. In later use also more generally: any track or trail.
  • route 1771– The designated course of a race.
  • track 1836– A path made or laid down for a special purpose; spec. A course prepared or laid out for racing, or the like.
  • dog track 1854– a. A track or trail left by a dog; usually in plural ; b. a track ( track , n. I.6b) used in greyhound racing.
  • path 1883– A specially laid track for runners or other sportspeople. rare .
  • dog park 1928– a. U.S. a track for dog racing; = dog track , n. (b); b. originally and chiefly U.S. a park set aside for dog owners to exercise their dogs, esp…
  • athletics track 1952–
  • parcours 1971– A jogging track with exercise stations situated at intervals along the course.
The race-course and training-ground were called in requisition to form part of the Steeple-chase course .
At first, when the fences were really such as only a perfect hunter could get over, none but such horses were of any use; and if these courses had continued to be fixed upon, no doubt some little encouragement might have been afforded to the breeder to produce strong yet active horses.
The Committee..decreed that courses should consist of so many fences of given dimensions.
The course is set up with a variety of jumps placed around the hall or ring.
The dog show..has classes for pedigree and non pedigree dogs as well as obedience classes and dog agility course .
Sarah walked the course with Louise and Katie, which included two doubles, a scary-looking upright with shaped blue planks, [etc.] .
He being..often observ'd in the Cours at Paris in a very rich Coach, drawn by six dapple-Gray Spanish Horses.
Rich Coaches..full of Noblesse, who every night frequent the Course .
The agreeable promenades, the fashionable course —those are the charms of Brussels!
I have seen some mean small cities, where thirty wretched carriages were figuring on the corse , drawn by the most ordinary horses.
No hired carriage is admitted to pass round in this gay and fashionable course .
In the early days the Calcutta Course was the scene of much jollity and bonhommie.
  • outleap 1647–52 A place to which excursions are made. rare .
  • course a1684– A fashionable place for horse riding or carriage driving. Now historical .
Many of the golfers are content with a shorter course .
Some think our course is easy, wi' hazards nane ava'.
There was no rough on the courses I saw in the South and West on my 1947 trip.
El Kantaoui..is a genuine grass course .
The Algarve's first and largest resort has..two outstanding 18-hole courses .
  • links 1728– In plural . The ground on which golf is played, often resembling that described in b. In modern usage sometimes treated as a singular.
  • course 1807– An area of land used for playing golf; a golf course.
  • golf course 1813– A large piece of land laid out with a course on which golf is played, typically comprising a series of tees, fairways, bunkers and other hazards…
  • golf links 1891– The ground on which golf is played.
  • golf-green 1894– = golf links , n.
Othere toke þat cors an haste & to þe tour ȝeate þar-wiþ buþ wente.
His cours he nam with Seil updrawe.
The heiest cours þat any sterre fix clymbith by nyht.
Thesaid erle..made his course thether.
Homeward did they bend their course .
That a Ship..when the Wind blows, be mov'd in such a way or course to that or t'other place.
A Sail, which he had a mind to make, being not much out of his Course .
Three men were seen on the ice bending their course townward.
He therefore directed his course to the convoy.
Their gallop is directed into a circular course by the men surrounding them.
I proceeded against the wind... I was able to direct my course at will.
Nor do police departments recommend..using their vehicles for ‘pit maneuvers’, whereby a patrolman taps a speeding car to change its course or spin it.
  • path Old English– The course along which a person or thing moves or passes; an imaginary line representing this.
  • running Old English–1617 The course or direction followed by something. Obsolete . rare .
  • way Old English– The course or path described by the actual motion of a person, animal, or object; the route or line along which something moves. Usually with…
  • trace a1300–1768 The way or path which anything takes; course, road; esp. in to take one's trace , to make one's way, take one's course, proceed. Obsolete .
  • course c1380– The path or line along which a person or thing moves or travels; the route or direction in which a person intends to travel. Usually with…
  • race c1390–1635 The course, line, or path taken by a person or a moving body. Also figurative . Obsolete .
  • recourse ?c1425–1761 Movement, flow; a course, passage, or path to or into something. Also in extended use. Obsolete .
  • situation 1517 Direction, course. Obsolete .
  • journey ?a1560–91 transferred . Any course taken or direction followed; spec. (in making a mine), the line along which the gallery is carried. Obsolete .
  • track 1565– A line of travel, passage, or motion; the actual course or route followed (which need not be any beaten or visible path, or leave any traces, as…
  • career 1599–1651 The course along which someone or something travels; a path, a way. Obsolete .
  • roadway 1600– figurative and in figurative context.
  • direction 1665– The particular course or line pursued by any moving body, as defined by the part or region of space, point of the compass, or other fixed or known…
  • by-run 1674 Running by, course, current.
  • sense a1679– A direction, esp. one of two opposite directions.
  • meith 1726– A bearing, course, direction; frequently with take . Also: a measurement taken from a mark ( rare ). Chiefly in plural (occasionally with singular …
  • heading 1841– Originally Nautical . The direction in which something (as a ship, aeroplane, compass, etc.) is pointing or moving, typically expressed relative to a…
  • lode Old English– †Way, journey, course ( obsolete ); dialect a road.
  • way Old English– Travel or motion along a particular route or towards a particular destination; the route or course along which someone or something chooses to…
  • gate a1300–1631 A going, journey, course. literal and figurative . Obsolete .
  • raik ?c1350– The action or an act of going or walking about; one's course or way; a journey, a way. Also figurative .
  • line 1426– Track, course, direction; route: e.g. line of march , line of operations .
  • fairway c1440 With possessive adjective: one's course or route. Obsolete .
  • trade c1480–1625 A path, way, or course taken by a person, ship, etc. Cf. tread , n. I.3a(a). Obsolete .
  • voye 1541–78 Way.
  • tract 1555– Course, path, way, route; with of or possessive, the course or path traversed by a person, animal, or moving object: = track , n. I.3, I.4 Now rare or…
Þat ryuer eueriche monþe chaungeþ his foordes... Whan þe water so chaungeþ his cours , it bodeþ suche happes.
Þar þe stremis held þair cours .
Purpresture may be called when..turning comon waters from the right course .
Nor let my kingdomes Riuers take their course Through my burn'd bosome.
That the said Road shall be Resurveyed and laid out according to the Courses it now runs.
On the left-hand of the road..the ancient course of the Adige..is still to be seen.
Gladly would we have followed the course of the Appian to the village Tres Tabernae .
So she glided..slowly down the course of the winding river.
He followed the course of the Rhine northwards.
The straighter the course of the highway from the centre to the outskirts of the city, the more important it is.
  • gang Old English–1825 The bed or course of a stream. Cf. watergang , n. 1. Obsolete ( Scottish in later use).
  • course a1387– The line or route along which a river flows. In later use also: the line or route of a road.
  • stream a1552 A course of water flowing continuously along a bed on the earth, forming a river, rivulet, or brook.
  • train 1570– literary . The current or course of a river, etc. Now rare .
  • current 1577– The course of a river or other flowing substance. Now rare .
  • sweep 1596 The course (of a river). Obsolete . rare .
  • river channel 1629– The channel through which a river flows.
  • currency 1657–1810 The action or fact of flowing; the flow or course of river, stream, etc. Also: a current within a river, stream, etc. Obsolete .
  • thread 1691– The central line of the current of a stream, esp. as a boundary line.
  • urn 1726– The source of a stream, river, etc.; a spring or fountain. Also, the course of a stream.
  • river run 1927– Usually in form riverrun . The course which a river shapes and follows through the landscape. Also figurative .
The flod which men Nil calleth Departeth fro his cours and falleth Into the See Alexandrine.
Þe same ryueres tigris and eufrates..yif þei comen to-gidre..in to o cours .
Pure water, which first glides..through a stone course or channel six foot deep and as many broad.
The subterraneous Waters..cutting out new Courses .
It cuts its way through a deep course , with extremely picturesque walls of rock.
There is a tendency for the river to form a subsidiary deep course during floods.
Near Compton..two sets of hills formed by this ridge confined the river to a more narrow course .
  • pipe Old English–1596 A small stream, esp. one flowing into a river. Obsolete . rare .
  • rune Old English–1870 A flow of water; a stream, a watercourse. English regional (chiefly south-western ) in later use. Cf. rean , n. , rhine , n.³
  • sichet Old English–1319 A small watercourse. Cf. siket , n.
  • sitch Old English–1928 A small stream, esp. one flowing through flat or marshy ground, and often dry in summer; a ditch or channel through which such a stream flows; = sike …
  • through Old English A pipe; a conduit or channel for water; (in extended use) a small valley shaped like a trough. Obsolete .
  • gutter a1300–1862 A watercourse, natural or artificial; in later use, a small brook or channel. In 14–15th centuries often used to render Latin stillicidium (shower)…
  • siket 1300– A small watercourse or sike.
  • sike c1330– A small stream of water, a rill or streamlet, esp. one flowing through flat or marshy ground, and often dry in summer; a ditch or channel through…
  • watergate 1368– A channel for water, esp. one which provides drainage for a coal mine. Now historical .
  • course a1393– A natural or artificial channel in which water flows; a watercourse.
  • gole ?a1400–1601 A stream, channel, ditch.
  • gote a1400– A watercourse; any channel for water; a stream.
  • aa 1430–34 A stream, a watercourse.
  • flout a1500–83 A watercourse.
  • trough 1513– A hollow or valley resembling a trough; the bed or channel of a stream, or the depressed tract through which it flows; spec. in Geology a…
  • gut a1552– A narrow passage. A channel or run of water, a branch of a stream; a sound, strait.
  • race 1570– A channel or bed (of a stream); spec. an artificial channel leading water to or from a point where its energy is utilized, as in a mill or a mining…
  • lode 1572– A watercourse; an aqueduct, channel; an open drain in fenny districts. Now local .
  • ditch 1589– Extended rhetorically to any watercourse or channel, including those of natural formation.
  • trink 1592– A trench, channel, watercourse (natural or artificial).
  • leam 1601– A drain or watercourse in fen districts.
  • dike 1616– Extended to any watercourse or channel, including those of natural formation. On the Humber, a navigable channel, as Goole Dike , Doncaster Dike …
  • runlet 1630– A little stream; a runnel. Cf. run , n.² II.24b.
  • stell 1651– An open ditch or brook.
  • nullah 1656– A watercourse, river-bed, or ravine; a drain or channel for rain- or floodwater. Cf. khor , n.
  • canal 1691– A man-made watercourse constructed for some purpose. (Now the most common sense.) An artificial channel dug to drain land or to convey water for…
  • drain 1700– Applied to a natural watercourse which drains a tract of country.
  • lade 1706– A noun lade , with a sense ‘channel, watercourse, mouth of a river’, has been evolved by etymologists from place-names in which the last element is…
  • droke 1772– W. Country dialect and Newfoundland . A furrow or groove; a ditch, a small watercourse; a (steep) narrow passageway; also, a valley.
  • regimen 1797– Physical Geography . = regime , n. 3a.
  • draught 1807– A stream course, a ravine (?). (Also draft )
  • adit 1808– A roughly horizontal passage introduced into a mine for the purpose of access or drainage. Also in extended use; spec. a watercourse, esp. one that…
  • sluit 1818– A channel, ditch, or gully, usually one formed by heavy rain and dry during the greater part of the year.
  • thalweg 1831– The line in the bottom of a valley in which the slopes of the two sides meet, and which forms a natural watercourse; also the line following the…
  • runway 1874– The bed or channel in which a stream runs. Now rare .
Thei conne noght here Schipes stiere..thei here rihte cours and weie Foryete.
Schipe-men..Castez coursez be crafte..With þe nedyll and þe stone.
All courses in Nauigation to be set and kept, by the aduice of the Captaine.
We sette owre course south and by East.
Each several Course hath two Points of the Compass, by which it is expressed..Where there is any place scituated South-east, in respect of another place, we say the Rhomb or Course that runneth betwixt them, is South-east and North-west.
When a ship sails in a north east direction, we say her course is four points, or 45 degrees.
The Hispaniola..sailed a course that would just clear the island on the east.
To steer his course in a balloon..the aeronaut must so arrange that he is travelling faster or slower than the wind.
Heavier-than-air machines..are..liable to be driven out of their course in strong winds.
Its [ sc. the direction finder's] operation was entirely satisfactory, indications right and left of ‘ course ’ being very steady and definite.
The ships..set their course more southerly than in the previous year in order to reach warmer latitudes.
  • ship ren 1297 A ship's course.
  • course a1393– Nautical and Aeronautics . The direction, esp. in regard to the points of the compass, towards which a ship, aircraft, etc., is steered or navigated.
  • route ?1568–94 The direction in which a ship sails. Obsolete .
  • voyage 1581–1755 The navigation of a particular sea-route; the course or route (to be) taken by a ship. Obsolete .
  • caping 1595
  • wake c1595– A course, or general line of direction, that a ship has taken, or is to take.
  • run 1688– Nautical . More generally: the course or direction taken by a ship; a ship's onward movement in a particular path.
  • course 1905– Nautical and Aeronautics . The direction, esp. in regard to the points of the compass, towards which a ship, aircraft, etc., is steered or navigated.
  • flight path 1911– (See quot. 1919); the planned course of an aircraft or space vehicle from point to point; also transferred .
  • heading 1917– Originally Nautical . The direction in which something (as a ship, aeroplane, compass, etc.) is pointing or moving, typically expressed relative to a…
  • track 1919– Aeronautics . The projection on the earth's surface of the (actual or intended) course of an aircraft; the representation of this on a chart.
  • vector 1941– Aeronautics . A course to be taken by an aircraft, or steered by a pilot.
Antoninus..set his course against our State and Common-wealth, not (as they say) with spret nor oare, with shooving, or haling,..but even with spred and full sayle.
Is thy Word a Compass, to direct my course to Glory.
Thro' the tossing tide of chance and pain To hold his course unfaltering.
It is almost a matter of necessity, that the churchwardens should be at liberty to obtain the assistance occasionally of legal advice, in order that they may safely steer their course through the many difficulties in the making out of a church rate.
It is our mutual task now to utilize the experience of the past in order to chart a course for the future.
But the man and the dog were helpless and entirely dependent upon her ability to navigate a course through the murky waters of the DSS.
Many conservative church leaders have announced that they'll..hold their own summit, starting today in Jerusalem, to plot a future course for the conservative branch of the Church.
The US..has to accept that it does not own the world and that there will be other powers determined to chart their own course .
The rocks..hold their course in ascent to the south south east and descent pendently more than diagonally into the depth.
Mountains are said to have their course in that direction of their length in which they descend, and grow lower.
In Nent head and Dowgang mines its [ sc. Black-Esk-gill vein's] course is north and south.
The Gardner lode is nearly parallel to the Illinois..Its course is north 85° east, true.
Its course is east-northeast, and its dip is to the northwest.
  • course 1603– The direction towards which a mountain range, vein of ore, etc., extends.
  • run 1671– The way or direction in which something lies; the lie or line of something.
  • lie 1697– Manner of lying; direction or position in which something lies; direction and amount of slope or inclination. Also figurative the state…
  • line of bearing 1717– The direction in which something lies, extends, or moves relative to a fixed point or line; ( Navy ) the direction in which a linear formation of…
  • trend 1777– The way something trends or bends away; the general direction which a stream or current, a coast, mountain-range, valley, stratum, etc. tends to take.
  • lay 1819– The way, position, or direction in which something is laid or lies ( esp. said of country); disposition or arrangement with respect to something. (Cf…
  • orientation 1875– The relative position or direction of something; the bearing or lie of a thing.
Lay her a hold, a hold, set her two courses off to Sea againe, lay her off.
That night [he] lay six courss of.
Lay her two courses to the wind.
  • point c1503– Each of the principal directions marked at equidistant intervals on the circumference of a compass (usually 32 in number); the angular interval…
  • courses a1616–1891 In plural . Points of the compass. Obsolete .
Þere we syȝyn þyngys passynge þe cours of kynde [ a 1425 L.V. aȝens kynde] .
Heo dude after þe cours of kynde , And fleiȝ in-to a treo anon.
August passid, ageyn vnto the roote; Be cours of nature the vertu doth resorte Be reuolucioun to Kynde.
There is nomore than one in all y e cours of nature .
A certayn sterre apperyng in the heuen, aboue the course of nature .
A miracle..being out of the common course of nature , beyond or above it, doth cause admiration.
Touching the production of Animals,..they are in the ordinary course of Nature of two kinds.
I Have such Dread when I should die, Not knowing where, nor in what place. Through course of kind he comes to me.
The whole Course of Nature is a present Instance of his exercising That Government over us.
He cannot be supposed to live much longer, according to the course of nature .
To suppose that there was any Cataclasm, any violent disruption of what is the usual course of nature .
When the more intelligent of them saw that magic does not really achieve the ends aimed at they substituted for it a belief in man-like beings who direct the course of nature .
The Puritan lives, so ham-handedly opposed to the course of nature and the spirits within it, were viewed as threats.
Whan þat ffortune list to flee Ther may no man the cours of hire withholde.
What man comyth nouȝt at dew tyme..to Rydynge aȝeins the Kyng..as comun cours is at Cristemas [etc.] .
As ye cours askis off ȝowtheid.
The same to be ordred..aftur the course of the same Eschequer.
Of all þe craftes to ken as þere course askit.
It can not flowe at one houre so high..as the common course thereof is accustomed to doe.
Complaining of Julius Cæsar's Violation of that course of Law whereby the State was polliced.
The law must take its course .
Here in ordinary course they held a monthly Court for the Centenary.
Never again to imprison any person, except in due course of law.
When the letter..would be delivered in the ordinary course of post.
The course of the common law started with a statement of the nature of the claim which was largely common form.
My little gang and I are definitely not big drinkers in the usual course of things.
  • course c1405– The routine or established procedure; the usual way or custom.
  • vulgarness 1598–1648 The quality of being ordinary or commonplace; (also) generality. Obsolete .
  • publicness 1605– The quality, condition, or fact of being public; †the condition of being commonly accepted, prevalence; †fame, notoriety; †devotion to the public…
  • rifeness 1608 The state or condition of being rife.
  • vulgarity a1613–59 Generality of use or distribution; prevalence. Obsolete .
  • prepotency 1623– The quality of being prepotent; superior power or influence; predominance, prevalence.
  • prevalency 1648– As a count noun: an instance of being prevalent, or of frequent or general occurrence or acceptance; (also) a prevalent phenomenon, quality, or…
  • prevalency 1651– The quality or condition of being prevalent; = prevalence , n. 3.
  • prevalence 1682– The condition of being widespread in a particular area or at a particular time; general occurrence, existence, practice, or acceptance…
  • prevailance 1795– Extensive or common occurrence, pervasiveness; = prevalence , n. 3.
  • prevalent 1867– Something pervasive, widespread, or common; a predominant feature or phenomenon. Also, in later use: ( Ecology ) a prevalent species. Cf. prevalency , n. …
  • highway 1550– figurative . The usual or most direct course of action, thought, speech, etc.
  • way 1556– The customary or accepted manner of acting or behaving; the typical manner in which things happen or are done. Cf. the way of the world at phrases…
  • the common (also general, usual) road 1607–1878 the common (also general, usual) road : the usual, ordinary, or expected course or type of something. Chiefly with out of . Cf. run , n.² III.iv.45a. Obs …
  • the beaten track 1638– figurative . A course of action or conduct; a method of proceeding; ‘way’, ‘path’. the beaten track , the ordinary ( quasi well-worn) way.
  • run 1688– The average, ordinary, or usual type or class; the bulk, the generality; the majority of people or things. Frequently with modifying adjective, as ge …
I haue stryuyn a good stryf, I haue endid the cours [Latin cursum ] , I haue kept the feith.
Ye han for sothe ydoon a greet bataille Youre cours is doon, youre feith han ye conserued.
Ay the cours of thys mortal lyff Euerych hovr doth to hys boundys drawe.
Where he made an end of his course , and slept with his fathers.
They that enter the World with original Diseases..make commonly short Courses .
Some pursuits..can only engage us in the beginning of our course .
How much, in its..melancholy close, does it [ sc. the life of Walter Scott] resemble the course of Napoleon.
He was stricken down by a malignant form of African fever, and ended his course .
  • day Old English– With possessive. The period of a person's life or existence; lifetime. Also in extended use. In later use only in plural . Cf. time , n. A.I.i.3a, year …
  • life Old English– The series of actions and occurrences constituting the history of an individual (esp. a human being) from birth to death. In generalized sense…
  • life-day Old English– A day or some period of a person's life; (chiefly in plural ) a person's life or lifetime, ‘(all) the days of (one's) life’.
  • life's time Old English–1676 = lifetime , n.
  • livelihood Old English–1669 The course of a person's life, lifetime; kind or manner of life; conduct. Obsolete .
  • time Old English– Usually with possessive. The period during which a person or thing lives, occupies a particular position, is active in a particular sphere…
  • year Old English– With possessive: the period during which a person or thing lives or exists; lifetime, lifespan. In later use only in plural .
  • year-days Old English In plural . A person's life or lifetime. Cf. year , n. II.11a. Obsolete .
  • lifetime a1300– The duration of a person's (animal's, etc.) life; the period of time over which a person's life extends. Frequently in adverbial phrase in (during, …
  • life-while a1300–1849 A lifetime; one's lifetime.
  • for (also to) term of (a person's) life a1325– Chiefly Law . for (also †to) term of (a person's) life : as long as the person in question lives; until the person's death. Now historical .
  • course c1384–1904 figurative . A person's life viewed as a race that is run; a person's journey or passage through life. Obsolete .
  • living c1390–1654 Duration of life; one's lifetime. Obsolete .
  • voyage 1390– Used figuratively (in senses 1 or 4) to denote the course of human life (or some part of it), or the fate of persons after death.
  • age a1398– The whole lifespan or period of existence of any person, animal, or thing; the ordinary or expected duration of life. Now rare .
  • life's day c1425–1533 = life-day , n. ; cf. day , n. phrases P.1c.
  • thread 1447– figurative . Something figured as being spun or continuously drawn out like a thread. The continued course of life, represented in classical mythology…
  • race a1450–1850 figurative or in figurative context: a person's progress through life or some part of it. Obsolete .
  • living days c1450– The days of one's life.
  • natural life 1461– The duration of a person's life. Chiefly with possessive adjective.
  • lifeness 1534 Lifetime.
  • twist 1568–1638 figurative . The continuation or course of life figured as a thread; cf. thread , n. II.6a. Obsolete .
  • lease c1595– figurative with reference to the permanence of occupation guaranteed by a lease; esp. in a (new) lease of life . Also, the term during which…
  • span 1599– A short space of time, esp. as the duration of human life; the (short) time during which a person lives.
  • clew 1615– Used in reference to the thread of life, which the Fates are represented as spinning.
  • march a1625–1872 Forward movement, succession, advance; course or direction of advance. (Sometimes with allusion to sense… Of the course of life of a person or group…
  • peregrination 1653 Originally and chiefly Theology . The course of a person's life viewed originally as a temporary sojourn on earth (cf. sense 4b) and hence as a…
  • clue 1684– Any figurative ‘thread’. The thread of life which the Fates are fabled to spin and determine.
  • stamen 1701–53 The thread spun by the Fates at a person's birth, on the length of which the duration of his or her life was suppose to depend. Hence, in popular…
  • life term 1739– a. Chiefly poetic the duration of a person's (or animal's, etc.) life, a lifetime (now rare ); b. = life sentence , n. 1.
  • innings 1772– figurative . A period of power, favour, or ascendancy; an opportunity; a turn. In later use often in to have a good innings and variants: to have a…
  • lifelong 1814–56 The duration of one's life; a lifetime.
  • pass-through 1876– English regional . A person's passage through life.
  • inning 1885– figurative . A period of power, favour, or ascendancy; an opportunity; a turn; = innings , n. 3. Chiefly U.S.
  • natural 1891– colloquial (originally English regional ( southern )). = natural life , n. ; now usually in in all my natural , for the rest of my natural .
  • life cycle 1915– The course of human existence from birth, through childhood and maturity, to old age and death; spec. one that is characteristic of a particular…
  • life cycle 1938– In extended use: a course or evolution from a beginning, through development and productivity, to decay or ending. (Frequently in economic or…
  • puff 1967– colloquial (originally and chiefly British ). Life; span or length of life; esp. in in (all) one's (born) puff : in a person's experience, in all a…
Touchynge the cours of the worlde [Latin mundi cursum ] ..þe firste kyngdom was vnder oure fore fadres from Adam to Moyses.
‘ Cours [1460 Laud MS. Cource] of þis world’ men shul hit calle.
It is conuenyent that the tyme haue his cours .
The whole course of the Civill Warres.
I return from it to the course of the history.
Numbers [of sheep] often die, during the course of winter and spring, of what are here called the rott, pock, and scab.
The course of events which brought about this rapid fall.
Ordinarily, hemorrhages do not appear until late in the course of the disease, or just before death.
We had some understanding of what this [ sc. nuclear fission] might do for us in the war, and how much it might change the course of history.
Both sides filed..summaries of what they thought had been proved during the course of the trial.
Over the course of the year, the falleros , members of an ancient guild of Valencian artisans, construct hundreds of these extraordinary sculptures.
  • process 1357– The passing or lapsing of time, years, seasons, etc. Chiefly in in (also †by) (the) process of time : in the course of time, as time goes on…
  • course a1387– The continuous process (of time), succession (of events); progress onward or through successive stages, esp. over time. Frequently in over (also d …
  • concourse c1400–1657 Course, process (of time). Obsolete .
  • succession c1485–1655 The course, lapse, or process of time . Obsolete .
  • passing-by 1523– The action of going or travelling by; the passage of time. Cf. pass-by , n. 1.
  • by-passing 1526–1621 The action of going past: said both of the movements of a person and of the lapse of time.
  • slack a1533 The passing or spending of time. Obsolete .
  • continuance a1552 Duration or lapse of time, course of time ( obsolete ); period, length of time ( obsolete or archaic ). in continuance : in course of time.
  • race 1565– The progress of time.
  • current 1583– The direction, course, or progress of something, esp. something viewed as unfolding or developing over time, such as events, history, a…
  • prolapse 1585 Passage (of time). Obsolete . rare .
  • decurse 1593–1657 Downward course, lapse.
  • passage 1596– figurative . The passing of time or a period of time.
  • drifting 1610 Putting off; lapse (of time). Obsolete .
  • flux 1612– The passing away (of life, time or a portion of time). Also, a passing period. Obsolete .
  • effluxion 1621– The lapse or passing away (of time); the expiry or completion (of a certain period).
  • transcursion 1622 Passage, lapse (of time).
  • decursion 1629–80 The action of running, flowing, or passing downwards; also figurative of time, etc.
  • devolution 1629– figurative . The rolling or passing on of time; descent or passing on through a series of revolutions or stages, in time, order, etc.
  • progression 1646 Continuous action conceived or presented as onward movement through time; progress or advancement through a period, process, sequence of events…
  • efflux 1647– The lapse, passing away (of time, or of a particular period); hence, expiry, end.
  • preterition 1647 The passing of time. Obsolete . rare .
  • processus 1648– = process , n. (in various senses).
  • currency 1651– The action or state of proceeding or progressing; the course ( of time, events, etc.); the time during which something is in use or operation.
  • decurrence 1659–77 The act or state of running down; downward flow or course; lapse (of time). Obsolete .
  • progress 1664 Progression or advancement through a process, a sequence of events, a period of time, etc.; movement towards an outcome or conclusion. in progress …
  • fluxation 1710 Flowing or passing on.
  • elapsing 1720–
  • lapse 1758– Of life, time, etc.: The gliding or passing away, passage; a period or interval elapsed.
  • elapse 1793– Expiration, lapse, passing away (of time).
  • time-lapse 1864– An interval of time, esp. between two events; the passage of time; spec. an interval of time in the narrative of a play or film that is not…
  • wearing 1876– Passing, elapsing (of a period of time). rare .
  • tenor 1398– Continuous progress, course, movement ( of action, etc.); way of proceeding, procedure.
  • passage 1579 figurative . A transition from one state or condition to another, spec. through death; a transition or progress through a period, stage, etc.; a…
  • race c1590 The course or progress of events, or of a narrative. Obsolete .
  • profluence a1639– figurative . The onward flow or course of a narrative, series of events, etc.; progression.
  • runlong 1674 The course or passage of something.
  • development 1756– Growth or maturation into a form which is more advanced, more elaborate, etc.; gradual change or progression by successive stages. Also: an…
  • fore-march 1822– A march forward, in quot. figurative .
  • upbuilding 1876–
  • motion c1425– The process or course of life, time, fate, etc. Also in plural .
  • discourse 1541–1632 More generally: the onward course of something in space or time; succession or sequence of time, events, actions, etc. Cf. course , n.¹ A.III.16. Obs …
  • discurse ?1549–55 Onward movement in any process or course of action; progress, advancement. Cf. discourse , n. 2b.
  • running 1662 A succession of actions or occurrences. Obsolete . rare .
The whole course of his [ sc. Noah's] life was 950 years.
The Course of its Life is sixteen Hours.
The course of its life is, at the most, on an average of the best lives, sixty years.
  • length a1240– Extent from beginning to end, e.g. of a period of time, a series or enumeration, a word, a speech or composition. †in length of time : in course of…
  • date ?1316– The time during which something lasts; period, season; duration; term of life or existence. Now rare ( poetic in later use).
  • duration c1384– Lasting, continuance in time; the continuance or length of time; the time during which a thing, action, or state continues.
  • hautesse 1399–1667 Highness, height; loftiness of rank or character, nobility; haughtiness, pride; grandeur, stateliness; length (of time).
  • quantity ?a1425– Length in time, duration. Now chiefly in Law : the length of time during which the right of enjoyment of an estate is to continue (esp. in quantity …
  • period c1475–1785 The time during which something runs its course, duration; allotted time; natural lifespan. Obsolete .
  • tract a1513–1734 The drawing out, duration, continuance, process, passing, or lapse of time ; the course of time . Cf. Latin tractus temporum , French trait de temps .
  • allowance 1526– A fixed portion of food or some other provision granted to a person or animal; a ration. Also in extended use.
  • continuance 1530– The going on (of an action or process), the duration or lasting (of a condition or state). The most usual current sense.
  • wideness 1535–1699 More generally: size or amount; extent of time. Obsolete .
  • continue 1556 Continued course, continuance in time.
  • protense 1590 Apparently: = protension , n.
  • countenance 1592– Used for continuance .
  • stay 1595–1700 Continuance in a state, duration. Obsolete .
  • standing 1600–90 The continuance in time or existence of something; the lasting or enduring of something. Obsolete .
  • dimension 1605–76 transferred . Extension in time, duration.
  • longanimity 1607–13 Long passage (of time); long continuance, longevity. Cf. longinquity , n. 2. Obsolete . rare .
  • longinquity 1607–1859 Distance or remoteness in time; long passage of time. Also: long continuance or duration. Obsolete .
  • insisture 1609 A word of obscure use in Shakespeare: taken variously in the sense of ‘persistency, constancy’ (Schmidt), ‘regularity, or perhaps station’ (Nares)…
  • existence 1615– gen. Continued being; continuance in being. Also: an instance of this.
  • unprivation a1628 Continuance of existence.
  • continuity 1646– The state or quality of being continuous in time; uninterrupted duration. rare .
  • protension 1654– Extension in time; duration.
  • measure 1658–1706 Magnitude or quantity as ascertained by measuring. Duration (of time or a musical note). Obsolete .
  • course 1665–1880 Of a life, lifespan: duration or length in time. Obsolete .
  • contention 1666– Apparently = Continuance; cf. contene , contain , v. II.17.
  • propagation 1741 Extension or increase in size, numbers, or length of time; enlargement; prolongation; an instance of this. Obsolete .
  • protensity 1886– The quality of taking up time; the fact of having duration.
For now is halden non in curs [ a 1400 Göttingen MS. cours] Bot qua þat luue can paramurs.
Ye knaw not the comon cowrs that longys to a kyng.
Now what counsayl, what course may rightlye be taken?
I wish yow to hold such a cource as may best fitt your honor and your humor together.
If you will follow this course , you shall..reape therby many commodities.
The Maior..shall disburse moneys and take course to see the same fenced.
If there be not a speedy course taken to remove some Encroachments.
To persevere with Steadiness in this Course , is often more than half the Cure.
A great man applied personally to his Majesty, begging that he would please to ‘take a course to stop these run-about Preachers’.
I think our wisest course will be to join the cry.
He had made up his mind to a certain course of action.
It seems to me that the best course is the one that leaves my mind freest.
His wiser self will recognise the grave risks he will be taking if he pursues so ruthless a course .
Self-restraint means being able to resist that emotional urge, giving you time to evaluate the circumstances you're in and decide the wisest course of action.
  • bere Old English–1470 An action, a gesture; behaviour, conduct; demeanour. to take one's bere : to conduct oneself, behave (in a specified way). Cf. bearing , n.¹ II.4a.
  • path Old English– A course of action; a way of proceeding; a mode of behaviour or conduct; esp. a way of life leading to a spiritual goal. Also: a sequence of events…
  • sithe Old English–1325 A person's conduct, behaviour, or way of life.
