Relevant bibliographies by topics / College of Midwives (Great Britain)

Academic literature on the topic 'College of Midwives (Great Britain)'

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Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "College of Midwives (Great Britain)"

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O'Grady, John G., and Roger Williams. "An Appraisal of Liver Transplantation in Great Britain." International Journal of Technology Assessment in Health Care 2, no. 3 (July 1986): 465–69. http://dx.doi.org/10.1017/s0266462300002567.

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Since the National Institutes of Health (NIH) Consensus Development Conference (1983) concluded that liver transplantation was a procedure deserving of wider application to the treatment of end-stage liver disease, there has been a very considerable increase in the number of centers performing liver transplantation, in Europe as well as in the United States. The number of operations performed has increased logarithmically (Figure 1, in Höckerstedt and Kankaanpää, p. 453). With the detailed overall assessment of liver transplantation in Europe by Höckerstedt and Kankaanpää, we will take the opportunity to review the position in Great Britain from a physician's, i.e., non-surgeon's, viewpoint as seen from one of the two centers (Cambridge/King's College and Birmingham) currently recognized in this country. This is based on an experience of 255 cases dating from the first liver transplant performed in Great Britain by Professor Roy Y. Calne in May 1968.
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Hrytsiuk, Nataliia, and Tetyana Sak. "BRITISH STARTUP ECOSYSTEM: PROSPECTS FOR UKRAINE." Economic journal of Lesya Ukrainka Volyn National University 3, no. 35 (October 8, 2023): 14–23. http://dx.doi.org/10.29038/2786-4618-2023-03-14-23.

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The article outlines the unique characteristics of the startup ecosystems in both Great Britain and Ukraine. The analysis delved into the role of prominent academic institutions like Cambridge and University College London in fostering innovation and entrepreneurship. The venture funds operating in both countries, along with their areas of focus. This involved detailing the sectors they invest in (e.g., technology, biotech, fintech) and their track record in supporting startups. Based on the experience of Great Britain, the article propose strategies to boost the startup ecosystem in Ukraine. Overall, the analysis to provide a comprehensive understanding of the startup ecosystems in Great Britain and Ukraine, offering valuable insights and recommendations for enhancing the entrepreneurial landscape in Ukraine based on the experiences and successes of the UK's ecosystem.
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Isenwater, Wendy, Wendy Lanham, and Hermione Thornhill. "The College Link Program: Evaluation of a supported education initiative in Great Britain." Psychiatric Rehabilitation Journal 26, no. 1 (2002): 43–50. http://dx.doi.org/10.2975/26.2002.43.50.

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Ribeiro, Bernard. "The College in China." Bulletin of the Royal College of Surgeons of England 89, no. 6 (June 1, 2007): 190–91. http://dx.doi.org/10.1308/147363507x210155.

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I am writing this newsletter on the eve of departing on the College's overseas visits to Hong Kong and China. I hope my series of emailed updates to fellows and members over the last few months has kept everyone fully informed about the issues that have arisen with regard to the Medical Training Application Service (MTAS) and the ongoing work of the review group. As I write this, following my attendance at recent meetings of the Association of Surgeons of Great Britain and Ireland, and the Association of Surgeons in Training; and following discussions at the Senate of Surgery; the position for surgery, agreed with my fellow college presidents, is that selection for specialty training should be at ST3 level for the next three years; and the number of run through training posts at ST3 level should be expanded.
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Armitage, James, Paul Cathcart, and Mayoni Gooneratne. "Presidential visit to Ghana." Bulletin of the Royal College of Surgeons of England 88, no. 6 (June 1, 2006): 202–3. http://dx.doi.org/10.1308/147363506x114063.

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The College president Mr Bernard Ribeiro was invited by the West African College of Surgeons (WACS) to participate in its annual conference in Ghana in February 2006. Along with the Association of Surgeons of Great Britain and Ireland (ASGBI), our College had also been asked by the conference committee to run an intercollegiate Basic Surgical Skills (BSS) course together with a Research Methods course. Mr Martyn Coomer, head of research at the College, assembled a team that included Professor Jerry Kirk (former Council member), Dr Jan van der Meulen (director of the College's clinical effectiveness unit) and three of the College's research fellows.
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Koizumi, Kyoko. "Creative Music Education in Japan during the 1920's: The Case of the Elementary School Attached to Nara Women's Higher Teachers College." British Journal of Music Education 11, no. 2 (July 1994): 157–62. http://dx.doi.org/10.1017/s0265051700001030.