  • way a1225– A course of action; (sometimes) spec. one proposed or taken as an approach to a particular problem or with a particular objective in mind. Also in t …
  • trace a1300–1715 figurative . A course of action or conduct; way of proceeding; ‘path’, ‘way’, ‘road’; esp. in phrases to follow, take, tread the trace . Obsolete .
  • line c1330– Course of action, procedure, life, thought, or conduct.
  • dance a1352–1733 figurative . Course of action; mode of procedure, play, game. to know the old dance : cf. French ‘ elle sçait assez de la vieille danse , she knowes…
  • course a1400– A line of (personal) action, way of acting, method of proceeding; an approach or a strategy adopted to deal with a situation. Frequently in course …
  • feat c1420–1734 In neutral sense: An action, deed, course of conduct; = fact , n. A.I.1. Also feats and deeds . to do, perform or work the feat : to ‘do the deed’. to w …
  • faction 1447–1883 Cf. fashion , n. 1. A way of acting or behaving; an action, proceeding, course of conduct; doings, proceedings. Obsolete .
  • rink ?a1500–1871 Scottish . The course or way on which a person is going. Esp. in to run one's rink . Obsolete (in later use archaic and poetic ).
  • footpath 1535– figurative and in figurative contexts.
  • trade 1536–1658 figurative and in figurative contexts. Cf. tread , n. I.3a. Obsolete .
  • vein 1549–1855 A type of activity or behaviour; a practice, a habit. Obsolete .
  • tract 1575– figurative . Course (of action, etc.); manner of proceeding, way, path: = track , n. I.5 rare or Obsolete .
  • road 1600– figurative . A (notional) way or course, esp. to some end.
  • country dance 1613–1852 figurative . Obsolete .
  • track 1638– figurative . A course of action or conduct; a method of proceeding; ‘way’, ‘path’. the beaten track , the ordinary ( quasi well-worn) way.
  • steerage a1641– A course held or steered, esp. a course of conduct.
  • rhumb 1666–1772 figurative . A course of action. Obsolete .
  • tack 1675– figurative . A course or line of conduct or action; implying change or difference from some preceding or other course.
  • conduct 1706– (With a ) A piece of behaviour, a proceeding ( obsolete ); a course of conduct ( rare ).
  • course of conduct 1725– course of conduct : a line of (personal) action, way of acting, mode of behaviour; (in later use) spec. ( Law ) a pattern of conduct composed of two or…
  • walk 1755–86 In non-religious contexts: a course of conduct. Obsolete .
  • wheel-way 1829– A way, road, or track along which wheeled vehicles run; also figurative (cf. rut , n.² 1c).
I might intreat your rare wits to be imploied in more profitable courses .
With conceit of his vile courses .
I knew his courses as much..as any man beside.
They have dissuaded them from their evil courses .
Baser courses , children of despair.
But in his old age he has mended his courses .
No goddess incited Kyknos to evil courses in the extant sources.
  • tight Old English–1330 Bringing up, rearing, training, education; (good) breeding; behaviour.
  • work Old English–1609 Acts or deeds collectively; action; conduct. Frequently in collocation with word ; cf. actions speak louder than words at action , n. phrases P.4…
  • laits c1225– In plural . Looks, manners, behaviour; esp. unruly behaviour or actions, goings-on. Scottish in later use.
  • rule ?c1225–1616 Conduct, behaviour; manner of acting. Obsolete .
  • guise 1303–1813 Manner of carrying oneself; behaviour, carriage, conduct, course of life. Obsolete .
  • conditions c1374–1830 plural . Personal qualities; manners, morals, ways; behaviour, temper. Obsolete .
  • action a1393– Something done or performed, a deed, an act; (in plural ) habitual or ordinary deeds, conduct.
  • governance a1393–1845 Conduct of life or business; mode of living, behaviour, demeanour. Also: (in plural ) proceedings, doings. Obsolete .
  • governail c1425–1598 Conduct, behaviour. Also: good conduct; self-control, discretion. Cf. government , n. I.3a.
  • port ?a1439–1588 Behaviour or conduct. Obsolete .
  • fashion 1447– Mode of action, bearing, behaviour, demeanour, ‘air’. Now rare .
  • dress a1450–1600 Activity, conduct, behaviour. Obsolete (in later use Scottish ).
  • governing a1450–1568 Chiefly Scottish . Mode of action or behaviour; conduct. Obsolete .
  • walking c1450– figurative . Manner of conducting or behaving oneself. †Also as a count noun ( obsolete ). Cf. walk , v. III.7a.
  • abearing ?1454– = abearance , n.
  • deport 1474–1740 Behaviour, bearing, deportment.
  • behaving 1482– Conduct, behaviour.
  • dealing 1484– Acting (in some specified way) towards others; way of acting, conduct, behaviour.
  • guiding a1500–72 The conducting or ruling of oneself, behaviour, conduct; plural doings, ‘goings-on’. Chiefly Scottish . Obsolete .
  • demeanour a1513– Conduct, way of acting, mode of proceeding (in an affair); conduct of life, manner of living; practice, behaviour. Formerly often with a and plural .
  • behaviour ?1521– Conduct, general practice, course of life; course of action towards or to others, treatment of others.
  • walk ?1567– In religious language (cf. walk , v. III.7a): (in early use as a mass noun) manner of behaviour, conduct of life; (later also) a particular choice or…
  • daps 1582– plural . Ways, modes of action; hence in dialect likeness, image (in ways and appearance).
  • courses 1592– plural . Ways of action, proceedings; personal conduct or behaviour, esp. of a reprehensible kind. Now archaic .
  • deportment 1601– Manner of conducting oneself; conduct ( of life); behaviour. Obsolete or archaic in general sense.
  • behave ?1615 = behaviour , n.
  • deportation 1616– Deportment. pseudo-archaism .
  • containment 1619– The action or fact of containing; holding; restraint; †deportment, behaviour; contenement , n. Also attributive .
  • conduct 1673– Manner of conducting oneself or one's life; behaviour; usually with more or less reference to its moral quality (good or bad). (Now the leading…
  • haviour 1752 The action of having or bearing oneself; deportment, bearing, behaviour, manner. Also plural manners. archaic or dialect .
  • daddyism 1984– Behaviour or attitudes characteristic of a father or fathers; an action or utterance typical of a father or fathers.
  • working Old English– Actions or deeds collectively. Now archaic and chiefly in religious contexts. In singular . Now rare .
  • craft c1275–1540 More generally: action, activity; (in plural ) deeds, doings. Chiefly in poetic use. Obsolete .
  • doings a1387– In plural . Deeds, actions, activities; transactions, proceedings. Also occasionally (now rare ) in singular .
  • practic a1475– A practical activity, (in early use) esp. one of the actions or activities which go to make up the practice of a craft or profession; (more…
  • gear c1475– figurative . = matter , n.¹ , stuff , n.¹ , in various uses. Doings, ‘goings on’. archaic or dialect .
  • proceeding 1524– As a count noun. A particular action or course of action; a piece of conduct or behaviour. Chiefly in plural : doings, actions; (more generally)…
  • practice 1547–1734 An action, a deed; an undertaking, a proceeding. Usually in plural . Obsolete .
  • activity 1570– Something which a person, animal, or group chooses to do; an occupation, a pursuit. Frequently in plural .
  • acting 1596– The performance of deeds, continued action, behaviour; (in plural ) actions, conduct.
  • motion 1667–1896 An action or movement on the part of a person or body of people. In plural (formerly also in singular ). Activities or movements on the part of a…
  • ongoings 1673– In plural . Originally and chiefly Scottish . Goings-on; noteworthy actions, proceedings, or doings.
  • energies 1747–1861 In plural . The collective activities or actions of a person, group, or other entity, esp. with reference to a particular context or purpose. Obsolete .
  • deed 1788– collective . Doings; ado, to-do. dialect .
  • movement 1803– A change of physical location. A journey, outing, commission, or other significant activity undertaken by a person or group of people. Usually in p …
Walking in Christ..implies our Perseverance in this Course of Conduct or Behaviour to the End of Life.
Every one..is able to presume and infer the motives by which an agent was actuated, from the particular course of conduct which he adopted.
The King of Great Britain and the King of the French, are pursuing exactly opposite courses of conduct towards Spain.
As laid down in Wilkinson v. Wilkinson..desertion is a continuing course of conduct .
Certainly her course of conduct while in her last employment was such as to raise a plain inference that she had an argumentative nature.
The evidence produced at trial sufficiently demonstrated that the defendants' conduct was part of a course of conduct ..intended to cause her distress and to obtain custody of her children.
Cowrs of ordyr, or rewe, series .
Þe yere fro þe incarnacion of our lorde, aftur þe cowrse & cowntinge of Inglonde, Millesimo CCCo lvj.
The yere of oure Lord God, after the course and rekenynge of the Churche of Englond, a thousand, fyue hundreth, fyftie and seuen.
Inuersion of wordes, besides their common course , as when we say:..faults no man liueth without, when order requireth we should say: No man liueth without faults.
For the Choice of these Lessons..holy Church observes a several course .
  • order a1382– Arrangement of things in which one thing, or each of a number of things, follows another; sequence or succession in space or time; succession of acts…
  • process a1387–1475 Succession of things in order; sequence; progression. Obsolete .
  • course 1440–1622 Customary or appointed sequence. Obsolete .
  • sequence 1592– Order of succession.
  • series 1594– The fact of forming a sequence or succession; the order in which things are placed within such a sequence or succession; sequence. Now rare …
I haue moste earnestlie mynded the glorie of God, and the settyng forth of his holy name, throughout the whole course of this my rude and symple booke.
The nature and whole course of a matter, beying largely set out.
Al the circumstances of the texte, and course of Scripture dothe importe the contrary.
Pythagoras now being (as the course of the Epistle offerreth me to thinke) in Italie.
I send you a copy because I believe it to be in course much the same with what you mentioned to have been received.
  • sentence ?c1225–1561 The thought or meaning expressed, as distinguished from the wording; the sense, substance, or gist (of a passage, a book, etc.). Obsolete .
  • intent 1303–1676 Meaning; import; purport. Obsolete .
  • tenor a1387– The course of meaning which holds on or continues through something written or spoken; the general sense or meaning of a document, speech, etc…
  • intendment 1390– Meaning conveyed or intended; signification; import. Now rare or Obsolete .
  • strength c1390–1693 The tenor or import of a text, speech, etc. Obsolete .
  • port a1393–1876 figurative . Import, meaning; character or quality (of a matter). Obsolete ( archaic in later use).
  • meaning c1395– The sense or signification of a word, sentence, etc. With possessive: that which a speaker or writer intends to express, imply, or insinuate; the…
  • process 1395–1775 The course or content of a narrative, treatise, argument, etc.; drift, tenor, gist. Obsolete .
  • continence a1398 Tenor, contents; content, capacity.
  • purpose c1400– Meaning, effect, import, esp. of words; = purport , n. 1. Chiefly in to this (also that, the same, etc.) purpose . Cf. cross-purpose , n. 1. Now rare .
  • substance 1415– That which is embodied in a statement; the meaning or purport of what is expressed in writing or speech; the gist or essential meaning of an account…
  • purport 1422– That which is conveyed or expressed, esp. by a formal document or speech; effect, tenor, import; meaning, substance, sense.
  • matter c1450 The substance of a book, speech, etc.; the contents of a composition in respect of the facts or ideas expressed, as distinct from the form of…
  • story c1450–75 The meaning or purport of a person's words. Obsolete .
  • containing 1477–1616 That which is contained; contents, tenor.
  • contenu 1477–1550 = content , n.¹ I.2, I.3.
  • retinue 1484 Tenor, import; substance. Obsolete . rare .
  • feck a1500–1600 The purport, drift, tenor, or substance (of a statement, intention, etc.); = effect , n. 3b. Sometimes in collocation with form . Obsolete .
  • content 1513–1667 The sum or substance of what is contained in a document; tenor, purport. In this sense, used both in singular and plural , and also in plural …
  • drift 1526– Meaning, purport, tenor, scope (of a speech or writing). Now the usual sense.
  • intention 1532–1668 The way in which anything is to be understood; meaning, significance, import. Obsolete or blending with I.5.
  • vein 1543–1790 The general character or tenor of something. Obsolete .
  • importing 1548–87 That which is signified by a word or phrase; meaning, signification, import. Obsolete . rare .
  • scope 1549– The object which a writer or speaker has in view, that which he or she wishes to express or enforce; the main purpose, intention, or drift of a…
  • course 1551–1723 The overarching purpose or intention of a narrative, document, etc.; the primary message or argument. Obsolete .
  • importance 1552–1796 Meaning, significance; = import , n. I.2. Obsolete .
  • force 1555– The real import or significance (of a document, statement, or the like); the precise meaning or ‘value’ (of a word, sentence, etc.) as affecting its…
  • sense ?1556–1748 An idea or connected series of ideas considered to be independent of the language in which it is expressed, and able to be expressed in a different…
  • file 1560–1647 The thread, course, or tenor (of a story, argument, etc.). Obsolete .
  • intelliment ?1562 = intendment , n. 3.
  • proport a1578–1686 = purport , n.
  • preport 1583 = purport , n.
  • import 1588– That which is implied or signified, esp. by a document, phrase, word, etc.; purport, significance, meaning.
  • importment 1602–60 Meaning, purport; = import , n. I.2.
  • carriage 1604–19 figurative . The meaning, substance, or import of a passage, speech, text, etc. Obsolete .
  • moral a1616–1841 Import, meaning, significance. Obsolete . rare .
  • significancy 1641– Meaning, import. Also: a particular meaning. Frequently with of . Cf. significance , n. 1a.
  • amount 1678–1881 The full value, effect, significance, or importance of something. Obsolete .
  • purview 1688– In extended use: the scope or limits of anything (as a document, inquiry, scheme, subject, occupation, etc.); remit; intent.
  • sentiment 1713– esp. An emotional thought expressed in literature or art; the feeling or meaning intended to be conveyed by a passage, as distinguished from the…
  • capacity 1720 Relation, tenor, sense (of words). Obsolete .
  • spirit 1742– Chiefly with the . The general intent or true meaning underlying a law, statement, etc., as opposed to its strict literal interpretation.
  • message 1828– The broad meaning of something; an expressed or implied central theme or significant point, esp. one with political, social, or moral importance…
  • thrust 1968– The principal theme or gist ( of remarks, an argument, etc.); a point, aim, or purpose. Originally and chiefly U.S.
  • messaging 1977– The ideas or messages conveyed explicitly or implicitly in order to make a point or persuade an audience, esp. as part of a targeted commercial or…
It nedeth nat to deuyse At euery cours the ordre of hir seruyse.
Fro kechene come the fyrste cours , With pypes, and trumpes, and tabours.
Bring vs some oliues for the third course .
I'll tell you the story between the courses .
Make use of this Cullis with all sorts of Fish Courses .
What's here? For the first course ; for the second course ; for the desert.
Like one returning thanks after a dinner of many courses .
It was a five-course meal with a variety of dishes.
All she has to do is to telephone to Mary's Meals on Wheels,..and a hot three or four-course dinner will be waiting on her doorstep whenever she wants it.
Stuffed tomatoes ... Serve as a first course or a main dish, accompanied by plain rice.
If you choose a four-to-five-year-old Spanish rioja or an Italian wine such as chianti..it'll go much better with the cheese course .
Three courses , good wine and not a pork bone or pot of puha in sight.
Diana came in to rummage for food, which prompted my grandmother to jump up and start preparing her a three-course meal.
  • sand Old English–1440 A serving of food; a course, mess.
  • mess c1300– A serving of food; a course; a meal; a prepared dish of a specified kind of food. Also figurative . Now historical and English regional (except as…
  • course c1405– A dish, or a set of dishes served together, forming one of the successive parts of a meal. Frequently with modifier indicating the type of food…
  • service c1450– That part or division of a meal which is served up at any one time; a course. Formerly also: †a particular dish or kind of food (as something…
Yay wylle yat ye prayer bell be ronghen at sex atte clok..wekely by a brodyr or syster of ye same Maisendew, as yair course comys about.
Of hem þat haue fulfilled her cours in wacchis and oþer laboures.
Cours of order, tovr .
Euery company, as their course came, saluted the kyng.
Where men by courses be borne to dye.
After the death of some noble Gentleman, my course came next, though not to die, yet to goe neere the Graue.
Trouble and peace..comfort and discontent come all of them by courses .
Cesar likewise celebrated Games..and it was order'd they shou'd be renew'd every fifth Year, four Colleges of Priests, taking care of 'em; namely, the Pontifices, Augurs, Septemviri, and Quindecemviri by Courses .
  • chare Old English–1320 The return or coming round again of a time; hence gen. turn, occasion, time. Obsolete .
  • lot c1175– A person's turn or time to do something (originally, as determined by lot); (also) an allotted task. Chiefly with possessive. Now rare .
  • throw c1275–1500 A turn.
  • tour c1320– One's turn or order (to do something). Also, a spell of work or duty; a shift: see turn , n. ; frequently in tour of duty . Now mainly Military and in Oi …
  • course 1416–1695 The time for anything which comes round to each person in succession; a person's turn. Cf. phrases P.3a.ii. Obsolete .
  • wheel 1422 = turn , n. I.ii.8. Obsolete . rare .
  • turn c1425– An opportunity or obligation to do something or to have something done, that comes successively to each of several persons or things. Almost always…
  • tourney 1523 One's turn in order or rotation. Obsolete . rare .
  • vice 1637–1793 Turn (of sequence or alternation). Obsolete .
  • rubber a1643–1706 In extended use. An additional turn or spell at something; (more generally) any spell, round, or turn. Obsolete .
  • rote 1831 Rotation; turn. rare .
  • whet 1849– An act of sharpening; transferred the interval between two sharpenings of a scythe, etc.; also figurative an occasion, turn, ‘go’. Now dialect .
  • journey 1884– A round or turn of work, such as is done at one time, in a day or a shorter space. slang . A turn of work; a ‘turn’; a time or occasion.
Officers waytinge vpon the kynge, to go of & on after their course euery moneth one..Euery course had foure & twentye thousande.
Also for the courses of the Priests and the Leuites.
A certaine Priest, named Zacharias, of the course of Abia.
We have the courses of Israel for the first Example of Rotation in a Popular Assembly.
The priests themselves, who inherited the position, were divided into twenty-four courses .
  • council c1384– In translations of the New Testament and related contexts: applied to the Sanhedrin, the highest legislative and judicial body of ancient Israel, or…
  • course 1535– Each of two or more groups of people who take turns performing an official duty or task. rare after 17th century.
  • sanhedrin 1588– ‘The name applied to the highest court of justice and supreme council at Jerusalem, and in a wider sense also to lower courts of justice’ (W…
  • Beth Din 1795– A Jewish court composed of the Chief Rabbi and two or more assistants, responsible for matters of Jewish ecclesiastical law and the settlement of…
Rob't. schall make a brigg' of stane oure ye water of Swalle atte Catrik..wt v Corsees of Egeoves lik And acordande to ye same Thiknes of Egeoves as Barnacastelle brigg' is of.
Þis wal had but to cors of arches, for þe curyng of þe uoutes wer so disposed þat þe roof was hy with oute and descended lower with inne.
That certain Courses or Ledges of more strength then the rest, be interlayed like Bones.
The breadth that the thatcher taketh up with him all att [a] time afore the ladder bee remooved, that is called [a] course ..they will say that hee wanteth..soe many course to the [e] nde of the howse.
Lay a course of Stone on the Cornish.
Three or four or five course of Bricks to be laid.
The beginning, the several courses , and the close of a human life.
In some parts of the walls courses of Roman brick might still be seen.
Broad bricks laid in several courses among small squared stone.
Drawed out these bundles and took it up on a fork... On your backs. And, uh, and let it down in courses .
Before any courses are laid, a thin layer of straw is spread as a lining course over the battens.
A secondary skin of seven courses of brickwork has later been built up.
The bottom courses just above ground level..show loss of mortar from the lowest joints.
  • course 1421– Building . A single continuous horizontal layer of bricks, stones, timber, or other building material, in a wall, the face of a building, etc…
Ley þe iiij. course of þin Fleyssche..as brode as þin cake.
Set the nethermast course vpon the endes, and the seconde course flat vpon the syde.
Ouer those a newe course of trees and stones againe.
They..hove out the first course of the Centurion's star-board side.
Arter we'd got two or t'ree courses in, I couldn't see my chummy on the cart.
[North Yorkshire] . A course , inloading sheaves of corn on a cart, is two sheaves thick; they being laid endways, that is, forwards and backwards for one layer; and then to one side and the other, for another layer.
  • course a1450– A layer, stratum. Now English regional .
  • couch 1661– A layer, stratum, bed; esp. a layer or coat of paint, varnish, etc.
  • stratum 1671– In various technical contexts. A natural layer or bed of sediment or rock having a consistent composition and representing a more or less…
  • dess 1673– A stratum, a layer.
  • strata 1676– = stratum , n. 1, 2a.
  • bed 1684– Geology . A layer or stratum of some thickness.
  • floor 1692– A layer, a stratum; a horizontal course.
  • flooring 1697– A natural floor; a stratum.
  • stratification a1703– Geology . Each of the strata produced by successive deposition of layers of sediment; = stratum , n. 2a.
  • rock 1712–1851 English regional ( Northamptonshire ). A series of strata. Obsolete .
  • lie a1728– concrete . A mass that lies; a stratum, layer.
  • lay-bed 1728 The bed in which something is laid or lies. A layer, stratum. Obsolete .
  • post 1794– Mining . A compact stratum of sandstone, limestone, etc. Now rare .
Your Citharen lyeth before you with his 4 course of strings.
Course ,..2 (Music.) A set of strings of the same tone placed alongside, and struck one, two, or three at a time, according to the strength of sound desired.
Six pieces for the four- course guitar.
A guitar-like instrument with six courses (pairs of strings).
13 Course Baroque Lute with case.
He specifies that the ‘common’ type has six courses of strings.
  • string Old English– A cord or line (composed of vegetable fibre, gut, or fine wire) adapted to produce a musical sound when stretched and caused to vibrate.
  • chord a1340– spec. A string of a musical instrument, such as a harp. (Now only poetic ; ordinarily string .)
  • cord a1340–1830 A string of a musical instrument; now written chord , n.¹
  • sinew 1605 A tendon taken out of an animal body and used for some purpose, esp. for binding or tying with; hence, †a snare; a string in a musical instrument.
  • course 1609– Music . In a musical instrument: a pair or set of adjacent strings tuned to the same note or (occasionally) an octave apart, and typically played…
All these Coruscations, how ever they appear, are a certain signe of Courses of Metalls [German Ertzgäng ] , that by them they may be known, and Metalls as certain gifts of God may be brought forth out of the earth.
Any Vein or Lode is often termed a Course .
In the Earl of Winton's ground at Cockeny, there is found a course of coals and freestone, dipping to the SE. in the Links.
A good course of copper ore has been discovered at what is considered a deep level in this district.
In the Moose Mine the largest and richest courses of ore lay from horizontal to a pitch of thirty-six degrees.
  • course 1650– Mining and Geology . A vein of ore or other mineral; (also) a seam or stratum of coal or rock.
Then work your instep-needle, and so work plain one course round about, til you come to your right hand heel Needle.
The workman made alternate courses of blue and white, and only worked the machine every other course ; the result was, a stripe of blue and white was made down the ribbed stockings.
The heel having a reinforced portion comprising a plurality of courses .
By knitting the fabric so that a locking thread moves through the different courses this laddering can be prevented.
In this class you'll explore a wide variety of knit fabrics and learn how to identify the right side, wales and courses .
  • course 1655– Knitting and Textiles . A row of stitches or loops across the width of a knitted fabric.
  • row 1786– Knitting . A single line of stitches.
  • turning row 1946– In knitting and crochet. A row knitted in such a way as to mark, or assist in turning, the hem of a garment.
  • turning row 1970– In knitting and crochet. A partial row in which only a portion of the stitches are worked before the work is turned, typically used to create…
A second course of teeth is cut to form the double cut file, crossing the first diagonally.
A row of parallel teeth on the face of a file. One course makes a single-cut file. A course crossing the file at right angles constitutes it a double-cut file.
In making a cross-cut file, when the first course of teeth had been cut it was necessary to strip away irregularities with a pottance file.
Seven courses of stairs brought you up hither with fatigue and shortened breath.
There are four courses of stairs in the path to Bawa Matalua, seven hundred stone steps in all.
  • stair Old English– An ascending series or ‘flight’ of steps leading from one level to another, esp. from one floor to another in a house; a staircase.
  • grece 1382– A flight of stairs or steps; a stairway.
  • grecing c1400– Chiefly plural . Steps in a flight; flights of steps; stairs. Rarely singular . A step; also, ? a flight of steps (quot. 1500).
  • pair c1450– A set or flight of stairs or steps; (also) a portable set of steps. Also figurative .
  • slip 1480 A stairway. Obsolete . rare .
  • pair, flight of stairs 1556 collective plural (of sense 2). = sense 1. Also, in generalized sense, the steps of staircases. (In the latter use, the plural of sense 2 coincides…
  • scale 1592–1705 A flight (of stairs); a staircase. Obsolete .
  • staircase 1624– Originally, ‘The inclosure of a pair of Stairs, whether it be with Walls, or with Walls and Railes and Bannisters, &c.’ (Moxon Mech. Exerc. …
  • scalier 1652–53 A staircase.
  • dancers 1667– plural . Stairs. slang .
  • flight 1703– The series of stairs between any two landings; hence a series of steps, terraces, etc., ascending without change of direction.
  • stairway 1767– A way up a flight of stairs, a staircase.
  • course 1828– A flight of stairs. Now rare .
  • apple(s) and pears 1857– In full apple(s) and pears . Stairs.
In putting the tobacco in the hogshead for packing, a man gets inside, shoes off... A single row of bundles is then laid all around the edge on the heads of the last circle, then across the hogshead in parallel rows... This is called a course and these courses are continued until the hogshead be filled.
A course is run from A to B, the bundles being placed at right angles to this line.
The hands are laid in courses in shingle fashion with the butts pointing outward.
The whyte or lede coloured vryne hauyng whyte shelles therin swymmynge, sygnyfyeth the cours or fluxum menstrualem of women.
Beware that they which haue their monethly courses , doe not then..come neare.
The monthly course of women.
When Maids begin to have their Courses .
Chast-tree..stops the courses .
Women conceive best, in the first five or six Days, that follow their Courses .
For eighteen months she had not seen her courses .
Her last course came on April 14th.
Amma, my monthly courses are late. What am I going to do?
Eugenia's courses were late, which was unusual for her.
  • monthly Old English– In singular and (more usually) plural . The menstrual discharge; a menstrual period. Cf. menses , n. Now colloquial .
  • menstruum a1398– In singular and plural . The menstrual discharge; the menses. Also in extended use (see quot. 1933). Now rare or historical .
  • flower c1400–1858 transferred . plural . The menstrual discharge; the menses; = catamenia , n. Obsolete .
  • menstrue ?a1425–1684 The menstrual discharge. In plural .
  • women's evil c1450 = menstruation , n.
  • menstruosity 1503–1654 The menstrual discharge. Also: the condition or state of menstruating.
  • course 1526– A menstrual period (frequently in plural ). In early use also: †menstrual bleeding, menstruation ( obsolete ).
  • monthly time 1564– An occurrence of menstruation; = period , n. A.I.ii.8. Frequently more fully as monthly time . Formerly also in plural : †the menstrual discharge ( obs …
  • reds 1568– In plural . The menstrual discharge; a menstrual period; (also) †excessive menstrual bleeding ( obsolete ). Now rare ( colloquial in later use).
  • month courses 1574 monthly menstrual discharge.
  • purgation 1577 Menstruation; an instance of this; a menstrual discharge. Obsolete .
  • women's courses 1577– = menses , n. Cf. course , n.¹ A.IV.23a.
  • month 1578–1826 Usually in plural . The menstrual discharge; a menstrual period. Cf. menses , n. Obsolete .
  • menses 1597– With plural agreement. The menstrual discharge; menstruation.
  • menstruals 1598–1788 In plural . The menstrual discharge; the menses. Obsolete .
  • flourish 1606 plural = flowers (see flower , n. 2b).
  • nature 1607– Menstrual discharge. rare (in later use Irish English and in African American usage).
  • fluors 1621–1724 In plural . Menstruation; menstrual periods; = flower , n. 2b. Cf. bloody flux , n. Obsolete .
  • mois 1662–1890 An occurrence of menstruation. rare .
  • period 1690– More fully monthly period . An occurrence of menstruation.
  • catamenia 1764– With plural agreement. The menstrual discharge.
  • turn 1819– Chiefly U.S. A menstrual period. Frequently in plural . Now historical and rare .
  • visitor 1980– A menstrual discharge; = visit , n. 4. slang .
It..is medicynable ageynste goutes, ioynt aches, and feuers, whiche come by courses .
He..died of a severe course of gout.
Nine patients in ten would go through a course of fever in less time, with less suffering.
  • course ?1537–1838 An acute episode of a disease, esp. a disease of a relapsing nature. Obsolete .
Unto the poore..of this parishe a Course of Candelles xvj in the pounde.
No..Maker of Candles..shall begin to make any Course or Making of Candles, without Notice thereof first given.
Every chandler or maker of candles for sale, before he begins to work upon, dip, or make any course , or making of candles, [etc.] .
  • course 1552–1774 A set of candles made in a single batch. Obsolete .
  • stick 1711– Candle-making . A batch of candles made by hanging a number of wicks from a stick and dipping them into heated wax or tallow. Now historical and rare .
I am tide tot'h stake, and I must stand the course .
They haue tied me to a stake, I cannot flye, But Beare-like I must fight the course .
Also you shall see two ten dogge- courses at the Great Beare.
I am brought to the stake perforce, and must stand the course .
President Roosevelt must fight the course .
  • course 1608–1907 In bear-baiting: one of several instances of setting dogs to attack a captive bear during a fight. Chiefly figurative . Obsolete .
Tuo Reidaris in the Municipall and Romane Lawis, who sall compleit thair coursses in four yeares.
Maffee lies, when he saith som of them were Doctors of diuinity, & some had begun their course .
[He] will pass his course in the colledge within two years.
Any one of these Classes or Courses will require about three Months.
A regular course of study and exercise was judiciously instituted.
He began to deliver..a course of lectures on the Epistles of St. Paul.
A practical course in domestic science.
He went on a course at a government training centre.
Enrolling in college as a freshman, Genie plans to take general education courses this semester.
This 15-week course will show film-goers how to articulate their attitudes toward movies.
I finally decided what I was going to do for my degree course .
  • course 1560– A series of lectures, lessons, or instructional sessions in a particular subject; (chiefly British ) a prescribed or planned curriculum or program…
  • discipline 1676– A period or course of training or education. Now rare .
  • class 1691– An occasion when pupils meet with their teacher for instruction; the instruction given on such an occasion, a lesson; (frequently in plural ) a course…
  • curriculum 1824– A course; spec. a regular course of study or training, as at a school or university. (The recognized term in the Scottish Universities.) curriculum …
  • cursus 1875– The Latin word for course , n.¹ & adv.¹ ; occasionally used in medieval or technical senses, as (a) A race-course, running-ground, or drive; also…
To hir they certaine prayers giue, that here the Course [Latin Cursum ] they call.
The course or order of daily prayer for the seven hours.
Shewing..that the Scottish.. course was of as ancient and noble parentage as their own.
The course came to be known by several names, the Office Hours, Canonical Hours, Divine Office, opus Dei , etc.
  • service ?c1225– spec. A form of liturgy prescribed for daily use which does not include celebration of the Eucharist; the Divine Office (= office , n. 1(a)). See also…
  • hour a1250– Ecclesiastical In plural . The prayers or offices appointed to be said at the seven stated times of the day allotted to prayer ( canonical hours : see…
  • office c1300– Christian Church . An authorized form of divine service or worship, spec. (a) (Also Divine Office ) a non-Eucharistic service for daily use; esp. (in…
  • divine service 1389–1513 A non-Eucharistic service for daily use; the Divine Office; = service , n.¹ I.1b. Obsolete .
  • canonical hours 1483– (a) Stated times of the day appointed by the canons for prayer and devotion; (b) the hours (now from 8 a.m. to 3 p.m.) within which marriage can be…
  • course 1570– Christian Church . The prescribed series of prayers for the canonical hours.
  • choir office 1657– (In a Christian religious community) any of the divine services which are said or sung communally in the choir (see choir , n. 1 and in choir ).
  • little hours 1688– Christian Church . In the Western Church: the daily offices or canonical hours of prayer of prime, terce, sext, and none.
Such Patients..as be not past cure, God geueth bitter medicines vnto.., but such as are so farr gonne, that by ordinarye course of phisicke, they are not likelye to be recouered, he suffreth to doe what best liketh their phantasie, without controlment.
A wonderfull Physition; a wonder full course of cure.
A certaine strict course of dyet.
I am..in a course of Physick, and intend to vomitt tomorrow, with possett drink.
I have seen some of our Profession racking their Brains, and prescribing Courses of Physic to People with Hump-backs.
I wished..to put him on a course of chalybeate tonics.
The ‘ course ’ is usually fifteen douche-baths and five tube-baths.
They gave him a course of drugs.
Don't stop taking the antibiotic before the end of the course .
My docs have suggested a course of treatment more aggressive than hormone therapy.
  • medicine c1325–1579 An object or procedure intended to have healing power; a method or process of curative or preventative treatment; a defence against illness or…
  • regimen a1400– The regulation of aspects of life (diet, exercise, etc.) which have an influence on a person's health (frequently without article). Also: a mode of…
  • regiment ?a1425–1817 Medicine . = regimen , n. 1a. Obsolete .
  • discipline ?a1439–1859 Medical regimen ( regimen , n. 1a); an instance of this. Obsolete . rare .
  • course ?1587– A planned or prescribed series of medical treatments, doses of medication, etc. Frequently in course of treatment .
  • regime 1864– Originally: †the regulation of aspects of life that affect a person's health or welfare (occasionally without article) ( obsolete ). Hence: a…
  • diet a1393– A dietary regimen that restricts what or how a person eats, esp. by limiting the kind or quantity of food eaten to improve health or well-being…
  • dietary c1450– A diet that excludes, restricts, or is limited to certain foods, esp. one prescribed for a person's health; (also) a book, treatise, etc., detailing…
  • elimination diet 1928– a. A diet prescribed to identify foods that may be causing adverse effects in a person, in which all suspected foods are excluded and then…
Surnames..which, in a course of years, have generally undergone as many chops and changes as their owners.
Practices indulged by us in our youth, and persisted in during a long course of years.
Formed in a long course of centuries.
Persons who have been housemates for a course of years.
Among infants who recover from BPD..room air may be tolerated after a course of weeks or months.
  • row ?1510– In extended use. A string or series of something immaterial.
  • procession a1564– concrete . In extended use: a regular series, sequence, row, or succession of things.
  • sequence a1575– A continuous or connected series (of things).
  • succession 1579– A series of persons or things in orderly sequence; a continued line ( of sovereigns, heirs to an estate, etc.); an unbroken line or stretch ( of …
  • pomp 1595– literary . Any procession or sequence of persons or things. Also: an imposing movement of water, etc. Now rare .
  • suite 1597– A set of things belonging together; a succession or series of things of the same type.
  • rosary 1604– Originally and chiefly Roman Catholic Church . In extended use. Cf. litany , n. 2.
  • sequel 1615–1770 Sequence, order of succession; also a number of things in succession, a series. Obsolete .
  • series 1618– A number of discrete things of one kind (esp. events or actions) following one another in succession over time, or in order of appearance or…
  • rope 1621– figurative . A long series.
  • success 1632–76 An instance of this; a succession. Obsolete .
  • concatenation 1652– quasi- concrete . A concatenated series or system, an interdependent or unbroken sequence, a ‘chain’. Non-material.
  • sorites 1664– transferred . A series, chain, or accumulation of some thing or things.
  • string 1713– A continuous series or succession (e.g. of stories, questions, incidents, historical personages).
  • course 1760– gen. A prolonged series of years, months, etc.
  • chain 1791– A continuous linear series of material objects. Of objects purposely connected, or connecting points in a line.
  • serie 1840– A single series (in various senses), as distinguished from series used as a plural; (also) a member of a series.
  • daisy chain 1856– figurative and transferred . (Esp. in services' contexts: see quots.).
  • nexus 1858– A connected group or series; a network.
  • catena 1862– A chain, a connected series. generally . ‘Chain, string’.
  • litany 1961– A succession or catalogue of phenomena, esp. unfortunate events. Cf. chapter , n. phrases P.4.
Upon six bells there are also single and double Courses , viz. twelve changes in every single Course , as in Grandsire Bob &c. and twenty four changes in every double Course , as in Colledg Bob, &c.
Some Peals upon five Bells consist of single Courses , wherein are ten Changes, and twelve Courses make the Peal.
The two hind Bells dodge, and the five first go a perfect Hunting- Course .
Treble Bob ..derives its name from the fact that, instead of the plain hunting course , the bells, and more especially the ‘Treble’, have a dodging course .
You will see that our plain course now consists of 5 leads each of 12 changes.
Plain Bob Minor showing the path of a bell through the course , which can be learnt as a pattern.
  • grandsire 1668– Bell-ringing . In later use chiefly with capital initials. A basic method of change-ringing, usually using an odd number of bells.
  • half-pull 1668– A single stroke (handstroke or backstroke) used in a sequence of changes (now constituting the usual method of ringing, in contrast to the whole…
  • whole pull 1668– a handstroke followed by a backstroke (or vice versa); cf. half-pull , n.
  • bob 1671– ‘A term used by change-ringers to denote certain changes in the working of the methods by which long peals of changes are produced.’ treble bob is…
  • peal 1671– Bell-ringing . A series of changes rung on a set of bells (also without article, as in peal ); the ringing of such a series.
  • course 1677– Bell-ringing . The successive shifting of the order in which a particular bell is struck in a series of changes ( change , n. I.9a); (now usually) a…
  • set changes 1677– = set peal , n.
  • single 1684– In various specific or technical senses. A form of change in bell-ringing.
  • single change 1688– (See quot. 1688.)
  • set peal a1700 A ringing of a peal of bells in one position for a considerable length of time before a change is given.
  • Plain Bob 1702– A change-ringing method in which the bells make the minimum possible departure from the plain hunt.
  • Stedman 1731– Used attributively and in the possessive to designate a method of change-ringing devised by Stedman. Also absol.
  • Superlative Surprise 1788– A complicated method of change-ringing, being a variation of treble bob ( bob , n.⁵ ); cf. surprise , n. 5.
  • touch 1788– Bell-ringing . In English change-ringing: any series of changes in a chosen method ( method , n. I.4) that is shorter than a peal (cf. peal , n.¹ I.1d).
  • triple 1798– Bell-ringing . A peal rung on seven bells with the tenor, i.e. the eighth, behind; the bells interchanging each time in three sets of two.
  • triple bob major 1809– Apparently an error for treble bob major : see bob , n.⁵
  • maximus 1813– Bell-ringing . A peal rung on twelve bells, the greatest number in change-ringing, hypothetically consisting of up to 479,001,600 changes. See also b …
  • royal 1813– Bell-ringing . In change-ringing: a peal rung on ten bells. Cf. bob royal at bob , n.⁵
  • call changes 1837– Changes ( change , n. I.9a) rung in response to spoken or written commands.
  • slam 1854– dialect . (See quot. 1854.)
  • cater 1872– Change-ringing . (See quot. 1878.)
  • cinques 1872– plural . ‘The name given by change-ringers to changes on eleven bells, probably from the fact that five pairs of bells change places in order of…
  • triple change 1872– One in which three pairs of bells change places.
  • plain hunt 1874– The most basic method of change-ringing, in which in each course the treble follows a direct path from the lead to the back and then back to the…
  • plain hunting 1874– The ringing of a plain hunt.
  • quarter peal 1888– A short peal comprising one quarter of the number of changes in a full peal.
  • method 1901– Bell-ringing . Any of various ordered sets of changes.
  • short course 1904– (See quot.).
These three several Names are regularly successively applied to the said several Fields, according to the Course they come in, of being sowed with Wheat or Pease, &c. or lying Fallow.
The usual course for stiff land ought to be, first the fallow, wheat the second, beans the third, and oats the fourth year.
The turnip and grass-land course , which is the prevalent course on the more or less fertile, sandy and gravelly loams.
The general system of working the land is on the four or five years' course ; of roots, spring corn, seeds for one or two years, and wheat.
This five-year course consisted of cereal, cereal undersown, one-year seeds, cereal and fallow.
The usual course in the deeper and better of the warm loams..was the three-field one of (1) fallow, (2) winter corn, (3) spring corn.
  • field course 1696– †a. A right of way through a field or fields ( obsolete rare ); b. Agriculture a system of crop rotation suitable for a field; a crop used in such a…
  • course 1756– Agriculture . A particular sequence of crops, or of crops and fallowing, used on a piece of ground in successive seasons to improve its…
  • rotation 1757– Agriculture . The practice or system of regularly changing the crops grown on a piece of ground in successive years, according to a definite…
  • turnip system 1763– A system of crop rotation distinguished by the use of turnips as one of four crops sown in rotation; also called the four-course system (see four-c …
  • succession 1779– Agriculture and Horticulture . (a) The rotation (of crops); (b) the maturing of crops of the same kind by a system of successive sowings so that as…
  • convertible husbandry 1811– convertible husbandry : that which consists in a rotation of crops, whereby the pasture of one year is converted into the corn-land of another, and…
  • four-field course 1842– A series of crops grown in four fields in rotation.
Pelops to Atreus, chief of men; he, dying, gave it course To prince Thyestes, rich in herds.
Of art he radde six ȝer..& siþþe for beo [ emended in ed. to for to beo] more profound..arsmetrike radde in cours in Oxenford wel faste.
The tapster..straight leaves His other guestes, in course to take his cup.
Hearing there were words between us, and fearing that hostilities would ensue in course .
Everything now appearing to go on successfully and in course .
Mr. George Miller arrived in due course .
When the boys got promotion, which came in due course .
We will teach this fellow every accomplishment in due course .
The issue will become clearer in due course .
  • in course c1300– According to the usual or customary process or procedure; according to the natural or expected progress of events; as a consequence. Now only in in …
  • in due course 1876– According to the usual or customary process or procedure; according to the natural or expected progress of events; as a consequence. Now only in in …
An er þai aght in curs to kene, Qua, quate, qui, quare, quam wit, quen, Hu oft-sith, on quatkin-wise.
When the rest..Tell mirthfull tales in course that fils the roome With laughter.
He that was defied gave the first stroak, and so they struck in course .
If Mr. Carmichael..acknowledge the Fact..he in Course must turn Libeller of the calumnious Brethren who informed him.
  • about Old English– In turn, in succession (around a circle of people, etc.); alternately (between two people). Now U.S. regional ( rare ) and in turn about and turn and …
  • whilemeal a1382 Used to render Latin vicissim by turns.
  • by whiles 1382–88 Used in the Wycliffite Bible to render Latin vicissitudo in senses of turn : (a) a service rendered (= turn , n. I.i.4a); (b) by whiles , by turns ( turn …
  • in course a1400–1750 In succession, in turn. Obsolete .
  • in turn a1500– in one's turn : in one's due order in a series (often used rhetorically to indicate an act duly or naturally following a similar act on the part of…
  • circularly 1648–61 In rotation, among a circle of people. Obsolete .
  • in rotation 1771– in rotation : in or according to a regular sequence; in a recurring succession.
  • round-by-round 1933– That describes or analyses each round of a contest, esp. a boxing match, in turn; also in extended use.
  • rotationally 1950– Originally: in turn, in succession. Later also: in a rotational manner; by or with respect to rotation.
Of crafty colours to knaw all in course set.
Four stones in course one within another.
  • on (also in) a rew ?c1225–1631 on (also in) a rew : in a row or line. Obsolete .
  • on row ?a1300–1805 In a line. Obsolete ( archaic in later use).
  • in a row c1330– colloquial . in a row : so as to form, or be in, a line. Also in extended use (of occurrences): in succession, consecutively.
  • on (also upon) a row a1350–1923 In a line. archaic in later use.
  • in row c1450– in row : in line, in order. Now rare .
  • in (also on, upon) rows a1500– in (also †on, †upon) rows : in lines.
  • in course c1540–1665 In a row or line. Obsolete .
  • on a rank ?1575– Consecutively, in succession (cf. in a row at row , n.¹ phrases P.1d). Obsolete .
  • of a rank 1581– †of a rank : in a line or file. Obsolete .
Then some portions of the Scripture should be read in course , of which, the Psalmes should ever be part.
Of the 929 Chapters of the Old Testament, 753 are read in course , and 176 only omitted.
Dr. Johnson..ridiculed the idea of reading any book in course . He said he never read any book through but the Bible.
The whole Psalter is sung through ‘ in course ’ every month, instead of there being fixed Psalms appointed for several days.
Mattins had three lessons read in course .
In Cranmer's first prayer book all one hundred fifty psalms were to be read in course monthly.
The inclination itself..is in this case uppermost, and in course takes the commanding post.
If he had, I should in course have put the bow I made him into French too.
In course they are convertible words.
‘Oh, in course ,’ echoed the tall man.
Knowin' the h'age that Jorrocks wanted a bye of, why, in course , he said I was just of that age.
‘That's what has come of the diamonds.’ ‘Benjamin, in course ,’ said Bunfit.
‘Is she there?’ ‘ In course , and Miss Francis too.’
  • in wis Old English–1380 to wis(se) , Old English tó wissum (for *tó ( ge)wissum þinge ), mid wisse , occasionally in wis : of a certainty, for certain. (Cf. wis , adv. )
  • mid iwisse Old English–1315 Certainty: in mid iwisse with certainty, certainly (= B); also to iwisse for certain. Obsolete .
  • to iwisse Old English–1315 Certainty: in mid iwisse with certainty, certainly (= B); also to iwisse for certain. Obsolete .
  • to wis(se) Old English–1380 to wis(se) , Old English tó wissum (for *tó ( ge)wissum þinge ), mid wisse , occasionally in wis : of a certainty, for certain. (Cf. wis , adv. )
  • without(en (any) ween c1175–1575 without(en (any) ween , but ween ( Scottish ), forout(en ween ( Scottish ): without doubt.
  • sans fail 1297– = failure , n. 1. Obsolete except in phrase without fail ; now used only to strengthen an injunction or a promise; formerly also with statements of…
  • thereof no strife 1297–1407 Phr. without strife : without demur; without doubt, indisputably, unquestionably. Sometimes apparently a mere tag, for rhyme. Also, thereof no strife …
  • but were a1300–1574 Often in phr. (usually introduced as a mere tag) but were , forouten were , out of were , without were , without doubt. Also occasionally with any .
  • forouten were a1300–1574 Often in phr. (usually introduced as a mere tag) but were , forouten were , out of were , without were , without doubt. Also occasionally with any .
  • out of were a1300–1574 Often in phr. (usually introduced as a mere tag) but were , forouten were , out of were , without were , without doubt. Also occasionally with any .
  • without were a1300–1574 Often in phr. (usually introduced as a mere tag) but were , forouten were , out of were , without were , without doubt. Also occasionally with any .
  • without deceit 1303–1629 in deceit of : so as to deceive; so to the deceit of , upon deceit , under deceit , with no deceit , without deceit : without mistake, assuredly…
  • for certain c1320– for certain ; formerly (and still dialect ) also for a certain : as a certainty, assuredly.
  • it is to witting c1320–1628 to wit . it is to wit (also it is to witting ): it is to be observed, noted, or ascertained; so it were to wit , it needs investigation, one ought to…
  • withouten care c1320 Burdened state of mind arising from fear, doubt, or concern about anything; solicitude, anxiety, mental perturbation; also in plural anxieties…
  • without nay c1330–1594 without nay : beyond doubt or dispute, assuredly, certainly. Obsolete .
  • without no c1330–1400 without no : beyond denial, certainly. Cf. without nay at nay , n. B.1a. Obsolete .
  • without (but out of) dread 1340–1556 Doubt, risk of the thing proving otherwise. Chiefly in phr.: without (but out of) dread , without doubt, doubtless; no dread , no fear, no doubt.
  • no doubt c1380– Phrases. no doubt : undoubtedly, doubtless.
  • without distance c1390–1500 Indisputably, certainly, assuredly. Obsolete .
  • no frese a1400–1500 no frese = ‘no doubt’.
  • out of doubt a1400–1656 Phrases. out of doubt : without doubt, doubtless ( obsolete ).
  • without doubt a1400– Phrases. without doubt : (a) Certainly, undoubtedly; †(b) without fear, fearlessly ( obsolete ).
  • for, (in, at), of, to (a) certainty c1400– for, (in, †at), of, to (a) certainty : as a matter of certainty, beyond doubt, assuredly.
  • hazel woods shake a1413 Used as an interjection, probably expressing derision or (mocking) incredulity (see note at sense 1a); the phrase hazel woods shake appears to be…
  • of, on, in warrantise c1440– of, on, in warrantise : of a surety, for certain, without fail, I warrant you.
  • sure enough ?1440– sure enough : used to indicate that a particular turn of events is predictable or inevitable. Cf. sure (also sho) 'nuff at nuff , adv.
  • without question ?1440– Without doubt, unquestionably.
  • wythout diswere c1440–1660 Doubt. wythout diswere , without doubt, ‘iwis’: common as a metrical tag.
  • without any dispayre c1470 without any dispayre : a metrical tag, meaning apparently ‘without doubt, without fail, certainly, iwis’: perhaps an alteration of ‘ without diswere , di …
  • for (also of) a surety ?a1475– A certainty; a fact. Esp. in for (also of) a surety : for certain. Now somewhat archaic .
  • in (also for) sureness a1475– Objective or absolute certainty. Also in in (also for) sureness : surely, certainly. Now rare .
  • of certain c1485– of a certain (archaic), formerly of certain : as a matter of certainty, certainly, assuredly. To this may belong Caxton's a certain ; but this may…
  • without any (also all) nay a1500– without any (also all) nay : beyond any possible doubt. Now archaic and rare .
  • withouten stance a1500–73 Dissension, dispute: = distance , n. I.1 withouten stance : without dispute, undoubtedly.
  • out of question ?1526– The raising of a doubt about or objection to something. Chiefly in adverbial phrases, as beyond (all) question , †out of question , †past question …
  • past question ?1526– The raising of a doubt about or objection to something. Chiefly in adverbial phrases, as beyond (all) question , †out of question , †past question …
  • for sure 1534– for sure : as a certainty, for certain; without doubt; undoubtedly. Frequently in that's for sure . In later, colloquial use often used emphatically…
  • what else 1540– what else : what else should be the case; (formerly also, as an emphatic affirmative reply) †certainly ( obsolete ).
  • beyond (also out of, past, without) (all) peradventure 1542– beyond (also †out of, †past, without) (all) peradventure : out of the realm of uncertainty, beyond question, without doubt.
  • to be a bidden by 1549– Cf. to be a bidden by , properly abidden by : to be maintained; also adverbially = undoubtedly, we may be sure.
  • out of (also without) all cry 1565–1875 out of (also without) all cry : (a) Beyond all cavil or dispute; to a certainty; certain; (b) (also, out of cry ) beyond measure; to excess…
  • with a witness 1579– with a witness : with clear evidence, without a doubt, ‘with a vengeance’, ‘and no mistake’. Obsolete or rare ( archaic ).
  • upon my word 1591– Now chiefly as upon my word (also 'pon my word : see pon , prep. ). As an asseveration: assuredly, certainly, truly, indeed. In later use also as a…
  • no question 1594– Used parenthetically: without doubt.
  • out of all suspicion 1600 Constructions and phrases. †of suspicion : that is (to be) suspected, suspicious. †without (or but) suspicion : without being suspected, unsuspected…
  • for a certain 1608 for certain ; formerly (and still dialect ) also for a certain : as a certainty, assuredly.
  • without scruple 1612–90 without scruple : without doubt or question, doubtless. (Used to qualify an assertion.) Obsolete .
  • to be sure 1615– As a sentence adverbial: (in affirmative use) for a certainty; certainly, undoubtedly, of course; (in concessive use) it must be admitted, indeed…
  • that's pos 1710– colloquial . Positive (in various senses); certain (esp. in that's pos ). Also as adv.
  • in course 1722–1895 Used to qualify a clause, statement, reply, etc.: naturally, as might be expected. Obsolete .
  • of course 1790– Used to qualify a clause, statement, reply, etc.: naturally, as might be expected; for obvious reasons, obviously.
  • beyond (all) question 1817– The raising of a doubt about or objection to something. Chiefly in adverbial phrases, as beyond (all) question , †out of question , †past question …
  • (and) no mistake 1818– colloquial . (and) no mistake : without any doubt, undoubtedly, for certain. Used to emphasize the validity of a preceding statement. Also attributive …
  • no two ways about it (also that) 1818– colloquial (originally U.S. ). no two ways about it (also that) : used to convey that there can be no doubt about something.
  • bien entendu 1844– Of course; that goes without saying.
  • yessiree 1846– Used to express emphatic affirmation: ‘yes indeed’. Occasionally more fully yessiree bob , yessiree bub . Cf. no siree , int. , yessir , int.
  • you bet you 1857– absol. To lay a wager. you bet ( slang , chiefly in U.S.): be assured, certainly; also you bet you .
  • make no mistake 1876– make no mistake : have no doubt ( about something).
  • acourse 1883– Of course, naturally.
  • sans doute 1890– Doubtless, no doubt.
  • you bet your bippy 1968– you bet your (sweet) bippy and variants: be assured, certainly; cf. bet , v. c. Hence: the buttocks, the backside.
Neiþer is it euydent in liȝt of resoun wheþer þou madist it al at oonys or in course of daies.
Through the death of those two noble peres My brother lived and raignde a quiet king, Who had they lived perchaunce in course of yeares, Would have delivered Henry from the breres.
Any crosses that may arrive unto them in the course of their lives.
In the course of one revolving Moon, Was Chymist, Fidler, States-Man, and Buffoon.
Difficulties which presented themselves in the course of our inquiry.
In the course of the morning.
Wherever the water overflows the lake's edge it incrusts the ground,..so that the brim is perpetually growing higher and higher..and in course of generations the lake will become a concreted basin.
He was surrounded by a thousand deadly enemies made in the course of this duty.
It was only now that Eamonn understood how you could decide you wanted to marry someone in the course of an afternoon without drugs being the primary factor.
  • as Old English– Introducing a contemporaneous event or action: at or during the time that; when, while; at any time that, whenever.
  • for the time c1390– for the time (formerly also †for time ): = for the time being at be , v. phrases P.1b. Now rare .
  • in the course of c1443– in (the) course of : after or during a period of time; during (a specified activity); in the process of.
  • in the meantime of 1447 in the meantime . During or within the time intervening between a particular period or event and a subsequent one; while or until a (specified)…
  • for long a1530– Throughout a long period. Now chiefly in negative contexts. Also occasionally †for long and long , for long together . Also (chiefly with reference…
  • wherein 1535– In, at, during, or in the course of which (time).
  • therein 1539– In or during that time.
  • in course of time 1566– in (the) course of time : after a period of time; as time goes by.
  • inside of 1839– inside of (in reference to time): Within the space of; in less than the whole of (a period); before the end of. U.S. , Australian , etc. colloquial .
How he was in course of time, from such estate vnsold.
Aire into Fire doth passe..Aire into Water too..And yet this permutation cannot be, But in the course of Time .
In the course of time they shall be exposed from the dilapidations of the mountain.
There are many Americanisms which in the course of time will work their way into the language of England.
In the course of time.. [it] may be introduced.
The Hollins street neighborhood is slowly going downhill, and in the course of time it is bound to be a slum.
In course of time some dynasties came to accept all four madhhabs , or schools of law, as being equally valid.
In the course of time the Arad Festival became a magnet for secondary school students.
For no man can be sure that the like opportunity will return again: future things being so much in the dark, that neither he, nor any one else can inform him what shall be hereafter; or when that will come, which in the course of things may probably be expected.
The natural Punishment therefore of a licentious and unbridled Tongue, is the Inconveniencies it is very apt to bring, in the course of things , upon the Person himself.
It is in the course of things ..for states to shake from their foundations, when religion and law begin to fall into disrepute.
In the course of things men of other ideas came to rule.
The clansmen became tenants, and the chiefs, in the course of things , sold them out.
[He] ended up missing four straight days of work... He had warned each staff member privately that such an absence was possible, that this was in the course of things .
Which himself should in course of Nature inherit.
No account being received in course of the post.
A line is now in course of construction to the Hudson.
In course of post there came an answer.
There are, today, a number of nylon polymers in course of development.
A company is in course of formation so soon as any act is done for the purpose of forming it.
His catalogue of Georges Auric's music and a four-volume edition of his writings on music are in course of publication.
  • by course of c1405– by course of : according to the customary procedure or process of (the law, nature, etc.).
  • in course of a1656– in course of : according to the usual or natural process of; (in later use chiefly) undergoing the process of (construction, publication, etc.).
  • by course c1400–1751 According to the usual, proper, or customary process or procedure; according to the natural or expected progress of events; as a consequence; in…
  • of course 1533– As adverbial phrase: in due course; according to the usual, expected, or customary order or process; as a natural result. †of common course …
  • on course 1619–1711 In adverbial phrase: in due course; according to the usual, expected, or customary order or process; as a natural result. Obsolete .
  • par for the course 1947– figurative . par for the course : what is normal or expected in any given circumstances.
Þis wit..haþ ofte many greues..and somtyme it passith out of cours [Latin cursum suum egreditur ] .
Þe pape sauh out of cours þe wikkednes of Ion.
Master Jhon Petit..wrested scripture and doctors so far out of course .
He spake manie thinges notablie, but this, oute of course .
The Resurrection of Honesty and Industry can never be hop'd for, while this Sort of Vermin is suffered to crawl about.., putting every Thing out of Course .
All States and Statesmen are those mighty Things Which, howsoe'er they out of course may roll, Were never made for Poets to controul.
Exercise feels not accordant spirits, Since things are grown so out of course .
  • out of course a1398–1800 out of course : out of proper order; in deviation from the natural or normal way; improperly, anomalously. Obsolete .
Euery wilde dere a-store Hij mowen by cours ernen tofore.
Moche sorowe for þe sight & sobbyng of teres..hom be course felle.
The kynges grace hath systers..whych by succession and course are inheritours to the crowne.
So by course my lease might bee long.
That it may..not be violently forced into a high Fermentation; for then by Course the Salt and Sulphur will be too violently agitated.
Another ordinary has, by course , the charge of preparing and making up the states in concluded causes.
And by course questioning with them.
They tooke their iourney..Claius & Strephon by course carying his chest for him.
These Psalms we sing or say by course , The Priest one verse, and the people another.
As though that could not be known which knows not again by course .
[To] sing to themselves or to another by course ..or one after another.
During the space of three-score Days, it lays every day an Egg; and within the like space of Time they are hatch'd into young Ones, by sitting or lying upon them by course , the Male one while and the Female another.
  • changeably c1384–1717 Alternately; one after the other; in turn. Obsolete .
  • alternately 1432– In alternate order; one after the other, in turn.
  • interchangeably 1483– Alternately, in turn, one after the other.
  • handy-dandy a1529– With (rapid) alternation of place, position, status, etc.; alternately, in turn.
  • time about 1537– Alternately; by turns. Later (now more usually) in the fuller form time and time about (cf. turn and turn about at turn , n. phrases P.1a.v.ii)…
  • by course 1548–1730 By turns, in turn, alternately. Obsolete .
  • at (by) intervals 1588– at (†by) intervals , now and again, not continuously. Also †by intervals , alternately.
  • alternatively 1591– Alternately, in turn.
  • reciprocally 1603–21 Alternately. Obsolete . rare .
  • by reprises 1607– A resumption or renewal of an action; a separate instance or occasion of doing something. Chiefly in at —— reprises , in —— reprises . Now somewhat ar …
  • alternally 1627– = alternately , adv.
  • alterably 1635 Alternately, in turn. Obsolete . rare .
  • altern 1667–1877 poetic . In turns, alternately. Obsolete .
  • alternate 1715– poetic . One after the other, in turns; alternately. Now rare .
  • by vicissitudes 1749 by vicissitudes , by turns. Obsolete .
  • alternatingly 1845– In an alternating manner; alternately.
  • changingly 1846–79 Alternately. Obsolete . rare .
  • Box-and-Coxwise 1959– In turns or shifts; alternately.
Dampned was this knyght for to be deed By cours of lawe.
And so by course of kynde he slepte.
Concord wes maid be cours of commoun law.
Cut off by course of Iustice.
They..yet expect a pardon by course of Law.
A life, which will soon, by course of nature, be extinct.
If one in possession of immoveable property is dispossessed otherwise than by course of law, he may..sue to recover possession.
All slaves coming into the possession of the state by course of law were ordered to be set free.
The Water of the Exe..ought to be common to the inhabitants of the said City to fish in and to have course and recourse with their boates, vessells, shyppes and marchandisez.
That the dere may haue course and recourse into the ground.
Dispaching eke with speede By course and recourse to and fro, What so he had decreed.
In their courses and recourses [they] observe a warlike kind of motion round.
[He] delivered the set time of the Suns course and recourse from tropik to tropik.
Tune..by Slowness more Grave: in Proportion to the Measure of Courses and Recourses .
It is requisite that the string should be in concord with the other, in order that its vibrations should have their course and recourse similar.
The Italian Vico..allowed himself to be oppressed by the idea of ‘course’ and ‘recourse’ as a law of nature imposed upon history.
Miller has described Catullus's poem sequences as..a multi-layered garden of forking paths enacted and enabled by the courses and recourses traced by the multi-directional roaming of each reader's reading, memory, and consciousness.
  • course and recourse ?1461– course and recourse : opportunity to go and return; movement back and forth; coming and going. Also figurative .
  • backing and filling 1777 Motion in a backward direction, esp. of the wind in a direction opposed to the sun's. backing and filling (see back , v. VI.16b). U.S.
  • come-and-go 1794– The action of coming and going; to-and-fro activity or movement; an instance of this.
  • to and fro 1847– Alternating or reciprocating movement; the action of walking or passing to and fro.
  • toing and froing 1847– (only in present participle and verbal noun toing and froing , rarely to-and-froing ). intransitive . To pass to and fro, to go hither and thither.
  • va-et-vient 1919– Coming and going, toing and froing; commerce, exchange; bandying (of argument).
Who so euer be aferde, may desyre & haue surety for the peace, yf he fere him self of his lyfe or bodyly harme, & may aske it of course vpon his othe as soone as he is aferd.
A pardon..which either is graunted of course , or y e kyng of pytee and compassion geueth.
That not once or twice, but of common course .
No man presuming to intimate, that it should be granted in any other manner than of course it had been.
Information..is by no means always given us of Course .
To dissolve the present parliament a year or two before it expires of course .
It was at one time made a question whether giving the royal assent to a single bill did not of course put an end to the session.
Let them be educated,..and all that is wanted or ought to be desired will follow of course .
With other clauses of course necessarie for the same.
The friendshippe betweene man and man as it is common so is it of course .
It will be said, that the Writ..is a formed Writ, on a Writ of course ..and that from this there is no varying.
Their Congratulations and Condoleances are equally Words of Course .
You profess a wish to oblige me, said Rosina; if only words of course , I beg you will spare my ear.
A case in which this right is supported, as a thing of course .
I am not using a mere phrase of course , when I say, etc.
‘I should like you to call and see her either today or tomorrow.’ ‘That's of course .’
‘Oh!’ she exclaimed briskly.., ‘that's of course . But people will talk, you know; one can never prevent them.’
It was common practice in the district registry concerned for extensions to be granted on ex parte applications more or less as of course .
  • of course 1541– As adjectival phrase: belonging to the usual or ordinary procedure; typical of the way of the world; customary; natural, to be expected; (of a…
I am of course very unwilling..to send an hurried or incorrect performance abroad.
I had an invitation..which, of course , I was obliged to decline.
She made some very particular inquiries about my people, which, of course , I was unable to answer.
It would be easy, of course , to exaggerate this truth of the continuity of history into a falsehood.
It may turn out, of course , that the experts are right and that their play is better.
As we hurried back to the lodge, we spotted the hyena, the ugly wildebeest,..and of course the gazelle.
I used to hate the prominent gap between my top front teeth. Of course , kids made fun of me for it.
‘They are so near, I shall see them every day.’ ‘ Of course ,’ said Sir Ulick.
‘You will tell her I am here?’..‘ Of course .’
‘He's been travelling a long while.’ ‘Yes, of course ,’ assented Mr Drew.
One never knew what Madala would do next, and yet when she'd done it, one said—‘ Of course ! Just what Madala would do!’
‘Jonah, aren't you taking a hell of a risk?’ ‘ Of course . We all are.’
Of course ! Now it dawns on him. They are with him because there is nowhere else for them to go.
When I asked Peggy Ashcroft if she was ever moved to tears by her own recitations, she said, with some acerbity, ‘ Of course not. Never.’
I asked Ilasaca if he made payments to Awicha. ‘ Of course ,’ he said.
The tide withdrawing vpon course , during the skirmish.
Thus Pilate..is desirous that Christ might be pardoned upon course .
When that is held, the rest do cease on course , as formerly all the Courts in Rome did during their Comitia.
When I see the Name Cœlia ..at the Bottom of a Scrawl, I conclude on course that it brings me some account of a fallen Virgin.
Set on easy ahead to get ship on course for buoy.
On course for Phoenix, the lonely Desert Peak appeared in the middle of the desert.
In our forward planning we must ensure that we are on course to reach the targets we believe to be important.
The Government is still on course for an estimated PSBR of £10,500m.
Underdog Bradford had looked on course for one of the great upsets as it led 26–12 following Paul's second try in the 53rd minute.
As the Prime Minister said, bovine TB is on course to become a billion-pound problem.
  • on (also upon) course ?1884– With for or an infinitive: (with reference to the movement of a vessel or an aircraft) following the intended route towards a specified…
Continued on course throughout the day.
When the airplane is ‘ on course ’, each wiper is on the middle of its pot and no signal is set up.
If the compass showed that the plane was on course afterwards, then the correct drift was in fact seven and a half degrees.
On October 1..numbers were down by 52,000. In other words we were exactly on course .
Over the months that followed, Eve battle with doubts about her ability to keep Mary on course .
Most of the time a large commercial jet is in the air, it is actually being flown on autopilot.., making adjustments to keep it on course .
  • on (also upon) course 1916– Of a vessel or an aircraft: (proceeding) in the direction set; following the intended route. In later use also figurative or in extended use: (esp…
Lasciar andar l'acqua alla china, ô alla valle , to let water go down wards, or into the valley, viz. to let nature take its course .
She [ sc. Queen Elizabeth I] ..by encouraging Trade, and leittng [sic] Nature take its Course , still encreas'd the Peoples Wealth and Power.
No time should be lost in lancing the gums immediately that any urgent symptoms arise,..otherwise it is best to let Nature take its course .
They'll let nature take its course if they don't feel keen on a man surviving.
What I object to..about the program is that it proceeds upon the theory..that it is perfectly alright to let nature take its course where the money lenders are concerned, but where everybody else is concerned it is not alright to let nature take its course , we are going to freeze their wages, freeze their price.
The park is burnt in blocks since this enables the ecologists to control the fire rather than allowing nature to take its course when there is a risk that the fires may get out of control.
Taking antidiarrhoeal products may interfere with your body's ability to fight the infection, so let nature take its course , unless your doctor recommends otherwise.
The course is S.W. to Pulo Sapata, but from having soundings on that bank, or being in its latitude, the best course to steer is S.W.½S. until in the parallel of Pulo Sapata; and if then it is not seen, steer S.W. by W.
This table..does not give the pilot a ready table of deviations to apply to magnetic courses to determine the courses to steer .
The friendly planes can make the interception at about 30..miles away. This can be done only if the air controller gives the friendly planes the correct course to steer .
With our typical 6-knot speed forward combined with the 2-knot stream current, Tom calculated we would be pushed northward by 30 miles. To compensate, he set our course to steer southward 20 degrees off line.
  • P.9. the course of true love never did run smooth : see true love n. Phrases P.1 . Cite