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‘Creative music-making’, as developed in recent years in Great Britain and other countries, has also become popular in Japanese music education; for many music teachers have come to think seriously about the significance of child-centred music education instead of teacher-centred music education. Such a trend seems to be new. However, as in the United States and Great Britain, child-centred music education has been implemented previously – during the 1920's, in Japan's case. This development began in the Elementary School Attached to Nara Women's Higher Teachers College. The author describes the ideas and practices of creative music education in this school, and its historical background, comparing them with creative music-making today.
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Roy, Archie W. N., Gisela Dimigen, and Marcella Taylor. "The Relationship between Social Networks and the Employment of Visually Impaired College Graduates." Journal of Visual Impairment & Blindness 92, no. 7 (July 1998): 423–32. http://dx.doi.org/10.1177/0145482x9809200703.

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This study examined the relationship between the employment status of visually impaired college graduates in Great Britain and their social networks, both formal and informal. The unemployed graduates had less extensive support networks to help them find jobs; used contacts in less directive ways; and socialized in more structured, group-centered ways than did the employed graduates.
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Jacobs, Lisa, Dominic Conroy, and Adrian Parke. "Negative Experiences of Non-Drinking College Students in Great Britain: an Interpretative Phenomenological Analysis." International Journal of Mental Health and Addiction 16, no. 3 (December 4, 2017): 737–50. http://dx.doi.org/10.1007/s11469-017-9848-6.

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Oladokun A, Adesina OA, Odukogbe AA, Morhason-Bello IO, Kolawole K, and Adewole IF. "survey of preference of parturients in labour." Ibom Medical Journal 2, no. 1 (February 1, 2007): 8–12. http://dx.doi.org/10.61386/imj.v2i1.11.

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Background: There is a growing concern among parturient women to have labour management modified to accommodate some of their preferences based on their previous experience of information obtained from others. Objectives: As service care providers, we sought to identify women's attitude to some important aspects of childbirth, namely: the preferred place or environment of delivery; reasons for dislike of modern labour management; as well as attitudes (cognitive, affect and behaviour) to operative delivery, particularly caesarean deliv ery. Methods: A survey of women's attitude to some important aspects of childbirth was carried out with the use of questionnaires among women attending antenatal clinic at the University College Hospital, Ibadan, Nigeria. Results:The study showed a great desire by women to have someone they already know in labour (spouses 58.80%; mother/mother figure 88.68%). Forty percent of those who prefer to deliver outside hospital settings would do so due to unfriendly attitudes of doctors and midwives. Conclusion:There is the need to appropriately train doctors and midwives who attend to women in labour as regards the anxieties and needs of the women in labour.
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Saunders, Mike. "Craft specialty disciplinary tribunals: a proposed model for coloproctology." Bulletin of the Royal College of Surgeons of England 91, no. 9 (October 1, 2009): 306. http://dx.doi.org/10.1308/147363509x472216.

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The regulation of doctors is currently very much in the spotlight, especially in the era of revalidation and recertification. Here Mike Saunders of the Association of Coloproctology of Great Britain and Ireland (ACPGBI) outlines the setting-up, supported by the College, of a formal panel that allows specialty input into disciplinary processes, offering a possible model for other specialties to follow.
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Dissertations / Theses on the topic "College of Midwives (Great Britain)"

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Archer, Wendy Kaye. "A sociolinguistic analysis of communication patterns between midwives and mothers in antenatal clinics in Great Britain and Germany." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5777/.