Pronunciation

  • ð th ee
  • ɬ rhingy ll

Some consonants can take the function of the vowel in unstressed syllables. Where necessary, a syllabic marker diacritic is used, hence <petal> /ˈpɛtl/ but <petally> /ˈpɛtl̩i/.

  • a trap, bath
  • ɑː start, palm, bath
  • ɔː thought, force
  • ᵻ (/ɪ/-/ə/)
  • ᵿ (/ʊ/-/ə/)

Other symbols

  • The symbol ˈ at the beginning of a syllable indicates that that syllable is pronounced with primary stress.
  • The symbol ˌ at the beginning of a syllable indicates that that syllable is pronounced with secondary stress.
  • Round brackets ( ) in a transcription indicate that the symbol within the brackets is optional.

View the pronunciation model here .

* /d/ also represents a 'tapped' /t/ as in <bitter>

Some consonants can take the function of the vowel in unstressed syllables. Where necessary, a syllabic marker diacritic is used, hence <petal> /ˈpɛd(ə)l/ but <petally> /ˈpɛdl̩i/.

  • i fleece, happ y
  • æ trap, bath
  • ɑ lot, palm, cloth, thought
  • ɔ cloth, thought
  • ɔr north, force
  • ə strut, comm a
  • ər nurse, lett er
  • ɛ(ə)r square
  • æ̃ sal on

Simple Text Respell

Simple text respell breaks words into syllables, separated by a hyphen. The syllable which carries the primary stress is written in capital letters. This key covers both British and U.S. English Simple Text Respell.

b, d, f, h, k, l, m, n, p, r, s, t, v, w and z have their standard English values

  • arr carry (British only)
  • a(ng) gratin
  • o lot (British only)
  • orr sorry (British only)
  • o(ng) salon

Date of use

Variant forms.

  • Middle English corps , cors , corsee , coruse (transmission error) , cource , coures , coursee , coursse , cowrs , cowrsse , cowurs , curs , curse , kours , kowrs
  • Middle English–1500s coorse , cowrse
  • Middle English–1600s cours
  • Middle English–1700s corse
  • Middle English– course
  • 1600s coarse
  • pre-1700 cors , cource , cours , coursse , covrs , cowrs , cowrse , cowrsse
  • pre-1700 ; 1700s– course

course is one of the 500 most common words in modern written English. It is similar in frequency to words like activity , class , human , rather , and student .

It typically occurs about 300 times per million words in modern written English.

course is in frequency band 7, which contains words occurring between 100 and 1,000 times per million words in modern written English. More about OED's frequency bands

Frequency of course, n.¹ & adv.¹ , 1750–2010

* Occurrences per million words in written English

Historical frequency series are derived from Google Books Ngrams (version 2), a data set based on the Google Books corpus of several million books printed in English between 1500 and 2010.

The overall frequency for a given word is calculated by summing frequencies for the main form of the word, any plural or inflected forms, and any major spelling variations.

For sets of homographs (distinct entries that share the same word-form, e.g. mole , n.¹, mole , n.², mole , n.³, etc.), we have estimated the frequency of each homograph entry as a fraction of the total Ngrams frequency for the word-form. This may result in inaccuracies.

Decade Frequency per million words
1750140
1760160
1770190
1780210
1790230
1800230
1810250
1820270
1830310
1840310
1850330
1860330
1870330
1880330
1890340
1900350
1910380
1920380
1930380
1940380
1950360
1960350
1970320
1980290
1990270
2000270
2010270

Frequency of course, n.¹ & adv.¹ , 2017–2023

Modern frequency series are derived from a corpus of 20 billion words, covering the period from 2017 to the present. The corpus is mainly compiled from online news sources, and covers all major varieties of World English.

Period Frequency per million words
Oct.–Dec. 2017190
Jan.–Mar. 2018210
Apr.–June 2018210
July–Sept. 2018220
Oct.–Dec. 2018200
Jan.–Mar. 2019220
Apr.–June 2019220
July–Sept. 2019220
Oct.–Dec. 2019210
Jan.–Mar. 2020200
Apr.–June 2020210
July–Sept. 2020210
Oct.–Dec. 2020210
Jan.–Mar. 2021210
Apr.–June 2021210
July–Sept. 2021210
Oct.–Dec. 2021200
Jan.–Mar. 2022200
Apr.–June 2022210
July–Sept. 2022210
Oct.–Dec. 2022190
Jan.–Mar. 2023200

Compounds & derived words

  • curstable , n. 1278 ‘A course of stones with mouldings cut on them to form a string course’ (Parker Gloss. 1850).
  • courser , n.² a1400– A person who uses dogs (esp. greyhounds or other sight hounds) to hunt game, esp. hare, for sport. Cf. course, v. 1.
  • coursely , adv. 1440–1513 In the ordinary course of nature, in due course; naturally, inevitably.
  • watercourse , n. a1450– A stream of water; a river, a brook; a canal. Also: an artificial channel for conveying water. Also occasionally figurative.
  • coursably , adv. 1483–1525 In a regular or habitual manner; according to a customary course or procedure.
  • course , v. c1500– intransitive. Of fluid, a current, etc.: to move smoothly and freely; to run; to flow. Frequently with through. Also figurative.
  • mid-course , n. & adj. a1522– The middle of a course taken by a person or thing.
  • fold-course , n. 1538– Land to which pertained the right of foldage; the right itself; hence, a sheepwalk.
  • coursing , n.¹ 1549 Perhaps: the activity of following one's natural course in life.
  • month courses , n. 1574 monthly menstrual discharge.
  • matter of course , n. & adj. 1577– Something which is to be expected as following the natural course or order of things. as a matter of course: naturally; without question, hesitation…
  • women's courses , n. 1577– = menses, n. Cf. course, n.¹ A.IV.23a.
  • middle course , n. 1579– = middle way, n. A.2a.
  • after-course , n. 1580– A later course in a meal; spec. the final course; a dessert. Frequently figurative.
  • counter-course , n. 1601–38 A course that runs counter to another or to the proper course.
  • out-course , n. a1603–21 A voyage or journey away from home; a hostile incursion.
  • bell-course , n. 1607 A race for a bell.
  • course-stone , n. 1610–65 One of a course or series of stones (cf. course, n.¹ A.IV.22a).
  • sea-course , n. 1615–
  • sheep's course , n. 1623 A sheep-walk.
  • cross-course , adj. 1632 Running athwart the straight course of things.
  • coursed , adj. 1654– Of game, esp. hare: chased by hunting dogs, esp. greyhounds. Chiefly literary and poetic.
  • by-course , n. 1655–
  • heading course , n. 1659– A row or course of headers (header, n. 5a).
  • blocking course , n. 1683– A slightly projecting plain course of brick or stone, typically at the base or top of a building, sometimes holding the cornice of a classical…
  • plinth course , n. 1693– A projecting line of blocks or bricks in a wall immediately above ground level, serving to guard against damp, provide extra defence, etc.
  • field course , n. 1696– †a. A right of way through a field or fields (obsolete rare); b. Agriculture a system of crop rotation suitable for a field; a crop used in such a…
  • acourse , adv.¹ 1697–1703 According to ordinary procedure or custom; as a matter of course. Cf. course, n.¹ A.III.14b.
  • key course , n. 1700– A course containing a keystone or consisting of keystones.
  • stretching-course , n. 1700– A course of bricks or stones laid with their length in the direction of the wall.
  • chequer-course , n. 1704– (See quot. 1704).
  • paddock course , n. 1705– A racecourse (cf. paddock, n.² 2).
  • side course , n. 1709–
  • horse-course , n. 1712– A place for horse races; a racecourse.
  • life-course , n. 1718–
  • course end , n. 1753– A sequence or row of bells marking the end of a course (cf. course, n.¹ A.V.27).
  • racecourse , n. 1764– Sport. A ground or track for racing horses or dogs; any other course on which a race is held; (also) the grounds or venue at which organized racing…
  • pilgrimage course , n. 1773–1864
  • river course , n. 1774–
  • rain-course , n. 1801–
  • cross-course , n. 1802– A vein or lode (usually barren) intersecting the regular vein or lode at an angle; also = cross-cut, n. 2a.
  • magnetic course , n. 1804– A course of navigation in relation to magnetic north.
  • mill-course , n. 1804– = mill-race, n.
  • six-course , adj. 1812–
  • golf course , n. 1813– A large piece of land laid out with a course on which golf is played, typically comprising a series of tees, fairways, bunkers and other hazards, and…
  • air course , n. 1814– A passage for ventilation in a mine; cf. airway, n. 1.
  • course clearer , n. 1820– A person who clears the course before or after a race.
  • training course , n. 1822– a. A racetrack or other course on which practice runs are made; b. a course of study designed to train people in a particular subject or for a…
  • string-course , n. 1825– (See quot. 1910).
  • courseless , adj. 1827– Without a definite route or course; lacking direction or purpose; aimless, wandering. (literal and figurative.)
  • holiday course , n. 1828– A series of classes, lessons, etc., held during a school or university vacation.
  • clerk of the course , n. 1829– An official on a race-course (see quots. 1920, 1952); also applied to a similar official in other sports.
  • belt course , n. 1830– A course or band of stone or brick slightly projecting or (less commonly) indented from the surface of a wall, or consisting of a different kind of…
  • chariot-course , n. 1832–
  • lacing course , n. 1833– A course (course, n.¹ A.IV.22a) built into an arch or wall in order to bond different parts together and give added strength.
  • dun courses , n. 1836– Beds of magnesian limestone, typically brown in colour.
  • quarter course , n. 1837– A quarter-mile racecourse.
  • torch-course , n. 1839– = torch-race, n.
  • four-field course , n. 1842– A series of crops grown in four fields in rotation.
  • four-course , n. 1846– A four years' course or series of crops in rotation (in quots. attributive; see course, n.¹ A.V.28).
  • language course , n. 1848–
  • boardway's course , n. 1851– ‘The direction perpendicular to the cleavage of the coal’ (Coal-trade Terms, Northld. & Durh., 1851).
  • compass course , n. 1851– A course steered by compass; spec. Nautical and Aeronautics, the line of direction indicated by the compass but not actually taken by a boat or…
  • half course , n. 1852– A direction within a seam at about 45 degrees to the course (course, n.¹ A.II.13b).
  • coursebook , n. 1854– A textbook designed for use in a particular course of study.
  • course correction , n. 1860– a. A change to the current course of a ship, aircraft, or vehicle to ensure that it is redirected towards the intended destination, esp. when it has…
  • stringing course , n. 1861– A string-course.
  • time course , n. a1867– a. The course followed by something over time; b. Nautical a course navigated in fog or similar conditions, in which the speed and the time spent…
  • course indicator , n. 1869– An instrument or device for determining the course of a vessel, an aircraft, etc.
  • undercourse , n. 1869–
  • main course , n.² 1870– Any of a number of substantial dishes in a large menu; the principal dish of a meal. Also figurative.
  • pudding course , n. 1871–
  • slack-course , n. 1875– (See quot. 1875).
  • damp-course , n. 1876– = damp-proof course, n.
  • damp-proof course , n. 1876– ‘A course of some impermeable material laid on the foundation walls of a building a short distance above the level of the outside soil, to prevent…
  • acourse , adv.² 1883– Of course, naturally.
  • shift course , n. 1883– An error in change ringing caused when two or more bells are rung out of sequence; cf. shift, n. V.20.
  • course dinner , n. 1884– A dinner consisting of several courses.
  • course record , n. 1886– The best officially recorded performance at a particular course in a competitive sport.
  • 'course , adv.² 1887– Used to qualify a clause, statement, reply, etc., as to be expected or obvious; = of course at course, n.¹ & adv.¹phrases P.5.
  • lecture course , n. 1890–
  • coursework , n. 1892– Work performed during a course; spec. work that counts towards a student's final mark or grade, typically in addition to assessment by formal…
  • sweet course , n. 1892–
  • course credit , n. 1894– A unit of academic credit awarded upon successful completion of a course, a specified accumulation of which can be used to graduate, enrol in a…
  • putting course , n. 1897– = putting green, n. (b).
  • many-course , adj. 1900–
  • resort course , n. 1900– a. An area at a resort set aside for a particular activity, (now esp.) a golf course; b. a series of lessons offered at a resort.
  • correspondence course , n. 1902–
  • multi-course , adj. 1903– (Of a meal) comprising several courses.
  • ten-course , adj. 1903–
  • short course , n. 1904– (See quot.).
  • motor-course , n. 1909–
  • assault course , n. 1915– A course of training in assault; also assault practice.
  • course-setting sight , n. 1918– A sighting device which can be used to set an aircraft's course; esp. (more fully course-setting bomb sight) a kind of bomb sight; cf. sight, n.¹…
  • rehabilitation course , n. 1919–
  • pipe course , n. 1923– An easy course; cf. pipe, n.¹ III.25b.
  • snow course , n. 1933– A line along which the depth of snow is periodically sampled at fixed points.
  • linguistics course , n. 1934–
  • course load , n. 1937– The amount of coursework expected to be done by a person or group in a course; the workload involved in this.
  • survey course , n. 1941– An introductory academic course in which the significant features of a wide subject area are studied.
  • obstacle course , n. 1942– An area, used for military or similar training or for obstacle races, containing an assortment of obstacles to be negotiated; also in extended use.
  • retread course , n. 1943– A course at which a person is retrained; cf. retread, v.² 2.
  • collision course , n. 1944– A course that will end in collision; also figurative.
  • parachute course , n. 1946– A course of instruction in parachuting.
  • reciprocal course , n. 1946– A route precisely opposite to another one embarked upon, or otherwise specified.
  • soldier course , n. 1948– A course of bricks set on end with their narrower long face exposed.
  • crash course , n. 1949– An intensive, and usually brief, course of study intended to give instruction on the most salient points in a particular subject, discipline, etc…
  • off-the-course , n. 1951– Occurring away from a racecourse.
  • typing course , n. 1952–
  • sandwich course , n. 1955–
  • off-course , adj. 1960– Situated or taking place away from a racecourse (cf. off-the-course, n.).
  • survival course , n. 1961–
  • on-course , adj. 1964– Situated or taking place at a racecourse, golf course, etc.
  • bridging course , n. 1967– A short intensive learning programme designed to help students gain skills or knowledge needed for further or higher education (esp. students who…
  • courseware , n. 1973– Software or other computer programs designed for use as part of an educational or training course.
  • bird course , n. 1975– A university or high school course regarded as requiring little work or intellectual ability.
  • access course , n. 1979– An educational course enabling those without traditional qualifications to become eligible for higher education.
  • course pack , n. 1980– A set of supplementary materials for a course, series of lectures, etc., originally in the form of photocopied documents or other printed…
  • course correct , v. 1986– intransitive to make changes to a process based on new information in order to improve it, esp. while the process is taking place; (also transitive)…
  • Alpha course , n. 1993– A discussion-based introductory course in the Christian faith and its relevance to modern existence, associated with Evangelical Anglicanism.
  • massive open online course , n. 2008– An online distance learning course for which people can typically enrol free or for a small fee, without qualificatory requirements, and which is…
  • college course , n.

Entry history for course, n.¹ & adv.¹

course, n.¹ & adv.¹ was revised in December 2022.

course, n.¹ & adv.¹ was last modified in June 2024.

oed.com is a living text, updated every three months. Modifications may include:

  • further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
  • new senses, phrases, and quotations.

Revisions and additions of this kind were last incorporated into course, n.¹ & adv.¹ in June 2024.

Earlier versions of this entry were published in:

OED First Edition (1893)

  • Find out more

OED Second Edition (1989)

  • View course, n. in OED Second Edition

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Definition of coursework

Examples of coursework in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'coursework.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1890, in the meaning defined above

Dictionary Entries Near coursework

Cite this entry.

“Coursework.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/coursework. Accessed 16 Aug. 2024.

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[ kawrs -wurk , kohrs - ]

  • the work required of a student in a particular course of study; classroom work .
  • curricular studies or academic work .

/ ˈkɔːsˌwɜːk /

  • written or oral work completed by a student within a given period, which is assessed as an integral part of an educational course

Word History and Origins

Origin of coursework 1

Example Sentences

Derek Dodson is practicing with the Georgetown University soccer team for a rescheduled season while preparing for the resumption of senior coursework next week.

In San Diego, and throughout the state, an unconscionable number of students are failing or haven’t completed their coursework.

She took a full load of classes in the spring, summer and fall, and in November completed all the coursework for an undergraduate degree in psychology.

Pevzner, who took over the program in 2017, still heads into the field—though day to day he focuses more on developing coursework and swapping insights with similar programs around the world.

Although most schools have increased their offerings of online coursework, the number and sizes of in-person classes vary widely, as does the density of students in on-campus housing.

Digital art coursework at the Rhode Island School of Design simultaneous with an English Ph.D. at Yale?

Her pre-college education had been weak, and Leo was utterly unprepared for the academic part of the coursework.

An obsession with college preparation permeated all of our coursework.

The ad-hocs spent their time badmouthing the profs and tearing apart their coursework.

Coursework submissions

  • Manage Inspera roles
  • SharePoint online
  • SpLD and mark sheets
  • Coursework submissions policy

Summative assessments which are submissions will take place in Inspera, which is also used to deliver Digital exams at Oxford.

Book an Inspera support session: click for details 

Guidance can be found below  

  • Introduction to Inspera fundamentals video provides a quick overview of Inspera and the Self-Help tool.
  • Inspera demonstration videos are in the drop-down menu below. These cover key processes.
  • Online Coursework Submissions Administrator guide (V1.9)  provides help and support for the processes and policies of coursework submissions in Inspera. It should be used in conjunction with the Self-Help tool inside Inspera
  • Creating a manual test in Inspera
  • Creating a candidate list for Inspera
  • Updating the deadlines calendar for coursework submission
  • Submission of coursework assessment  page  for students, with information provides essential guidance for students including a Quick Reference Guide (QRG) and practice videos. It is recommended that this link be added to any guidance regarding coursework submissions to Inspera.
  • Specific Learning Difficulties (SpLD) Status report guidance

Inspera demonstration videos

Inspera: navigation and self-help .

Watch the video in a new window 

Authoring in Inspera

 Watch the video in a new window  

Administering a test in Inspera 

 Watch the video in a new window

Manual test creation and management 

Group submissions .

Watch the video in a new window

Management of committees 

The student experience .

Watch the video in a new window  

Information for students and practice tests

Students online submissions page has a QRG and short videos to demonstrate the process of uploading and submitting. 

A practice test template has been created in Inspera for administrators to set up and share with students. It will allow students to familiarise themselves with the process of submitting coursework and the ‘look and feel’ of the platform prior to submission. The template will replicate the details in a real test with one exception, that the similarity report functionality is removed.

The practice test is located in the ‘Deliver’ area of Inspera and instructions on how to enable it can be found in the Inspera self-help guide. Once activated, students will be able to see the test in their 'My Tests' area in Inspera and will be able to see a record of their submitted test using the ‘Archive’ tab, as they would in a real test situation, once they have submitted.  

See who does what in Inspera

The Manage Inspera Roles tab gives details about the various roles in Inspera and how to grant access to them.

There are two ways to access Inspera:

  • The student view (oxford.inspera.com)
  • The administrative view (oxford.inspera.com/ admin )

Any user with an Oxford Single Sign On (SSO) can log on to the student-facing platform. Access to the administrative view of Inspera is restricted.

To log in to oxford.inspera.com/admin, you must have been assigned  at least one Inspera role  in relation to an assessment.

What is an Inspera role?

Inspera roles control what each user can do in Inspera, in relation to a specific assessment.

The  four Inspera roles  we currently use at Oxford are: author, planner, invigilator and grader.  

Who can assign an Inspera role?

Department administrators are responsible for assigning Inspera roles to themselves and to members of the Exam Board(s) they support. 

This should be done via the 'Manage Inspera Roles' task in eVision. When a role is added or removed within this task, it will take about 10 minutes for this change to take effect in Inspera. 

The task supports adding and removing roles in bulk, and provides the University with an audit trail of who has access to which assessments. 

Where can I find the Manage Inspera Roles task?

This task can be found under the 'Examinations' tab in eVision.

If you can't see this task and think you should be able to, please contact your Information Custodian. If you need to manage access for written examinations, ask for DEPT_INSP. If you need to manage access for submissions, ask for DEPT_INSP_SB. To manage access for both examinations and submissions, ask for both DEPT_INSP and DEPT_INSP_SB. 

You will only be able to manage roles in relation to the Exam Board(s) you support.

If an Exam Board you support is missing from the 'Exam Board' drop-down in the task, please contact  [email protected]  for this information to be updated.

Descriptions of each Inspera role

Role Description
Author

As the Author for an assessment, you will have access to the Author tab in Inspera.

From the Author tab, you can create, edit and share questions and question sets.

Planner

As the Planner for an assessment, you will be able to access that assessment in the Deliver, Monitor and Grade tabs in Inspera.

From the Deliver tab, you have full control over the test created for that assessment. For example, you can change the length of the late submission period.

From the Monitor tab, you can view a student's progress and perform a range of actions (for example, attaching an additional document to a student's submission, adding an extension or removing a candidate). 

Invigilator

As the Invigilator for an assessment, you will be able to access that assessment in the Deliver and Monitor tabs in Inspera.

However, the actions you can perform will be limited in comparison to the Planner. 

In the Deliver tab, you can preview a test only after it has been activated by the Planner, and you cannot change the test settings.

From the Monitor tab, you can view a student's progress. 

Grader

As the Grader for an assessment, you will be able to access that assessment in the Grade and Monitor tabs in Inspera.

This is the role assigned to academic staff, to enable them to view or download scripts in Inspera. 

For a definition of the terms used above (e.g. 'question sets' and 'tests') and the different tabs in Inspera, please see the  Overview of Inspera webpage . 

Video and user guide for the 'Manage Inspera Roles' eVision task

The video below walks you through the steps of how to use the 'Manage Inspera Roles' task in eVision.

Alternatively, a PDF guide to using the 'Manage Inspera Roles' task can be found  here . 

Common query - I have assigned myself a role for an assessment, but I cannot see that assessment in Inspera?

Has the date of the examination, or deadline for the submission, been defined in evision.

If the assessment is not visible it may be because the assessment review has not been completed by the Academic Records Office. Please contact [email protected] for further guidance.

If it has not...

The eVision-Inspera integration will automatically create a test in Inspera for each assessment, but only after the date/deadline for that assessment has been recorded in eVision. 

Before this happens, you can still assign yourself a role for that assessment via the 'Manage Inspera Roles' task. The task will hold this information until a corresponding test is available in Inspera. It will then apply the given roles, and the test will then be visible to you in the relevant tab(s) in Inspera. 

If it has...

The process of adding or removing access usually takes about ten minutes to appear in Inspera, It can take longer if the eVision-Inspera integration is performing a large amount of actions at that time. Please log out of Inspera and check back later. Email  [email protected]  if the role hasn't appeared after two hours.

Further support

If your question isn't answered by the content on this page, please contact  [email protected]

If you need support with the 'Manage Inspera Roles' task, you can book a support session via the  Inspera Support Bookings page  (a service run by the Exams and Assessments team). When selecting a service, please click the 'Show more services' button to reveal the "Manage Inspera Roles task in eVision" option. 

SharePoint Online Examining Sites have been created for each Exam Board  and provide areas for departments in which marking, exam board activities and paper setting can be completed in a secure environment. 

An extensive guidance document with links to key sections can be found by clicking on the link below.  

SHAREPOINT ONLINE EXAMINING SITES PAGE  

Videos are also available covering all the topics needed to get up and running with your site.

For any technical support with these please contact [email protected] .

Candidates with SpLD

Departments must ensure that markers are aware, during marking, of candidates with SpLD  where the  Inclusive Marking Guidelines  need to be followed. This information is available via the SpLD Status report in eVision and should be downloaded when giving the assessments to the markers. If preferred, a department can construct and use their own mark sheet but please ensure the candidate SpLD information from eVision is included.

It is no longer a requirement for candidates to provide the department with an SpLD form, nor is it permissible for a candidate to be asked to provide any further information.

If any candidate informs you that they have an SpLD and they do not appear on the mark sheet, please do refer them to their College in the first instance for this to be chased with the correct team.

Inspera Turnitin Guide : This will help administrators to see how and when Turnitin integrates with Inspera

The functionality to generate a similarity report is enabled as a default setting on all tests which either integrate from eVision to Inspera or on any tests created manually.

The University’s partner in this is Turnitin and a user guide can be found at the above link.  If you choose to disable this functionality you will need to do so before the Test is activated by going into the settings at the bottom of the screen on the set-up page.  Click Options, then security settings and untick the box.  This cannot be undone. Should you decide at a later date that you would like to add this functionality, then the submissions will need to be downloaded and run through Turnitin manually. The above user guide also gives instructions for this.

An Introduction to Turnitin:

Turnitin compares text submitted by a student with content held in its database. This includes:

  • internet sources (active and archived)
  • periodicals, journals, and publications
  • work previously submitted to Turnitin*

*work can be submitted to Turnitin and not saved to the repository

This comparison generates a Turnitin Similarity Report, which:

  • Highlights text that matches another source
  • Allows the user to compare the student’s submission and the source side-by-side
  • Generates a similarity percentage.  

This is calculated by dividing the number of matching words by the total number of words in the document. The user can also apply filters to exclude (for example) quotes, a bibliography or small matches from the similarity report. Hidden text and suspicious characters are also flagged, as these can be used to evade similarity checkers.

Turnitin will generate a similarity report where a submission in Inspera contains at least 20 words of readable text, and is submitted to:

  • An essay question type
  • An upload assignment question type*

*This includes Excel, Word, PowerPoint and .txt files, as well as Adobe PDFs with readable text.

Taught Degrees Panel approved that all summative assessments which are coursework submissions need to be made via a University approved online assessment platform. In most cases the submissions platform will be Inspera, apart from the Department for Continuing Education who use Moodle and the Saïd Business School who use iSAMS).

The Submissions and Research Degrees team manages submission processes for both taught and  research degree  students and the administration of the University’s  Higher Doctorates .  

Candidates can submit their work in one of the following ways:

  • Digital copy via Inspera
  • Digital copy via department online system (e.g. Moodle for Continuing Education and iSAMS for Saïd Business School) 

As per the above decision of the Taught Degrees Panel, submissions can no longer be submitted in hard copy unless explicit permission has been granted (see Changing Regulations for hard copy submissions below). The Submissions Desk in Examination Schools is closed and cannot accept any hard copy submissions.

Assessment deadlines

  • Assessment submission deadlines are published in the Examination Regulations and Course Handbooks.
  • You can access the central deadlines calendar in   eVision .
  • The calendar will provide you with data on the deadlines and methods of submission for each assessment item.
  • Ensure that deadlines are entered as soon as possible into  eVision  each year, once course Assessment Reviews have been completed.
  • Our  Quick Reference Guide  has full details on this quick and easy process.

Online submissions

I n most cases the submissions platform will be Inspera except for those departments who are using an alternative University approved online submissions system.

Information on Inspera can be found at the  Online Coursework Submissions from Michaelmas 2021  page.

Use of Inspera for online submission is subject to the following conditions: 

  • Notify candidates at the start of the course, and in the course handbook, that submissions will be made via Inspera.
  • Remember that only the file submitted via Inspera constitutes a valid submission; no additional hard-copies may be submitted, for any purpose. Changes to course regulations must be clear that no additional hard copies may be submitted.
  • Electronic submissions must be received by the deadline.
  • Examinations and Assessments (E&A) team (or department for certain courses) will report late submissions to the Chair of Examiners, the candidate, and the candidate’s college office.
  • Before setting a deadline for a submission in eVision, departments must consult the E&A team to ensure all relevant operational matters have been addressed.
  • Ensure that necessary changes to course regulations have been made and approved.
  • All system problems affecting any batch of submissions must be reported immediately to the Proctors.

Remember that use of Turnitin, whether for all submissions or for a sample thereof, is subject to all academic and administration staff involved having attended the training course run by IT Services.

In-person submissions

Where it is clear conversion to a digital submission would be unsuitable for the work for a specific assessment unit, that department may request that submissions be made instead directly to the department and this is subject to an application being made according to the processes outlined in the section below, ‘ Changing regulations for hard copy submissions ’

  • Students should submit before the deadline, to their department.
  • Students will need to be provided with information regarding the requirements for their submission (e.g. number of copies, presentation requirements, etc.).
  • All submissions require a completed  Declaration of Authenticity .
  • If a student has a Specific Learning Difference (SpLD), e.g. dyslexia, they should attach an IMG from with their Candidate ID to the front of each copy of the work they are submitting.

Late submissions

The Submissions team will send a notification of late submission of written work to the Exam Board. If you have been given devolved responsibility to send these notifications, then the Submissions team will not be involved in this process.

If submitted work is received after the designated deadline, the Chair of the Exam Board, the student and relevant college officer will receive an email notification of the late submission.

Students should consult their college office or senior tutor as a matter of urgency if they suspect they will be late in handing in work.

Information for students is given on the  submissions  webpage.

Further information for staff is available in the  Examinations and assessments framework (EAF) .

Changing regulations for hard copy submissions

Where it is clear that conversion to a digital submission would be unsuitable for the work for a specific assessment unit, a request must be made under one of the following two types for provision for all students taking that unit (e.g. oversized architectural drawings or art portfolios); or the compressed file size exceeds, or is likely to exceed, 1GB, provision for hard copy can be made. Where hard copy is required for a specific unit, the process given under  Type I  requests should be followed. 

Where hard copy is required for an individual student, the process under  Type II  requests should be followed. All applications should be made to the Submissions and Research Degree Manager ( [email protected] ). The deadlines for requests for this year are given below. The deadlines for subsequent academic years will be communicated in due course.

Type I requests

Type I requests relate to all submissions for a specific assessment unit. Departments are asked to identify any submission for an assessment unit(s) that is not appropriate for digital submission.  Hard-copy submission will only be approved where there are insurmountable practical barriers to online submission; preference for a hard-copy by markers is not a valid reason for retaining hard-copy submission.

The department will need to submit their request to retain hard copy submissions for the relevant assessment unit to Submissions and Research Degrees Manager ( [email protected] ) by Friday of 10th week Trinity Term – Friday June 30th 2023.

Such requests will need to include:

  • The programme name.
  • The full assessment unit title and code.
  • The submission deadline.
  • The reason that hard copy submission is required.
  • Confirmation that the department understands that they will be responsible for the reporting of any missing or late submissions.
  • The name of the key contact who will be responsible for reporting missing and late submissions (if permission is granted for the retention of a hard copy submission, guidance on the reporting process will be provided by the Submissions and Research Degree Manager).
  • A copy of the current Examination Regulations for the programme with changes to provide for hard copy submission to the department shown using standard change notation (underlining for additional text, strike through for deleted text).

Type II requests

Type II requests relate to a submission for an individual student for a specific assessment unit. If a department identifies any students whose work for a particular assessment is not suitable for digital submission, a request will need to be made by the department on behalf of each affected student, to the Submissions and Research Degree Manager ( [email protected] ) for permission for the affected students to submit in hard copy.

Type II requests will need to be made well in advance of the submission deadline. Such requests will need to include:

  • The student’s name, number and college (if applicable)
  • The programme name
  • The full assessment unit title and code
  • The submission deadline
  • The name of the key contact who will be responsible for reporting missing and late submissions (guidance on the reporting process if permission is granted for the retention of a hard copy submission will be provided).

Hard-copy submission will only be approved where there are insurmountable practical barriers to online submission. If permission is granted, confirmation will be sent to the department by the Submissions and Research Degree Manager along with guidance on the reporting process.

Where approval has been granted to retain submission in hard-copy, the place of submission will be the department. The reporting of late and missing submissions will be the responsibility of the department concerned and guidance on the reporting process will be provided by the Submissions and Research Degree Manager.

Failure to provide adequate advice or students not following the guidelines on the preparation of their submission documents will not be accepted as a valid reason for reverting to hard copy submission. Such difficulties should instead be managed through improved communications, guidance and training.

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What is Coursework? | Definition, Meaning & keypoints!

What is coursework.

Coursework is a practical work or study done by a student in partial fulfilment of a degree or training. Projects, field work, design studies, long essays etc constitutes a coursework. The nature of work which requires to be carried out depends on the course. It is largely a part of learning exercise and a step to prepare you to handle the required work/ task effectively and efficiently.

Written or practical work done by a student during a course of study, usually assessed in order to count towards a final mark or grade.

Who assigns coursework and why?

Major types of coursework & how to go about them, coursework for academic topics which require writing:, what makes a good and effective content, coursework requiring you to make something like model, sculpture or artwork, key points to be kept in mind while working on coursework.

Doctorates are the highest degrees conferred by universities. An online or on campus doctorate can lead to a high-level position in a number of different fields, from business administration to health care to quality control. The lengthy road to earning a doctorate can be shortened by at least several months through online study.

Admission to doctoral programs requires completion of an undergraduate degree program and typically, but not always, of a master’s degree program. Students earning a doctorate must take a specified number of advanced graduate-level courses, requiring at least two or three years of study beyond the master’s degree. Upon passing written or oral examinations, or a combination of both, doctoral students are granted the status of doctoral candidates. Then they must research and write a dissertation on an original topic, and then satisfactorily defend the dissertation before a committee of professors in the field.

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coursework definition oxford

Meaning of "coursework" in the English dictionary

Pronunciation of coursework, grammatical category of coursework, what does coursework mean in english, definition of coursework in the english dictionary.

The definition of coursework in the dictionary is written or oral work completed by a student within a given period, which is assessed as an integral part of an educational course.

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What is Coursework, Students

What is Coursework

First of all, you need to understand what is coursework and how to write it. When one is writing a coursework, they have to do profound research that will reveal their knowledge base. A coursework may consist of design studies, field work, projects, long essays, and other kinds of work. Depending on the particular course, it can be performed in a number of ways. You need to write a coursework not only to show what you know about a particular subject and enlarge your knowledge base but also to prepare yourself to deal with the work you will need to perform in the future.

The Oxford Dictionary defines coursework as the type of practical or written work performed by a student and assessed by their professor. Hopefully, it makes the coursework meaning clearer for you.

coursework definition oxford

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Why coursework is necessary and who assigns it.

Now when you know what is coursework, you also have to understand why it is needed. Usually, a student's mentor or teacher assigns coursework as it is a part of the course structure. Writing a coursework is important since it helps the student reflect on what they have learned from the given course. Realizing the coursework meaning, one can understand the material better and see how their knowledge can be applied in various situations. This type of work also reveals the student's way of thinking and helps them learn how to express their thoughts. Coursework has an utterly diverse nature. A student's instructor can ask them to perform it in a written way and work on an essay, term paper, or thesis (this form of coursework is the most widespread). A coursework can also be done in a more creative way; for example, a student may be asked to create a sculpture. At times, taking a test is preferred by the instructor. In some cases, several types of coursework can be combined into one. Choosing a specific type or a combination of types depends on the course. Whatever the kind of coursework is, it always requires being evaluated. The student's mark will be based on their understanding of the topic, creativity, as well as on the innovative aspect of their work.

How to Perform the Most Important Types of Coursework?

Even understanding the coursework meaning, students have mixed feelings on it. Some of them like to do research, learn new information, and write about the results, while for others, it seems to be an unnecessary task, or even a burden. Whichever opinion is true for you, being a student, you will still have to write a coursework at some point. For this reason, you need to know how to do it successfully. Below you see the list of rules and guidelines that will make this task easier for you.

Read these steps carefully and make sure you follow them as they will help you get started.

Coursework that requires writing:

  • Carry out superficial research on the topic of your coursework.
  • Settle on your topic.
  • Work on the structure of your coursework.
  • Make a summary or an abstract and confirm it with your instructor.
  • Conduct profound research to find all the information you need.
  • While writing, keep on researching the topic more.
  • When you are done, check your coursework for plagiarism.
  • Make a reference list.

To make sure that your coursework features a good content that is clear and easy-to-understand for your reader, work on the structure of your work. Check out if you maintain its consistency, use relevant information, complete your topic, and make it look concise.<

Coursework that requires to create a model, sculpture, or artwork:

  • Find a design or concept you like.
  • See how it can be applied to the area of your study.
  • Think about what you want to create and decide on the scale of this object.
  • Decide what kind of materials you need to finalize your work.
  • Find everything you need for creating your artwork.
  • Make sure that you have a mental image of the result and make a rough sketch of it.
  • Begin working!

Key points you should consider:

  • Originality - You need to be sure that your topic or idea is original. It is an extremely important point you have to keep in mind from the very beginning of your work. Numerous researches are being done by numerous people, so you have to make yours stand out.
  • Need - Your coursework should be able to answer certain questions or find solutions. For that, it has to identify the key problems and help the reader understand them clearly.
  • Uniqueness - Both your topic and your content have to be unique. Make sure to avoid plagiarism and never copy information from other sources. Conduct surveys or prepare questionnaires to add originality to the content of your coursework.
  • Your input - This aspect is very important. When working on your coursework, you need to reflect on your topic a lot and understand how you can apply it. If you do it, the purpose of writing a coursework is served. For this reason, do your best to make as much input in your work as possible.
  • Outcomes & future applications - Even if you have worked hard and put a lot of effort into writing your coursework, it can turn out to be a failure in case you do not show useful outcomes. Therefore, you need to provide a well-made analysis of the information you used. Make a well-structured conclusion for your topic and talk about the way it can be researched further.

If you keep all these points in mind and follow the guidelines, you will certainly write a good coursework.

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What is coursework | definition, meaning & key points.

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Course details

Understanding emotions.

This is an In-person course which requires your attendance to the weekly meetings which take place in Oxford.

That emotions are crucial to our experience of the world around us has been appreciated for thousands of years.  When Goleman popularised our understanding of just one dimension – emotional intelligence – in 1995, his book sold millions of copies.

Emotions shape our relationships, determine our values, are the basis of our own motivation and how we motivate others. 

Over ten weeks, with a balance of theory, practical activities, and experiential opportunities, we attempt to understand the detail of emotions and what they are, how they impact us, and how they fashion society.

Explore the definition and components of emotions, and discover how they shape our thoughts, perceptions, and behaviours. Trace the evolution of emotional research, from ancient philosophies to modern cognitive science, gaining valuable insights into this ever-evolving field.

Delve into the neuroscience of emotions, the workings of our brain and how it processes emotional responses. Examine the ongoing debate of whether emotions are innate or social constructs, exploring the interplay between biology, culture, and socialization.

Uncover the minimal set of emotions that form the foundation of our emotional repertoire and explore their universality across cultures. Discover how empathy serves as a mechanism for emotional communication among individuals and even other sentient animals.

Investigate the relationship between positive emotions and psychopathology, gaining practical strategies for fostering mental wellness. Explore the intersection of emotions and motivation, and how they influence our actions and decision-making. Examine behavioural economics and marketing, where emotions are skilfully provoked to shape popular behaviour.

Understand the connection between wisdom, values, and emotions, and practical decision-making and finding meaning in our lives. Lastly, explore the relationship between religion and emotions, uncovering their role in spiritual practices and beliefs.

Whether for professional or purely personal interest, this course should help you make just a little more sense of the complex world in which we live.

Programme details

Course starts: 30 Sept 2024

Week 1: What is an emotion?

Week 2: A brief history of emotional research

Week 3: Are emotions actually 'made'?

Week 4: The minimal set of emotions

Week 5: On the expression of emotions

Week 6: Positive emotion and psychopathology

Week 7: Emotion and motivation

Week 8: Provoking emotions and consequent behaviour

Week 9: Wisdom, values and emotions

Week 10: Emotions and religion

Recommended reading

All weekly class students may become borrowing members of the Rewley House Continuing Education Library for the duration of their course. Prospective students whose courses have not yet started are welcome to use the Library for reference. More information can be found on the Library website.

There is a Guide for Weekly Class students which will give you further information.

Availability of titles on the reading list (below) can be checked on SOLO , the library catalogue.

Preparatory reading

  • Emotion: An introductory picture / The Open University

Recommended Reading List

Digital Certification

To complete the course and receive a certificate, you will be required to attend at least 80% of the classes on the course and pass your final assignment. Upon successful completion, you will receive a link to download a University of Oxford digital certificate. Information on how to access this digital certificate will be emailed to you after the end of the course. The certificate will show your name, the course title and the dates of the course you attended. You will be able to download your certificate or share it on social media if you choose to do so.

Description Costs
Course Fee £285.00
Take this course for CATS points £30.00

If you are in receipt of a UK state benefit, you are a full-time student in the UK or a student on a low income, you may be eligible for a reduction of 50% of tuition fees. Please see the below link for full details:

Concessionary fees for short courses

Dr Graham Wilson

My PhD in behavioural science led to an initial career in organisation and leadership development, however, for the last decade I’ve taught psychology, counselling, and photography at Oxford and elsewhere. A BACP Registered Counsellor, I recently retired as Coordinator of HE Counselling Courses at Guildford College. As a Ronin Institute Research Scholar, I investigate applications of imagery to provoke community-level behavioural change. In Oxfordshire, I lead government-funded therapeutic photography programmes. 

Course aims

Whether you're seeking professional development or personal enrichment, this course will help you navigate the complexity of our emotional world and make sense of the intricate tapestry of human experiences.

Course objectives

Gain a comprehensive understanding of emotions and their profound impact on our lives. Explore the definition, components, and evolution of emotions, and uncover how they shape our thoughts, perceptions, and behaviours.

Delve into the world of neuroscience and appreciate how our brain processes emotional responses. Examine the ongoing debate of whether emotions are innate or socially constructed, and explore the interplay between biology, culture, and socialization.

Discover the universal foundation of emotions and their role in shaping our relationships, values, motivation, and societal norms. Explore practical strategies for fostering mental well-being, understand the connection between emotions and decision-making, and gain insights into the influence of emotions in behavioural economics and marketing.

Teaching methods

Using a virtual learning environment (Canvas), background notes will be provided shortly before each session so that you can read up on the week's theme in advance if you wish. I try to make sessions interactive and dynamic - you won't find me hiding behind a lectern.  Classroom activities will be varied, involve a range of discussions and creative tasks, in both the full group and small groups. 

Learning outcomes

By the end of the course students will be expected to:

(1) appreciate the nature and significance of emotions in contexts from the individual to society and beyond

(2) reflect on the impact of emotions on their own life

(3) assess the nature of emotional well-being and effective ways of enhancing it

Assessment methods

The assessment will consist of a piece of reflective writing (1500 words +/- 10%) on ways in which emotions have affected you directly in your life and that you were previously relatively unaware of.  You will be asked to make a brief presentation on the focus of your assignment around week 7 or 8.

Coursework is an integral part of all weekly classes and everyone enrolled will be expected to do coursework in order to benefit fully from the course. Only those who have registered for credit will be awarded CATS points for completing work the required standard.

Students must submit a completed Declaration of Authorship form at the end of term when submitting your final piece of work. CATS points cannot be awarded without the aforementioned form - Declaration of Authorship form

Application

To earn credit (CATS points) for your course you will need to register and pay an additional £30 fee per course. You can do this by ticking the relevant box at the bottom of the enrolment form or when enrolling online.

Please use the 'Book' or 'Apply' button on this page. Alternatively, please complete an  enrolment form (Word)  or  enrolment form (Pdf) .

Level and demands

The Department's Weekly Classes are taught at FHEQ Level 4, i.e. first year undergraduate level, and you will be expected to engage in a significant amount of private study in preparation for the classes. This may take the form, for instance, of reading and analysing set texts, responding to questions or tasks, or preparing work to present in class.

Credit Accumulation and Transfer Scheme (CATS)

To earn credit (CATS points) you will need to register and pay an additional £30 fee per course. You can do this by ticking the relevant box at the bottom of the enrolment form or when enrolling online. Students who register for CATS points will receive a Record of CATS points on successful completion of their course assessment.

Students who do not register for CATS points during the enrolment process can either register for CATS points prior to the start of their course or retrospectively from the January 1st after the current full academic year has been completed. If you are enrolled on the Certificate of Higher Education you need to indicate this on the enrolment form but there is no additional registration fee.

Terms & conditions for applicants and students

Information on financial support

coursework definition oxford

What is Coursework?

what is a coursework - preview

The question is not “What is coursework?” The question is what is the point of coursework, what is it made up of, and why should students care so much about it? In short, coursework is curriculum-mandated written work that students usually have to do outside of normal classroom hours. Sometimes, practical parts of the coursework must be done in a classroom, and some colleges in Texas are starting to insist that at least 20% of the writing is done in class so that professors and teachers can see students writing their own essays. Our professional essay writers  will explain you everything. Just contact our  coursework service directly. Otherwise, the bulk of your post-secondary coursework writing will be done at home or in your dorm room.

|| Coursework is a written or practical work done by a student during a course of study, usually assessed in order to count towards a final mark or grade.

“Curriculum-mandated” means that the teacher/professor has to set coursework, and the teacher/professor is given guidelines on what is set. That is why it is possible to go online and see the essays that other people have written under the same coursework questions. In fact, there are even students who post their old coursework essays and the essay questions online so that students in subsequent years may rewrite their work. If you look up other people’s essays, remember to rewrite them thoroughly to avoid plagiarism detectors.

Coursework Can Count Towards A Final Grade

A good coursework definition shouldn’t ignore the fact that your coursework can (and should) count towards your final grade. The coursework you submit is graded and then considered at the end of your course when your final grades are tallied.

Some people think that a dissertation is a good coursework synonym, but where a dissertation is one large project, your coursework may be made up of several smaller projects that may include work experience or practical experience. For example, people taking food technology may have work experience as part of their coursework, which is why you should also learn how to list coursework on resume documents.

Teachers Use Coursework as A Mandatory Progress-Checking Tool

what is a coursework

There is more than one coursework definition if you look from a teacher’s perspective. What is coursework to a teacher? It is a tool that may be used to check on a student’s progress and to see how effective certain lessons have been. Teachers have to test and check up on their students frequently over the year, and that can give your coursework meaning to a teacher. If your coursework is bad, it reflects very badly when your teacher/professor is reviewed by the education board administrators. However, if you are really struggled with writing your course work, you can always rely on our paper writing service.

What Is Coursework?

No coursework definition would be complete without explaining what makes up coursework and what gives your coursework meaning. The truth is that coursework can consist of a number of different things depending on the subject you are taking, the year you are in, the college you are in, the country you are in, and the state you are in. Plus, since curriculums change every few years, the things that made up a coursework definition last year may have changed. Your college coursework may be made up of research papers and book research, whereas your graduate coursework may include practical tests, work experience, and it may count as a large part of your test. For people who wish to pass the Bar in the US, their exams are made up of four essays that are so gruesome that they make modern college coursework look like a day in the park.

Is Coursework Like an Exam?

Some people say a good coursework synonym is a “Home-based exam.” Some people claim that coursework was invented to help people who suffer with exam anxiety. There are people who are so anxious when taking tests that they under perform. There are also people who learn how to take exams to the point where they do overly well simply because they are good exam takers.

Upon the invention of coursework, some people felt that the ability to hand in a number of pieces of coursework instead of relying on exams only would help even things up a little. It seems a little fairer since there are some people who are so terrible at taking exams that they underperform and fail despite knowing the course content very well. What is coursework? It is like an exam that features course content, and where there is a time limit of days/weeks rather than minutes and hours.

Coursework Can Easily Push You Through into A Pass

One of the reasons why governments try to crack down on study visas and “Front” colleges is because coursework can get some people very close to a pass on their subject. It is possible for people to visit from other countries, get full-time jobs, and then submit a bunch of coursework to get a pass in their subject, meaning they need not attend their classes. Such people even know how to list coursework on resume documents with hopes of getting full-time work. How does this affect regular students who attend college every day? What it means is that you can put everything into your coursework and almost guarantee a pass if your coursework scores highly. It also means that, if you wish, you can skip a few classes to work more hours while working your way through college.

Submitting high scoring coursework will help you alleviate exam stress. Think about it, if you knew that you were going to pass anyway because of the high scores you got on your coursework, wouldn’t you be a little more relaxed during exam season? Calling your coursework, a “Stress Reliever” may not be the most common coursework definition, but give it consideration, if you knew you couldn’t fail your subject, would you worry so much about your exams? It is always worth putting extra effort (and maybe extra money) into getting the best possible coursework score possible.

Most people consider our service to be the best coursework writing service because they have writers who are able to push the score of your coursework up to a top score. Some say that the best coursework writing service should have the cheapest prices, but PaperWritingPro hire degree-qualified professionals, and genuine professionals demand a price. It is always worth spending a little more on important things such as coursework.

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  • How to Make Your Coursework as Good as It Can Possibly Be

coursework definition oxford

Many GCSE and A-level subjects are assessed in part by coursework in addition to exams, meaning that the mark you receive for coursework contributes to your overall grade. Many students prefer coursework, because it’s a chance to showcase your academic abilities away from the high-pressured environment of the exam room, making it ideal for those who don’t perform to the best of their abilities in exams. However, the time you have available for coursework, in contrast with the time constraints of the exam room, can lull some students into a false sense of security. Coursework is arguably just as challenging as exams, just in different ways – and, given the fact that you have more time, much higher standards are expected of you in coursework than in exams. Careful planning and research are needed for successful coursework, as well as strong data-gathering and essay-writing skills. In this article, we look at how to produce excellent coursework, from planning to proofreading. This information might also be useful to you if you’re planning on attending an Oxford Summer School this summer.

What is coursework?

GCSE and A-level coursework typically takes the form of an extended essay or project. Its objectives vary from one subject to another, but there’s usually an emphasis on the student conducting independent research into a topic of their own choice. Thus coursework often takes the form of some sort of investigation; it may, therefore, help to have your ‘detective’ hat on as you explore, investigate and analyse your topic. You can usually work on your coursework at home, though it’s sometimes completed under controlled conditions through sessions at school. To give you a better idea of how coursework varies from one subject to another, here are some examples:

  • English – English coursework usually takes the form of an extended essay with a title of your choice. You’re usually given a choice of themes and/or texts to explore, and you could choose a format such as a comparison between a set text and another one.
  • Geography – Geography coursework usually focuses on the gathering, reporting and interpretation of data designed to answer a particular geographical question. You could investigate usage of a shopping centre, for example, or look at erosion on a particular beach.
  • Sciences – coursework for science subjects often takes the form of a scientific project or experiment that you conduct and report on yourself.

Before you start work on your coursework, it’s essential that you have a thorough understanding of the rules. Failing to conform to the rules – inadvertently or not – may result in your coursework (or possibly even your entire qualification) being disqualified, so it’s a serious matter.

  • No plagiarism – this is particularly dangerous given the ready availability of relevant information on the internet these days. Make sure everything is in your own words; you’ll need to sign a declaration stating that it’s your own original work.
  • There’s only so much help your teacher can give you . They can provide guidance on what you need to include, and on what the examiners will be looking for. You can ask them questions, but they’ll usually only be able to check through your first draft once and offer broad hints on updating it.
  • Check the word count , and stick to it. Find out whether footnotes, appendices and bibliographies are included in the word count.
  • Check what topics you’re allowed to do your coursework on; if there’s an exam on this topic, you’ll almost certainly have to choose a different one for your coursework.

Choose your topic wisely

Ideally, choose something you’re genuinely interested in, as your enthusiasm will come across and you’ll find it more enjoyable to write. If there’s something you’ve been working on for the course so far that you’ve particularly enjoyed, you may be able to focus more on this as part of your coursework. For science coursework, you’ll need to choose something to investigate that you can measure, change and control; it should be what’s called a ‘fair test’, meaning that you have to acknowledge all the controls you use in the experiment and why. Try not to pick a topic for which the scope is too vast, as you’ll struggle to research it properly and you’re unlikely to do it justice, and it’ll be hard to keep within the word limit. Ask your teachers for some guidance on choosing your topic if you’re not sure what to write about; they might even tell you a bit about what previous students have done to give you some inspiration.

Plan how long it’s going to take

Never leave your coursework until the last minute, even if this is your normal approach to essays and it usually works for you. Make sure you understand when the deadlines are, including time for submitting a first draft for comments from your teacher. Then schedule blocks of time for working on it, allowing plenty of time before the deadline to cater for any unexpected delays. Allow ample time for making corrections based on teacher feedback on your first draft, and keep some time aside before the deadline for final editing and proofreading. Because actual deadlines are few and far between, you’ll need to take responsibility for the writing process and impose some deadlines on yourself to ensure it’s finished in time. Write down your deadlines on a calendar, with the coursework broken into stages and dates assigned to each, by which time each task should be complete. You can base your stages on the next few points in this article – research and data gathering, a structure plan for the piece of work, writing up, and so on.

Conducting your research and gathering data

As coursework is primarily a research exercise, the research phase is crucial, so don’t be tempted to skimp on it and go straight to writing up. Use as many different resources as you can to gather data: books, journals, newspapers, television, radio, the internet and anything else you think might be relevant. For science and Geography coursework, you’ll need to base your work on a hypothesis, so the research stage should start by coming up with at least one hypothesis, otherwise your research will lack direction. The research phase for some subjects may involve site visits for gathering data, so allow plenty of time for this, particularly if you need your parents to drive you somewhere to do so. If it’s a scientific experiment you’re conducting for your coursework, you’ll need to pay careful attention to planning the experiment using rigorous scientific methods (also noting what Health and Safety precautions you are taking), as well as reading up on the background and theory so that you have an idea of what to expect from the outcome of your experiment. In the research stage, make notes about what you expect to happen, so that you can later compare your expectations with what actually did happen. The experiment itself also forms part of the research and data-gathering stage for your science coursework; in the write-up stage, which we come onto shortly, you analyse and write up the results.

Plan your structure

Once you’ve completed your research, the process of writing up begins. Before you get down to the actual writing, however, it’s advisable to write a plan for how you’re going to structure it – essentially an essay plan for English coursework and other subjects for which the coursework is based on an extended essay. It’ll look slightly different from an essay plan for science subjects and others that revolve around project work, but the principle is the same: plan out what order you’re going to present your information in. For big projects, this is particularly important, because with a lot of information to convey, you risk being disorganised and waffling.

Writing up your project

For any coursework, but particularly coursework based around an extended essay, you’ll need to perfect your essay-writing abilities. For science coursework, writing up your project also involves data analysis, as you interpret the results of your experiment and work your notes into formal scientific language.

When you’re writing up, it’s important to find a place where you can work quietly, without distractions that could cause you to make careless errors. You wouldn’t want noise or distractions when you were in an exam room, so treat your coursework with the same reverence.

Supporting materials and images

For some subjects, namely the sciences and Geography, it would be appropriate to include images, graphs, charts, tables and so on in your coursework. For example, for Geography coursework, your extra material could include annotated images and maps of the site you’re talking about, plus tables, graphs and charts. An appendix could then detail your raw data; if, for example, your coursework focused on the results of a survey, you could put the raw survey responses in an appendix and provide summaries and analysis in the main body of the coursework.

Footnotes and bibliography

As we said earlier, it’s important that you always use your own words in your coursework to avoid the possibility of falling foul of plagiarism rules. However, it’s acceptable to quote from another source, as you would in any piece of academic writing, but you must make sure that you state where it is from and use quotation marks to show that it’s a quote from somewhere else. The best way of citing another work is to use a footnote; word processors will allow you to insert one, and it just puts a little number at the end of the sentence and another in the footer of the document, into which you put the name of the author and work, and the page within that work that the quote can be found. At the end of your piece of work, include a bibliography that includes a list of every external source you’ve used in the creation of your coursework. Stick to a set formula when including books. A common format is: Author Surname, Initial. (Date) – Title of Book , page number For example: Lewis, C.S. (1960) – Studies in Words , p. 45 When you get to university, you’ll be expected to include footnotes and bibliographies in all your essays, so it’s a good habit to get into and coursework gives you good practice at it.

The final pre-submission check

Having completed a first draft, received feedback from your teacher, and honed your work into a finished piece of coursework, have a final check through it before you send off your coursework for submission.

  • Sense check : have a read through your completed piece of work and check that it all makes sense. Make sure you haven’t contradicted yourself anywhere, or repeated yourself, or laboured the point. If there are any facts that you may have meant to look up to double check their accuracy, do so now.
  • Word count : ensure that the completed work falls within the word count, and double check whether the bibliography should be included in the word count. If you’ve exceeded it, you’ll need to work through the piece and tighten up your writing, omitting unnecessary information, reordering sentences so that they use fewer words, and so on.
  • Proofread : check your spelling and grammar, and ensure that there are no typos. Don’t just use the spellcheck – go through it with a fine toothcomb, manually, and if you can, ask someone to read through it for you to see if they spot anything you haven’t.
  • Formatting : check that you’ve included page numbers, and that the font and line spacing is consistent throughout the work. Ensure that the font is plain and easy to read, such as Arial or Times New Roman.
  • Bibliography : check that you’ve included everything, that the format is the same for all sources mentioned, and that the right information is included for each.

Once this stage is complete, you’re ready to submit your coursework along with your declaration that it’s entirely your own work. Get ready for a feeling of immense satisfaction when you finally send off your hard work!

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MOOCS, cMOOCS and xMOOCS: Definition and explanation

What is a mooc.

A MOOC is a type of online learning course. MOOC stands for Massive Open Online Course. MOOCs are publicly available online learning courses made freely available or open to anyone with internet access. MOOCs can have thousands or even millions of learners from all around the world all following the same online learning course.

Types of MOOC

MOOCS can either be:

  • Synchronous, which means everyone on the course is following the same elements or modules of the course at the same time, or
  • Asynchronous, which means that people can enter and follow the course at any time so that at any one time some people will be just starting the course whilst others may be part way through or even finishing the course.

cMOOCS and xMOOCS

There are considered to be two different types of MOOCs:

  • cMOOCs , which are connective Massive Open Online Courses that share digital online learning elements and environments and are connected together in a variety of ways.
  • xMOOCs , or e x tended Massive Open Online Courses . xMOOCs tend to be based on content provided by universities and other educational institutions that provide significant research-based content and background in the online learning content 

The big problem with MOOCS

One of the big problems all online and e-learning courses face is keeping people engaged and learning. The estimated drop-out rate of online and e-learning range from 30% for non-compulsory organisational and institutional e-learning, such as courses provided by universities and companies, for example, up to over 90% for MOOCs or Massive Open Online Courses.

As a result, a lot of research effort has been focused on finding out why the drop-out and engagement rates (not the same thing) are often so low in online and e-learning courses. People dropping out or leaving a course tends often (but not always) to stem from a lack of learner engagement.

A new study has looked at what increases engagement in online learning and in particular in MOOCs. See Online Learning: How to increase learner engagement

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Coursework Definition from Dictionaries and College Guidelines

Being accustomed to writing essays and making presentations at school, students often find themselves at a loss when facing a coursework assignment. What is a coursework and how is it different from other tasks students are usually burdened with? What is the difference between an essay and a coursework, and why is students’ competence evaluated this way rather than through the usual exam system? Let’s try to define coursework and answer all these questions.

Various dictionaries provide this coursework definition: a type of work assigned to students with the aim of assessing their knowledge within a certain educational course. Oxford University Guide extends the coursework definition, explaining that this work is focused on developing students’ reading and thinking skills while encouraging independent learning. Also, we can add that this type of assignment is regularly set during the course of study and may come in different variations — from conducting literature research to experimenting with natural sciences.

Coursework Meaning in Different Contexts

However, this meaning of coursework is specific to the UK educational system, while in the United States term papers or final papers play the same role. So, what does coursework mean in another context? In US colleges and universities, coursework refers to curriculum or academic programs, thus covering a set of courses and assignments students have to complete in order to obtain their desired majors. However, they virtually perform the same, though differently named, coursework assignment.

What Is the Purpose of Coursework from both Students’ and Teachers’ Viewpoints

Some students believe that this type of paper is a needless burden invented by teachers in addition to various other tasks they have to carry out. They don’t understand the purpose of coursework and thus tend to perceive the assignment as annoying and useless. However, if these students tried to take it as an exciting challenge they need to grapple with, they could end up getting so much useful experience and practical skills, not to mention good marks, in the process. So, what is the purpose of coursework, and how can it help students in their after-college life?

Coursework is the final step in mastering a discipline, module, or topic. When doing their coursework, students get to apply the knowledge learned in the classroom while identifying and filling in the gaps by doing independent research on a certain theme. From the teachers’ standpoint, this helps assess both the students’ knowledge of the subject and their skills in acquiring new knowledge unaided. Besides, this is a good way of checking the students’ academic writing skills, since they need to follow certain rules regarding word count, structure, argument, formatting, and grammar.

Thus, coursework combines your theoretical knowledge and practical skills, knowledge gained in the classroom and information obtained independently, certain creativity in conducting research, and strict rules of academic writing. You cannot but agree that this challenging task can be really inspiring, especially when the topic of your coursework is related to your sphere of interests. Still, you need to understand that besides being exciting, the task is also useful, since it allows you to pick up the skills that might come in handy in your future career building. So, what are those skills? Let’s mention some of them:

  • You can learn to identify a problem and set specific goals aimed at cracking it. You determine which question to ask and how to find various approaches to the problem-solving, including creative ones.
  • This is a great way to learn how to search for the necessary information using multiple sources and how to assess the reliability of the sources to receive the most relevant and up-to-date information.
  • When collecting data and choosing materials for your paper, you need to analyze and systematize the facts you've discovered, which is also a helpful skill, applicable to many fields.
  • You learn how to form your own viewpoint on various problems, as well as how to explain and defend it based on convincing arguments. This is a great start for developing leadership skills and influencing other people.
  • Also, you learn how to present information using different visual aids, such as tables, diagrams, illustrations, infographics, etc. By including some kind of visual presentation in your coursework, you can keep abreast of the modern technology and find visually compelling and convincing ways of delivering information to any audience.
  • Writing a coursework requires careful planning and self-discipline, something any person who wants to succeed in life really needs. Despite having to comply with certain requirements and standards, students may still benefit from the creativity and fresh thinking this work allows for. This has the potential of helping them become multifaceted and versatile personalities in the future.

Surely, there can be even more benefits to writing your coursework, but also those listed above show that this type of assignment really differs from the exam format and has many positive outcomes. So, consider this work not only as one of the ways for your teachers to assess your college performance but also as an avenue towards your own personal and professional advancement.

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Definition of coursework noun from the Oxford Advanced Learner's Dictionary

  • Coursework accounts for 40 per cent of the final marks.

Questions about grammar and vocabulary?

Find the answers with Practical English Usage online, your indispensable guide to problems in English.

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Article Contents

Introduction, conclusions, authors’ contributions, acknowledgements, supplementary data, declarations, data availability, ethical approval, pre-registered clinical trial number, device-measured physical activity and cardiac structure by magnetic resonance.

ORCID logo

Francesco Zaccardi and Gerry P McCann Contributed equally as senior authors.

  • Article contents
  • Figures & tables
  • Supplementary Data

Thomas Yates, Cameron Razieh, Joe Henson, Alex V Rowlands, Jonathan Goldney, Gaurav S Gulsin, Melanie J Davies, Kamlesh Khunti, Francesco Zaccardi, Gerry P McCann, Device-measured physical activity and cardiac structure by magnetic resonance, European Heart Journal , 2024;, ehae506, https://doi.org/10.1093/eurheartj/ehae506

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Although extreme cardiac adaptions mirroring phenotypes of cardiomyopathy have been observed in endurance athletes, adaptions to high levels of physical activity within the wider population are under-explored. Therefore, in this study, associations between device-measured physical activity and clinically relevant cardiac magnetic resonance volumetric indices were investigated.

Individuals without known cardiovascular disease or hypertension were included from the UK Biobank. Cardiac magnetic resonance data were collected between 2015 and 2019, and measures of end-diastolic chamber volume, left ventricular (LV) wall thickness, and LV ejection fraction were extracted. Moderate-to-vigorous-intensity physical activity (MVPA), vigorous-intensity physical activity (VPA), and total physical activity were assessed via wrist-worn accelerometers.

A total of 5977 women (median age and MVPA: 62 years and 46.8 min/day, respectively) and 4134 men (64 years and 49.8 min/day, respectively) were included. Each additional 10 min/day of MVPA was associated with a 0.70 [95% confidence interval (CI): 0.62, 0.79] mL/m 2 higher indexed LV end-diastolic volume (LVEDVi) in women and a 1.08 (95% CI: 0.95, 1.20) mL/m 2 higher LVEDVi in men. However, even within the top decile of MVPA, LVEDVi values remained within the normal ranges [79.1 (95% CI: 78.3, 80.0) mL/m 2 in women and 91.4 (95% CI: 90.1, 92.7) mL/m 2 in men]. Associations with MVPA were also observed for the right ventricle and the left/right atria, with an inverse association observed for LV ejection fraction. Associations of MVPA with maximum or average LV wall thickness were not clinically meaningful. Results for total physical activity and VPA mirrored those for MVPA.

High levels of device-measured physical activity were associated with cardiac remodelling within normal ranges.

Association between moderate-to-vigorous-intensity physical activity and left ventricular parameters in women and men. LV chamber sizes were larger with higher physical activity, but remained within normal ranges, whilst LV wall size was not meaningfully different. LV, left ventricular; LVEDV, left ventricular end-diastolic volume; MRI, magnetic resonance imaging; MVPA, moderate-to-vigorous-intensity physical activity.

Association between moderate-to-vigorous-intensity physical activity and left ventricular parameters in women and men. LV chamber sizes were larger with higher physical activity, but remained within normal ranges, whilst LV wall size was not meaningfully different. LV, left ventricular; LVEDV, left ventricular end-diastolic volume; MRI, magnetic resonance imaging; MVPA, moderate-to-vigorous-intensity physical activity.

Physical activity is a fundamental tool in the primary and secondary prevention of cardiovascular disease (CVD) 1 , whilst also representing a first-line treatment in the management of a number of modifiable cardiovascular risk factors (e.g. blood pressure, hypercholesterolaemia, and Type 2 diabetes mellitus). 2 More broadly, higher levels of physical activity are associated with reduced rates of all-cause and cardiovascular-specific mortality (∼30%–40%). 3–5

The cardiovascular benefits of physical activity may, in part, be mediated through the positive effect on cardiac structure and function. Regular physical activity subjects the heart to haemodynamic stresses which, in order to meet the systemic demand, undergoes morphological adaptations. The most widely studied of these is the left ventricle, where aerobic or endurance-based physical activity and exercise training have consistently been associated with a number of changes, such as a larger mass, greater posterior wall and interventricular septal thickness, and larger end-diastolic diameters or volumes. 6 Structural adaptations to physical activity have also been shown in the right ventricle, through increases in volume and mass, 7–9 and in the atria, 10 where enlargement is typically proportional to left ventricular (LV) adaptations. 11

Whilst moderate levels of physical activity and exercise training result in positive cardiac remodelling, there is an established phenomenon whereby high levels of endurance exercise result in extreme adaptions to LV volume, wall thickness, and mass that may overlap with diagnostic criteria and pathologies of dilated and hypertrophic cardiomyopathies, 12 changes commonly referred to as the ‘athlete’s heart’. 13 Such structural changes can make it difficult to clearly distinguish between physiological adaptions and pathological changes (i.e. ‘grey zone’). 14 , 15 Although the clinical implications of extreme cardiac remodelling associated with an athlete’s heart are a matter of debate, the longer-term prognosis is largely unknown, with a paucity of high-quality evidence. This uncertainty reflects the wider literature where high levels of exercise or vigorous-intensity physical activity (VPA) have been shown to result in a loss of association with health outcomes or an increased risk at high volumes in some, but not all, studies. 5 , 16

To date, much of the epidemiological work quantifying the association of physical activity with cardiac remodelling has been undertaken in elite or professional athletes participating in high levels of structured exercise, who represent a very small proportion of the wider population. Conversely, there is a paucity of data examining how the range of habitual physical activity contributes to cardiac remodelling and whether high levels of habitual physical activity within a more representative general population are also associated with extreme adaptations. The few studies that have been published provide some evidence that high levels of recreational physical activity may increase the risk of LV hypertrophy or extreme dilation, 7 , 8 , 17 , 18 but findings are limited by small sample sizes, self-reported physical activity, or low numbers with high physical activity volumes.

Technological advancements in device-measured physical activity, coupled with cardiac magnetic resonance (CMR) imaging—the gold standard for the evaluation of global and regional cardiac structure and function, 19 allow for more accurate and reproducible estimations in large cohorts. The aim of this study was to investigate the nature of the association between device-measured physical activity and cardiac remodelling in a large general population of healthy adults without CVD or hypertension.

Cohort definition

The UK Biobank is a large cohort study with data collected on a wide range of clinical, demographic, and lifestyle factors. The initial baseline visit occurred between March 2006 and July 2010 in more than 500 000 women and men recruited across England, Wales, and Scotland. An imaging sub-study was introduced in 2014, with participants invited to attend whole-body imaging protocols, which included CMR. 20 In May 2023, valid CMR data, covering 39 697 participants between 2014 and 2019, were made available to investigators. Accelerometer data were collected in a random sub-cohort of participants with valid email addresses overlapping the scanning sub-study (from 2013 to 2015). 21 In total, 14 680 participants had combined CMR and accelerometer data available, with complete information on covariables. Using data from the scanning visit or the nearest preceding assessment, we excluded from this initial cohort individuals with CVD or diagnosed hypertension or taking commonly prescribed blood pressure medications (angiotensin receptor blockers, angiotensin-converting enzyme inhibitors, beta-blockers, calcium channel blockers) (definitions for all criteria are displayed in Supplementary data online , Figure S1 ), leaving 10 111 with complete data available for analysis (see Supplementary data online , Figure S1 ).

This analysis was performed as part of UK Biobank project number 33266. Ethical approval for the UK Biobank was obtained from the North West Research Ethics Committee (reference number: 11/NW/0382, 16/NW/0274), and in Scotland, the UK Biobank received ethical approval from the Community Health Index Advisory Group. This study complied with the Declaration of Helsinki, and written informed consent was obtained from all participants.

Cardiac magnetic resonance

Cardiac magnetic resonance scans were performed on a 1.5-T scanner (MAGNETOM Aera, Syngo Platform VD13A, Siemens Healthcare, Erlangen, Germany) following a standardized protocol published previously. 22 An assessment of the left and right ventricles was conducted using a complete short-axis stack of balanced steady-state free precession sequences. Left ventricular papillary muscles were included in end-diastolic volume assessments but excluded from LV mass assessments. The left and right atria were segmented on long-axis four-chamber-view (4Ch) cine images. Left atrial measurements were also derived from the vertical long-axis (two-chamber) view, and left atrial volumes were calculated according to the biplane area–length method. Left ventricular wall thickness was measured in each image slice (categorized and averaged across established American Heart Association segments 23 ) using the distance between the endocardial contour and the epicardial contour at the end-diastolic frame. All image segmentations were manually quality-controlled by a trained cardiologist, with images showing poor segmentations, insufficient LV coverage, or missing anatomical structures discarded. Images were analysed using cvi42 post-processing software (version 5.1.1, Circle Cardiovascular Imaging Inc., Calgary, Canada) and employing standard operating procedures developed and approved prior to study commencement. We extracted the following information for analysis: LV end-diastolic volume (LVEDV), LV mass, LV wall thickness for each segment (with the maximum and mean LV wall thickness values calculated), LV ejection fraction, right ventricular end-diastolic volume (RVEDV), maximum left and right atrial volumes, and resting heart rate during the scan. A measure of cardiac remodelling, referred to as concentricity, was derived as LV mass/LVEDV. LVEDV, LV mass, and RVEDV were indexed (denoted in variable names by ‘i’) through dividing by body surface area (BSA), which was calculated using the DuBois’ equation: 24 BSA (m 2 ) = weight (kg) 0.425 × height (cm) 0.725 × 0.007184. Based on the previous definition used for CMR, 25 , 26 maximum wall thickness values <11 mm were considered normal, with values of ≥11 mm categorized as mild-to-severe hypertrophy. LVESV, RVESV, and minimum left and right atrial volumes were also extracted and reported for descriptive purposes.

Accelerometer analysis

Accelerometer data (in 5-s epochs) were downloaded from the UK Biobank. The files were converted to R-format for entry into R-package GGIR version 1.10-7 ( http://cran.r-project.org ). Files with fewer than 3 days of data (defined as >16 h/day of valid wear data) or where data were not available for each 15-min period of the 24-h cycle were excluded, as previously described. 27 , 28 Files were also excluded if they failed calibration criteria [post-calibration error >0.01 g (10 m g )]. Time spent in moderate-to-vigorous-intensity physical activity (MVPA) in bouts of ≥1 min was calculated using a threshold of 100 m g. 29 Time in VPA in bouts of ≥1 min was further calculated using a threshold of 400 m g . 29 Moderate-to-vigorous-intensity physical activity and VPA accumulated in bouts with a minimum duration of 1 min were used to identify physical activity that involved an aerobic component, removing incidental or anaerobic physical activity. Average acceleration across the 24-h day is reported in milligravity (m g ) units, quantified by the Euclidean Norm Minus One method, used to describe the total level of physical activity (volume) undertaken. 30 Accelerometer outcomes were averaged across valid days.

Covariables

Information was extracted on the following potential confounders of the association between physical activity and cardiac structure: sex, age (at imaging visit), height, weight, ethnicity (White European, South Asian, Black, other), deprivation (using the Townsend index score, a composite of four domains: unemployment, non-car ownership, non-home ownership, and household overcrowding using census data at the postcode level), smoking status (current, previous, never), diabetes status (yes, no), statin medication status (yes, no), family history of CVD (parental; yes, no), family history of hypertension (parental; yes, no), and systolic blood pressure. Covariate data were obtained from the imaging visit where available or from the nearest preceding assessment. Codes for the included covariates are listed in Supplementary data online , Figure S1 .

Statistical analysis

For each CMR outcome variable, sex-stratified linear regression models with MVPA as the exposure (independent variable) were adjusted for number of accelerometer wear days, season of accelerometer wear (using two orthogonal sine functions, described previously 31 ), age, ethnicity, deprivation, smoking, diabetes, statin treatment, family history of CVD, and family history of hypertension; non-indexed outcome variables were additionally adjusted for BSA (Model 1). Resting heart rate during the magnetic resonance imaging scan was included as an additional outcome to help interpret CMR outcomes, particularly ejection fraction.

Using the Bayesian information criterion (BIC), for each CMR outcome, we compared Model 1 with a linear vs. spline transformation of MVPA, with a number of knots ranging from 3 to 7 located at centiles of MVPA as suggested by Harrell; 32 linear models consistently displayed the best fit and were therefore selected for the analyses. To graphically display the shape of the associations, we estimated the marginal means for each outcome across deciles of MVPA and plotted them against the within-decile MVPA medians. A second linear regression model was additionally adjusted for systolic blood pressure (Model 2), which was added separately as it was hypothesized to potentially mediate, rather than confound, the association between physical activity and cardiac structure.

As CMR outcomes are known to vary by age, 33 , 34 we further assessed whether the pattern of association between MVPA and CMR outcomes was consistent across age; this was undertaken by adding an age by MVPA interaction term to Model 1. For each outcome, models with the added interaction term consistently displayed a poorer model fit (higher BIC), suggesting that associations were not modified by age. In order to display these results in a sensitivity analysis, we plotted the predicted marginal means for the association between deciles of MVPA and CMR outcomes for ages 50, 60, and 70 years.

Moderate-to-vigorous-intensity physical activity was selected as the main exposure of interest, with analysis for LV parameters repeated across total physical activity and VPA in order to assess whether the pattern of association was affected by the exposure of physical activity selected.

All analyses were performed in Stata BE version 18, and results were reported with 95% confidence interval (CI); a P -value <.05 was considered statistically significant.

The analysis included 5977 women (median age and MVPA: 62 years and 46.8 min/day, respectively) and 4134 men (64 years and 49.8 min/day, respectively); sex-stratified cohort characteristics are reported in Table 1 .

Cohort characteristics

WomenMenTotal
No. of participants5977413410 111
Age at imaging visit (years)62 (56, 68)64 (57, 69)63 (56, 68)
Ethnic group
 White European5881 (98.4)4053 (98.0)9934 (98.2)
 South Asian24 (0.4)36 (0.9)60 (0.6)
 Black African or Caribbean24 (0.4)22 (0.5)46 (0.5)
 Other48 (0.8)23 (0.6)71 (0.7)
Townsend deprivation index−2.7 (−3.9, −0.6)−2.7 (−3.9, −0.6)−2.7 (−3.9, −0.6)
Smoking status
 Never4008 (67.1)2587 (62.6)6595 (65.2)
 Previous1806 (30.2)1371 (33.2)3177 (31.4)
 Current163 (2.7)176 (4.3)339 (3.4)
Statin medication use396 (6.6)628 (15.2)1024 (10.1)
Diabetes82 (1.4)101 (2.4)183 (1.8)
Family history of cardiovascular disease3296 (55.1)2108 (51.0)5404 (53.4)
Family history of hypertension2736 (45.8)1524 (36.9)4260 (42.1)
Systolic blood pressure (mmHg)126.0 (116.5, 136.5)133.5 (125.0, 143.0)129.0 (119.5, 140.0)
Body surface area (m )1.7 (1.6, 1.8)2.0 (1.9, 2.1)1.8 (1.7, 2.0)
Average heart rate during CMR scan (beats/min)62.0 (56.0, 69.0)59.0 (53.0, 66.0)61.0 (55.0, 68.0)
LV end-diastolic volume (mL)127.1 (113.4, 142.6)166.1 (147.3, 186.7)140.5 (121.4, 164.6)
LV end-systolic volume (mL)49.1 (42.1, 57.1)69.3 (59.1, 81.4)56.0 (46.1, 68.7)
Indexed LV end-diastolic volume (mL/m )74.2 (67.3, 81.8)84.3 (75.4, 93.8)77.7 (69.7, 87.0)
Indexed LV end-systolic volume (mL/m )28.7 (24.8, 32.9)35.2 (30.2, 40.7)30.9 (26.5, 36.4)
LV ejection fraction (%)61.1 (57.5, 64.7)58.0 (54.4, 61.8)59.9 (56.2, 63.7)
LV myocardial mass (g)68.2 (61.4, 76.1)98.7 (88.5, 110.5)78.1 (66.0, 95.5)
LV mean wall thickness (mm)5.0 (4.7, 5.4)6.0 (5.6, 6.4)5.4 (4.9, 5.9)
LV maximum wall thickness (mm)6.3 (5.9, 6.8)7.5 (7.0, 8.0)6.7 (6.1, 7.5)
Concentricity (g/mL)0.5 (0.5, 0.6)0.6 (0.5, 0.6)0.6 (0.5, 0.6)
RV end-diastolic volume (mL)132.4 (118.0, 148.8)180.9 (159.5, 203.7)148.5 (127.1, 177.2)
RV end-systolic volume (mL)53.9 (45.9, 63.3)80.6 (68.5, 94.3)63.1 (50.9, 78.7)
Indexed RV end-diastolic volume (mL/m )77.2 (69.9, 85.4)92.0 (81.9, 101.9)82.2 (73.2, 93.3)
Indexed RV end-systolic volume (mL/m )31.4 (27.2, 36.3)40.9 (35.2, 47.4)34.8 (29.4, 41.6)
Left atrium maximum volume (mL)65.4 (53.7, 77.7)73.9 (59.2, 90.8)68.2 (55.8, 82.7)
Left atrium minimum volume (mL)24.8 (18.7, 31.6)28.7 (20.8, 37.5)26.3 (19.4, 33.8)
Indexed left atrium maximum volume (mL/m )37.9 (31.5, 44.9)37.3 (30.3, 45.8)37.7 (31.0, 45.1)
Indexed left atrium minimum volume (mL/m )14.4 (10.9, 18.3)14.5 (10.6, 18.9)14.5 (10.8, 18.5)
Right atrium maximum volume (mL)75.0 (63.6, 87.8)96.7 (79.8, 117.9)82.2 (68.2, 100.3)
Right atrium minimum volume (mL)37.9 (30.8, 46.2)53.9 (42.6, 67.0)43.0 (33.9, 55.2)
Indexed right atrium maximum volume (mL/m )43.7 (37.0, 50.8)48.9 (40.1, 59.4)45.4 (38.1, 54.1)
Indexed right atrium minimum volume (mL/m )21.9 (17.0, 26.6)27.2 (31.3, 33.8)23.7 (19.0, 29.6)
Moderate-to-vigorous-intensity physical activity (min/day)46.8 (29.5, 71.0)49.8 (31.0, 72.8)47.9 (30.1, 71.7)
Vigorous-intensity physical activity (min/day)0.0 (0.0, 0.9)0.2 (0.0, 1.4)0.2 (0.0, 1.1)
Total physical activity (m )29.1 (24.5, 34.5)28.4 (23.5, 34.2)28.8 (24.1, 34.4)
Valid days of accelerometer wear
 3100 (1.7)85 (2.1)185 (1.8)
 4232 (3.9)161 (3.9)393 (3.9)
 5482 (8.1)282 (6.8)764 (7.6)
 65163 (86.4)3606 (87.2)8769 (86.7)
WomenMenTotal
No. of participants5977413410 111
Age at imaging visit (years)62 (56, 68)64 (57, 69)63 (56, 68)
Ethnic group
 White European5881 (98.4)4053 (98.0)9934 (98.2)
 South Asian24 (0.4)36 (0.9)60 (0.6)
 Black African or Caribbean24 (0.4)22 (0.5)46 (0.5)
 Other48 (0.8)23 (0.6)71 (0.7)
Townsend deprivation index−2.7 (−3.9, −0.6)−2.7 (−3.9, −0.6)−2.7 (−3.9, −0.6)
Smoking status
 Never4008 (67.1)2587 (62.6)6595 (65.2)
 Previous1806 (30.2)1371 (33.2)3177 (31.4)
 Current163 (2.7)176 (4.3)339 (3.4)
Statin medication use396 (6.6)628 (15.2)1024 (10.1)
Diabetes82 (1.4)101 (2.4)183 (1.8)
Family history of cardiovascular disease3296 (55.1)2108 (51.0)5404 (53.4)
Family history of hypertension2736 (45.8)1524 (36.9)4260 (42.1)
Systolic blood pressure (mmHg)126.0 (116.5, 136.5)133.5 (125.0, 143.0)129.0 (119.5, 140.0)
Body surface area (m )1.7 (1.6, 1.8)2.0 (1.9, 2.1)1.8 (1.7, 2.0)
Average heart rate during CMR scan (beats/min)62.0 (56.0, 69.0)59.0 (53.0, 66.0)61.0 (55.0, 68.0)
LV end-diastolic volume (mL)127.1 (113.4, 142.6)166.1 (147.3, 186.7)140.5 (121.4, 164.6)
LV end-systolic volume (mL)49.1 (42.1, 57.1)69.3 (59.1, 81.4)56.0 (46.1, 68.7)
Indexed LV end-diastolic volume (mL/m )74.2 (67.3, 81.8)84.3 (75.4, 93.8)77.7 (69.7, 87.0)
Indexed LV end-systolic volume (mL/m )28.7 (24.8, 32.9)35.2 (30.2, 40.7)30.9 (26.5, 36.4)
LV ejection fraction (%)61.1 (57.5, 64.7)58.0 (54.4, 61.8)59.9 (56.2, 63.7)
LV myocardial mass (g)68.2 (61.4, 76.1)98.7 (88.5, 110.5)78.1 (66.0, 95.5)
LV mean wall thickness (mm)5.0 (4.7, 5.4)6.0 (5.6, 6.4)5.4 (4.9, 5.9)
LV maximum wall thickness (mm)6.3 (5.9, 6.8)7.5 (7.0, 8.0)6.7 (6.1, 7.5)
Concentricity (g/mL)0.5 (0.5, 0.6)0.6 (0.5, 0.6)0.6 (0.5, 0.6)
RV end-diastolic volume (mL)132.4 (118.0, 148.8)180.9 (159.5, 203.7)148.5 (127.1, 177.2)
RV end-systolic volume (mL)53.9 (45.9, 63.3)80.6 (68.5, 94.3)63.1 (50.9, 78.7)
Indexed RV end-diastolic volume (mL/m )77.2 (69.9, 85.4)92.0 (81.9, 101.9)82.2 (73.2, 93.3)
Indexed RV end-systolic volume (mL/m )31.4 (27.2, 36.3)40.9 (35.2, 47.4)34.8 (29.4, 41.6)
Left atrium maximum volume (mL)65.4 (53.7, 77.7)73.9 (59.2, 90.8)68.2 (55.8, 82.7)
Left atrium minimum volume (mL)24.8 (18.7, 31.6)28.7 (20.8, 37.5)26.3 (19.4, 33.8)
Indexed left atrium maximum volume (mL/m )37.9 (31.5, 44.9)37.3 (30.3, 45.8)37.7 (31.0, 45.1)
Indexed left atrium minimum volume (mL/m )14.4 (10.9, 18.3)14.5 (10.6, 18.9)14.5 (10.8, 18.5)
Right atrium maximum volume (mL)75.0 (63.6, 87.8)96.7 (79.8, 117.9)82.2 (68.2, 100.3)
Right atrium minimum volume (mL)37.9 (30.8, 46.2)53.9 (42.6, 67.0)43.0 (33.9, 55.2)
Indexed right atrium maximum volume (mL/m )43.7 (37.0, 50.8)48.9 (40.1, 59.4)45.4 (38.1, 54.1)
Indexed right atrium minimum volume (mL/m )21.9 (17.0, 26.6)27.2 (31.3, 33.8)23.7 (19.0, 29.6)
Moderate-to-vigorous-intensity physical activity (min/day)46.8 (29.5, 71.0)49.8 (31.0, 72.8)47.9 (30.1, 71.7)
Vigorous-intensity physical activity (min/day)0.0 (0.0, 0.9)0.2 (0.0, 1.4)0.2 (0.0, 1.1)
Total physical activity (m )29.1 (24.5, 34.5)28.4 (23.5, 34.2)28.8 (24.1, 34.4)
Valid days of accelerometer wear
 3100 (1.7)85 (2.1)185 (1.8)
 4232 (3.9)161 (3.9)393 (3.9)
 5482 (8.1)282 (6.8)764 (7.6)
 65163 (86.4)3606 (87.2)8769 (86.7)

Shown are median (interquartile range) or number (column-wise percentage).

A greater Townsend index score indicates a greater degree of deprivation.

Covariable data were obtained from the scanning visit where available or from the nearest preceding assessment.

The distributions for MVPA, VPA, and total physical activity are reported in Supplementary data online , Table S1 . There was a wide distribution in MVPA: in women, values ranged from 0 to 17.7 min/day in the bottom decile and 97.6 to 288.4 min/day in the top decile; the corresponding values for men were 0.3–19.3 and 99.2–240.2 min/day. Levels of VPA were lower, reaching a range of 4.9–70.6 min/day in the top decile for women and 7.0–80.2 min/day in the top decile for men.

Figure 1 shows the association between deciles of MVPA and LV outcomes in women and men, whilst Table 2 reports the linear associations per 10 min/day higher MVPA. There was a strong and linear dose–response association between MVPA and LVEDVi: for every 10 min of MVPA, LVEDVi was 0.70 (95% CI: 0.62, 0.79) mL/m 2 higher in women and 1.08 (95% CI: 0.95, 1.20) mL/m 2 higher in men, reaching a value of 79.1 (95% CI: 78.3, 80.0) mL/m 2 in the top decile of MVPA for women and 91.4 (95% CI: 90.1, 92.7) mL/m 2 in the top decile of MVPA for men ( Figure 1 ). Positive and linear associations between MVPA and chamber volumes were also observed for RVEDVi and maximum left and right atrial volumes ( Figure 2 and Table 2 ).

An association between moderate-to-vigorous-intensity physical activity and left ventricular parameters. Values of moderate-to-vigorous-intensity physical activity are sex-specific within-decile medians; the bars indicate 95% confidence intervals. Blue, men; pink, women. The P-values show the linear trend adjusted for accelerometer wear duration, season, age, ethnicity, deprivation, smoking status, diabetes, statin medication, family history of cardiovascular disease, and family history of hypertension. Wall thickness outcomes, concentricity, and ejection fraction models additionally adjusted for body surface area

An association between moderate-to-vigorous-intensity physical activity and left ventricular parameters. Values of moderate-to-vigorous-intensity physical activity are sex-specific within-decile medians; the bars indicate 95% confidence intervals. Blue, men; pink, women. The P -values show the linear trend adjusted for accelerometer wear duration, season, age, ethnicity, deprivation, smoking status, diabetes, statin medication, family history of cardiovascular disease, and family history of hypertension. Wall thickness outcomes, concentricity, and ejection fraction models additionally adjusted for body surface area

An association between moderate-to-vigorous-intensity physical activity and right ventricular, left atrial, and right atrial end-diastolic volumes. Values of moderate-to-vigorous-intensity physical activity are sex-specific within-decile medians; the bars indicate 95% confidence intervals. Blue, men; pink, women. The P-values show the linear trend adjusted for accelerometer wear duration, season, age, ethnicity, deprivation, smoking status, diabetes, statin medication, family history of cardiovascular disease, and family history of hypertension

An association between moderate-to-vigorous-intensity physical activity and right ventricular, left atrial, and right atrial end-diastolic volumes. Values of moderate-to-vigorous-intensity physical activity are sex-specific within-decile medians; the bars indicate 95% confidence intervals. Blue, men; pink, women. The P -values show the linear trend adjusted for accelerometer wear duration, season, age, ethnicity, deprivation, smoking status, diabetes, statin medication, family history of cardiovascular disease, and family history of hypertension

Multivariable associations between physical activity and cardiac magnetic resonance image indices

SexOutcomeLinear association per 10 min/day difference in MVPA -value
WomenIndexed LVEDV (mL/m )0.703 (0.621, 0.786)<.001
Indexed LV mass (g/m )0.276 (0.234, 0.318)<.001
Maximum LV wall thickness (mm)0.016 (0.011, 0.021)<.001
Average LV wall thickness (mm)0.013 (0.010, 0.017)<.001
Concentricity (g/mL)−0.001 (−0.001, −0.000).003
LV ejection fraction (%)−0.123 (−0.167, −0.080)<.001
Indexed RVEDV (mL/m )0.759 (0.671, 0.848)<.001
Indexed left atrium volume (mL/m )0.270 (0.191, 0.348)<.001
Indexed right atrium volume (mL/m )0.578 (0.492, 0.663)<.001
MenIndexed LVEDV (mL/m )1.075 (0.947, 1.203)<.001
Indexed LV mass (g/m )0.431 (0.365, 0.497)<.001
Maximum LV wall thickness (mm)0.008 (0.001, 0.016).033
Average LV wall thickness (mm)0.010 (0.005, 0.015).002
Concentricity (g/mL)−0.002 (−0.003, −0.001)<.001
LV ejection fraction (%)−0.092 (−0.147, −0.038).001
Indexed RVEDV (mL/m )1.181 (1.045, 1.317)<.001
Indexed left atrium volume (mL/m )0.455 (0.346, 0.563)<.001
Indexed right atrium volume (mL/m )0.788 (0.650, 0.927)<.001
SexOutcomeLinear association per 10 min/day difference in MVPA -value
WomenIndexed LVEDV (mL/m )0.703 (0.621, 0.786)<.001
Indexed LV mass (g/m )0.276 (0.234, 0.318)<.001
Maximum LV wall thickness (mm)0.016 (0.011, 0.021)<.001
Average LV wall thickness (mm)0.013 (0.010, 0.017)<.001
Concentricity (g/mL)−0.001 (−0.001, −0.000).003
LV ejection fraction (%)−0.123 (−0.167, −0.080)<.001
Indexed RVEDV (mL/m )0.759 (0.671, 0.848)<.001
Indexed left atrium volume (mL/m )0.270 (0.191, 0.348)<.001
Indexed right atrium volume (mL/m )0.578 (0.492, 0.663)<.001
MenIndexed LVEDV (mL/m )1.075 (0.947, 1.203)<.001
Indexed LV mass (g/m )0.431 (0.365, 0.497)<.001
Maximum LV wall thickness (mm)0.008 (0.001, 0.016).033
Average LV wall thickness (mm)0.010 (0.005, 0.015).002
Concentricity (g/mL)−0.002 (−0.003, −0.001)<.001
LV ejection fraction (%)−0.092 (−0.147, −0.038).001
Indexed RVEDV (mL/m )1.181 (1.045, 1.317)<.001
Indexed left atrium volume (mL/m )0.455 (0.346, 0.563)<.001
Indexed right atrium volume (mL/m )0.788 (0.650, 0.927)<.001

Data are reported as a coefficient (95% CI).

Coefficients adjusted for wear duration, season, age, ethnicity, deprivation, smoking status, diabetes, statin medication, family history of CVD, and family history of hypertension. Wall thickness outcomes, concentricity, and ejection fraction models additionally adjusted for body surface area.

There were also associations between MVPA and LV mass in men and women, but to a lesser extent than LVEDVi, resulting in lower concentricity values with higher MVPA ( Figure 1 and Table 2 ). Although there was an association between MVPA and maximum and average wall thickness in women, differences were small as each additional 10 min of MVPA was associated with a difference of 0.02 (95% CI: 0.01, 0.02) mm in maximum wall thickness and of 0.01 (95% CI: 0.01, 0.02) mm in average wall thickness ( Table 2 ); consequently, maximum wall thickness values ranged from 6.3 (95% CI: 6.3, 6.4) mm in the bottom decile of MVPA to 6.5 (95% CI: 6.4, 6.5) mm in the top decile of MVPA ( Figure 1 ). Men followed a similar pattern of association, with maximum wall thickness ranging from 7.6 (95% CI: 7.5, 7.7) mm in the bottom decile of MVPA to 7.7 (95% CI: 7.6, 7.7) mm in the top decile of MVPA ( Figure 1 and Table 2 ). There were 13 cases of mild-to-severe hypertrophy (2 in women and 11 in men, all with thickness ≥11 mm), with maximum wall thickness values tending to cluster within the lower distribution of MVPA ( Figure 3 ).

Distribution of moderate-to-vigorous-intensity physical activity and maximum wall thickness values. The dashed line shows the threshold used to define mild-to-severe hypertrophy

Distribution of moderate-to-vigorous-intensity physical activity and maximum wall thickness values. The dashed line shows the threshold used to define mild-to-severe hypertrophy

There was evidence that higher levels of MVPA were associated with lower resting LV ejection fractions ( Figure 1 ); this result was in the context of a corresponding small inverse association between MVPA and resting heart rate (see Supplementary data online , Figure S2 ).

Although older age was associated with smaller LVEDVi values and greater wall thicknesses, particularly in women, the pattern of association between MVPA and LV volumetric and wall thickness indices was consistent across ages (see Supplementary data online , Figure S3 ).

Associations between CMR indices and MVPA were not affected by further adjustment for systolic blood pressure (see Supplementary data online , Table S2 ).

Results for total physical activity and VPA followed the same pattern of association as those observed for MVPA (see Supplementary data online , Figures S4 and S5 ): the top decile of VPA was associated with an LVEDVi size of 79.2 (95% CI: 78.3, 80.0) mL/m 2 in women and 95.4 (95% CI: 94.1, 96.8) mL/m 2 in men but without evidence of meaningful associations with wall thickness.

Device-measured physical activity was associated with greater LVEDVi, indicative of eccentric remodelling, with proportional associations for RVEDVi and maximal left and right atrial volumes. However, even at the highest levels of physical activity, the observed levels of LVEDVi were within the normal ranges obtained from independent cohorts along with those reported for the UK Biobank, 33 , 35 , 36 and there was no indication that higher levels of physical activity were associated with meaningful differences in LV wall thickness. Therefore, even at the highest levels of physical activity undertaken within a large general population of healthy adults—with values ranging from 98 to 288 min/day in the top decile of MVPA—there was no evidence that the degree of cardiac remodelling overlapped with LV volumetric or wall thickness values consistent with dilated or hypertrophic cardiomyopathies ( Structured Graphical Abstract ).

This study is the largest to report associations between device-measured physical activity and CMR metrics of cardiac structure and function, with our findings extending the few smaller studies reported previously. An earlier preliminary study of 1030 participants from the UK Biobank found no association between total physical activity and LV trabeculation, although associations with other clinically relevant measures of wall thickness and end-diastolic volumes were not reported. 37 Our findings are somewhat in contrast to the Dallas Heart Study which, in a sample of 1368 participants free from CVD, suggested that remodelling associated with VPA overlapped with CMR-defined malignant LV hypertrophy. 17 Similarly, the Multi-Ethnic Study of Atherosclerosis reported that high levels of self-reported physical activity were associated with eccentric LV hypertrophy in 2779 participants, 18 with the UK Digital Heart Project in 1096 participants also finding regular self-reported exercise or competitive sports increased the risk of a dilated left ventricle outside of normal ranges. 8 However, there are important differences in these previous studies compared with the present one. Notably, there were less extensive exclusions for past medical history and the prevalence of LV hypertrophy was high in all three previous studies, ranging from 3% to 15%, 8 , 17 , 18 with criteria based on LV volumetric or mass thresholds derived from population distributions in small single studies rather than clinical criteria. In contrast, the prevalence of hypertrophy based on established LV wall thickness thresholds within the wider UK Biobank imaging cohort has been reported at 0.22% in men and 0.04% in women, which is consistent with the wider literature. 38 , 39 As such, it is difficult to directly compare the present study to the previous literature.

When placed in the context of LV wall thickness values or the latest pooled evidence on normal ranges for LVEDVi, our study did not find evidence of clinically meaningful adaptions to cardiac structure in association with high physical activity. For example, although women and men in the top decile within our larger UK Biobank population undertook over 11 h/week of MVPA, the upper 95% CI of LVEDVi in this decile was ≤80 mL/m 2 in women and <93 mL/m 2 in men, which are below the thresholds of 96 mL/m 2 for women and 108 mL/m 2 for men that have been used to define the upper limit of normal using previous CMR studies. 36 Importantly, the higher LVEDVi values with higher MVPA were not accompanied by meaningful adaptions to LV wall thickness, further suggesting eccentric remodelling. The maximal wall thickness values in those within the top decile of MVPA were 6.5 (95% CI: 6.4, 6.5) mm in women and 7.7 (95% CI: 7.6, 7.7) mm in men, substantially below the threshold of 11 mm used to identify mild-to-severe hypertrophy, with the highest wall thickness values tending to cluster within the lower distribution of MVPA; none of the participants in the highest decile of MVPA had mild-to-severe hypertrophy.

We also report an inverse association between MVPA and ejection fraction. Although a reduction in LV ejection fraction has been observed for elite athletes, 40 evidence for habitual levels of physical activity is sparse with inconsistent findings. 8 , 18 We hypothesize our results are due to the strong dose–response association between MVPA and LVEDVi which, through not being fully offset by the less pronounced inverse association between MVPA and resting heart rate, required a lower ejection fraction at higher LVEDVi to maintain homeostasis. Although ejection fraction values were lower with higher MVPA, the lower 95% CI values corresponding to the highest decile of MVPA remained above an LV ejection value of 55% (indicating normal function).

Results stratified by sex and specifically ages revealed greater LVEDVi and LV wall thickness values in men than in women, whereas older age was associated with smaller LVEDVi and greater wall thickness values, particularly in women. These sex and age differences are consistent with the wider literature. 33–36 However, despite these differences in cardiac structure, associations between MVPA and CMR outcomes were notable for their consistency across sex and age. Therefore, the conclusions of dose–response eccentric remodelling within normal ranges appeared to be generalizable to women and men along with old and young alike.

This study is strengthened by the large sample with four-chamber CMR-derived metrics of cardiac structure and function, combined with device-measured physical activity. Limitations include the observational cross-sectional design that precludes inferences of causality and the single 7-day measurement period of physical activity, which may act to dilute associations with CMR indices, including those indicative of hypertrophy or extreme dilation where longer-term chronic exposures to high levels of physical activity may be important. However, it has previously been shown that objectively measured MVPA and total physical activity have reasonable reproducibility over time at a population level, 41 with a 7-day measurement period consequently reflecting longer-term habitual activity. Furthermore, wrist-worn accelerometers primarily quantify levels of ambulatory-based activity; therefore, aerobic physical activities with limited wrist movement, such as cycling, may not have been fully captured. There are also some potential limitations with the automated CMR analysis pipeline, which may be less accurate when analysing scans with uncommon features. However, quality control for image segmentation within the UK Biobank was performed manually. Differences in the assessment of the left and right atria (biplane vs. single plane) mean that any differences in the association with physical activity should not be over-interpreted. The characteristics of the UK Biobank population are both a strength and a limitation in the context of this study: the UK Biobank participants are healthier than the UK general population, 42 with the further exclusions for pre-existing CVD and hypertension in this study making confounding due to underlying chronic disease less likely than in a general population. Although the healthy nature of the cohort also coincided with high levels of MVPA, even in this physically active population, levels of VPA were low and outside the range of recreational endurance athletes. Therefore, there is potential for a lack of generalizability to general populations with a higher burden of underlying health conditions or those undertaking extreme levels of VPA. Finally, as 98.2% of the cohort were White European, results may not be generalizable to ethnic minorities, which is important, given that ethnic differences in cardiac structure and function have been observed previously, 43 , 44 with profound electrical and structural alterations in response to exercise training noted in athletes of African or Afro-Caribbean ethnicity. 45

The range of device-assessed physical activity undertaken within a large healthy adult community population was associated with dose–response eccentric remodelling within normal ranges without clinically meaningful differences in wall thickness. Therefore, if a threshold exists beyond which the risk of LV hypertrophy or extreme dilation occurs, it is likely to be outside the range of physical activity undertaken within this population. Given the relative paucity of data in the general populations, of which this study is the largest to date, and the inconsistent findings from the few that have been published, further investigation with cohorts enriched by very high levels of physical activity is required.

Open science and replicability

The list of codes used to define the population is reported in Supplementary data online , Figure S1 .

T.Y., G.P.M., J.H., C.R., and J.G. formed the core working group and developed the research question. F.Z., C.R., and T.Y. developed the analysis plan and code, with C.R. preparing the analysis data set. T.Y. and J.H. drafted the manuscript. All authors contributed to the interpretation and revised the manuscript for important intellectual content.

The authors are grateful to the participants of the UK Biobank Study and those who collected and managed the data.

Supplementary data are available at European Heart Journal online.

Disclosure of Interest

The authors had financial support from the funders listed in the funding section for the submitted work. In addition, G.P.M. received research support from Circle Cardiovascular Imaging. All other authors declare that they have no competing interests.

The UK Biobank resource can be accessed by researchers on application at https://www.ukbiobank.ac.uk/ . This analyses was conducted under application #33266.

This study was funded by the National Institute for Health and Care Research (NIHR) Leicester Biomedical Research Centre and the NIHR Applied Research Collaboration East Midlands. The views expressed are those of the author(s) and not necessarily those of the NIHR or the Department of Health and Social Care. J.G. was supported by the Wellcome Trust Leicestershire Healthcare Inequalities Improvement Doctoral Training Programme (223512/Z/21/Z).

The UK Biobank study received ethical approval from the North West Research Ethics Committee (reference number: 11/NW/0382, 16/NW/0274). Participants gave written informed consent before participation.

Not applicable.

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La Gerche   A , Rakhit   DJ , Claessen   G . Exercise and the right ventricle: a potential achilles’ heel . Cardiovasc Res   2017 ; 113 : 1499 – 508 . https://doi.org/10.1093/cvr/cvx156

McNamara   DA , Aiad   N , Howden   E , Hieda   M , Link   MS , Palmer   D , et al.    Left atrial electromechanical remodeling following 2 years of high-intensity exercise training in sedentary middle-aged adults . Circulation   2019 ; 139 : 1507 – 16 . https://doi.org/10.1161/CIRCULATIONAHA.118.037615

Glibbery   M , Banks   L , Altaha   MA , Bentley   RF , Konieczny   K , Yan   AT , et al.    Atrial structure and function in middle-aged, physically-active males and females: a cardiac magnetic resonance study . Clin Cardiol   2021 ; 44 : 1467 – 74 . https://doi.org/10.1002/clc.23707

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Cerqueira   MD , Weissman   NJ , Dilsizian   V , Jacoks   AK , Kaul   S , Laskey   WK , et al.    Standardized myocardial segmentation and nomenclature for tomographic imaging of the heart. A statement for healthcare professionals from the cardiac imaging committee of the council on clinical cardiology of the American Heart Association . Circulation   2002 ; 105 : 539 – 42 . https://doi.org/10.1161/hc0402.102975

Du Bois   D , DuBois   EF . A formula to estimate the approximate surface area if height and weight be known . Arch Intern Med   1916 ; 17 : 863 – 71 . https://doi.org/10.1001/archinte.1916.00080130010002

Kawel   N , Turkbey   EB , Carr   JJ , Eng   J , Gomes   AS , Hundley   WG , et al.    Normal left ventricular myocardial thickness for middle-aged and older subjects with steady-state free precession cardiac magnetic resonance: the multi-ethnic study of atherosclerosis . Circ Cardiovasc Imaging   2012 ; 5 : 500 – 8 . https://doi.org/10.1161/CIRCIMAGING.112.973560

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Hildebrand   M , Van Hees   VT , Hansen   BH , Ekelund   U . Age group comparability of raw accelerometer output from wrist- and hip-worn monitors . Med Sci Sports Exerc   2014 ; 46 : 1816 – 24 . https://doi.org/10.1249/MSS.0000000000000289

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WHO offers new online course on building resilient health systems

In 2022, the World Health Organization (WHO) introduced a new online course aimed at strengthening health systems resilience in the face of public health challenges. The course – available through OpenWHO – addresses both acute shocks, such as infectious disease outbreaks and environmental disasters, and chronic stressors like non-communicable diseases and antimicrobial resistance.

Course overview

As demonstrated by the COVID-19 pandemic, health systems worldwide are under constant pressure from a range of public health threats, both acute and chronic. These challenges can severely impact the delivery of essential health services, leading to setbacks in achieving universal health coverage (UHC) and health security goals. WHO emphasizes the need for a renewed focus on building resilience by addressing critical vulnerabilities within health systems – before, during and after a shock event.

This course targets decision-makers in public health policy and health service managers at national, subnational and community levels. It promotes an integrated approach and actions to enhance health systems resilience across policymaking, planning, service delivery and monitoring and evaluation.

Course structure and certification

The course, which takes approximately five hours to complete, is divided into four modules:

  • Introduction to health systems resilience covers the definition, importance and key attributes of health systems resilience;
  • Building health system resilience before shock events focuses on governance, intersectoral coordination and continuity planning;
  • Health systems resilience during shock events discusses maintaining essential health services and integrating resilience into incident management systems; and
  • Health systems recovery and building resilience outlines steps for recovery and the importance of post-event evaluations.

Each module has short learning sessions with exercises, case scenarios, discussion points and quizzes. Participants who score at least 80% will receive a Record of Achievement certificate, while those who complete 80% of the course material will earn a Confirmation of Participation certificate. Additionally, a digital Open Badge is available for those who achieve a Record of Achievement.

Since the offline course materials were adapted for virtual learning and published on OpenWHO in 2022, there have been 6870 enrollments – a testament to the growing need for WHO’s support in this area.

This dedicated training package is part of WHO’s programme of work on health systems resilience and essential public health functions which is supported by the UHC Partnership as well as by other partners including the Korea International Cooperation Agency (KOICA), the United States Agency for International Development (USAID), the Public Health Agency of Canada (PHAC), and the Foreign, Commonwealth and Development Office (FCDO) of the United Kingdom.

Learning outcomes

By the end of the course, participants will be able to:

  • incorporate resilience attributes into health policies and plans
  • apply integrated approaches to building health systems resilience
  • advocate for the implementation of key resilience requirements.

For more information and to enrol in the course, visit the course webpage .

About OpenWHO

OpenWHO , launched in 2017 by the Learning and Capacity Development Unit in the WHO Health Emergencies Programme, is a free open-access online learning platform covering a wide a variety of public health topics. It offers self-paced, multilingual courses based on WHO’s guidance and designed for frontline responders, health workers, policymakers and anyone interested in public health. The platform provides low-bandwidth, adaptable and translatable resources. It also offers CPD-accredited courses for ongoing professional development.

For more information, visit the publications , newsletters and FAQ section of the website. Join OpenWHO today to access high-quality learning programs and make a difference in public health.

OpenWHO platform

Building health system resilience to public health challenges: guidance for implementation in countries

WHO Special Programme on Primary Health Care

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  27. WHO offers new online course on building resilient health systems

    In 2022, the World Health Organization (WHO) introduced a new online course aimed at strengthening health systems resilience in the face of public health challenges. The course - available through OpenWHO - addresses both acute shocks, such as infectious disease outbreaks and environmental disasters, and chronic stressors like non-communicable diseases and antimicrobial resistance.Course ...