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Building on the success of previous investigations, the doctoral thesis offers a contribution to the study of communication between health professionals and their clients. Since the overall aim of the investigation was to analyse both the verbal and non-verbal communication strategies used by both midwives and mothers in antenatal clinics in Great Britain and Germany, data was collected in the form of videotaped recordings of consultations during pregnancy. Socio-demographic data was retrieved through the use of questionnaires designed to investigate the participants' perceptions of the consultation. Working within a framework of speech act theory and conversation analysis, data was analysed in order to assess the varying degrees of asymmetry apparent in the communicative patterns of interactants. Typically occurring features such as use of the first person plural pronoun, references to the expected baby, interruptions, requests for information and confirmation, and unrelated responses were examined under the linguistic areas of lexis and pragmatics. The significance of non-verbal behaviour and its relation to verbal requests was investigated through the analysis of listener-oriented and other-oriented head movements. Statistical analysis of the phenomena chosen for observation revealed that the appearance and frequency of certain linguistic features (e.g. the first person plural pronoun) was significantly associated with socio-demographic variables such as age and occupational status. Analysis of request sequences also revealed significant correlation when compared with social variables such as age of participants and occupational status of mothers. Qualitative analysis of detailed transcriptual data appeared to indicate that the functions of particular utterances were positively associated with socio-demographic and cross-cultural features such as age and country of study, respectively. Confirming the hypothesis that both linguistic and sub-linguistic features are subject to influences from social and external factors, the results offer a thorough description of the communicative behaviour of both midwives and mothers in antenatal consultations in Great Britain and Germany. Furthermore, it is suggested that the findings arising from the study will enable professional midwives and members of the public alike to develop greater awareness of the importance of good communication skills in order that consultations may operate effectively and to the benefit of both parties. Linguistically, it is argued that the study contributes to our understanding of the distribution and functions of language according to its particular context.
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Lebreux, Marie-Pascale. "William Palmer of Magdalen College : an ecclesiastical Don Quixote." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43900.pdf.

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Kozak, Zenobia. "Promoting the past, preserving the future : British university heritage collections and identity marketing." Thesis, University of St Andrews, 2007. http://hdl.handle.net/10023/408.

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Collections of tangible heritage and material culture found in university museums present both challenges and opportunities for their parent institutions. The identification and recognition of objects and collections of material ‘heritage’ proves difficult to universities, due to the formation and utilisation of their collections. Although each university possesses a history of varied content, length and significance, the rich heritage collections kept by universities remain undefined and largely unknown. This thesis addresses new and changing roles for university museums and collections, focusing on the issues surrounding heritage. What purpose does an institutional collection of academic heritage serve beyond preserving or representing the history of a university? Using data collected during the field research programme and two case studies (University of St Andrews and University of Liverpool) the thesis explores the definition and role of heritage in the university. Through the exploration of these topics, the thesis provides a new model for university collecting institutions based on the concept of ‘university heritage’ and ‘institutional identity’, encompassing collections ranging from subject-specific departmental teaching collections to commemorative collections of fine art. By utilising these once undefined and underappreciated collections, universities can use the heritage objects and material culture representative of their academic history and traditions as institutional promotion to potential students, staff and funding bodies.
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Pustelnikovaite, Toma. "The working lives of migrant professionals : exploring the case of migrant academics." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/14129.

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This thesis examines the working lives of foreign-born academics who come to work to the UK. Its main aim is to understand the degree and conditions of migrant scholars' inclusion in professional practice abroad. The thesis fulfils this aim by developing a conceptual approach to encapsulate how migrant professionals' working lives are conditioned by the pre-existing professional structures. Grounded in the principle of social closure, this framework proposes that migrant professionals' employment abroad is influenced by the different forms and rules of closure, as well as by the sites in which closure rules are applied. The synthesis of the theoretical framework with findings from sixty-two interviews with foreign-born scholars employed in thirteen British universities shows that migrant academics' working lives are explained by ‘modes of incorporation'. ‘Modes of incorporation' designate the distinct ways in which the academic profession has reacted to the increased presence of foreign incomers, and comprise integration, exclusion, subordination and indifference. The proposed framework extends the understanding of the demographic change in professions, and offers a way to capture migrant professionals' movement across countries.
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De, Bruler Curran A. "Assessment, knowledge and the curriculum : the effects of a competence-based approach to the training of teachers in further and adult education." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=131.

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Blakestad, Nancy Lynn. "King's College of Household and Social Science and the household science movement in English higher education, c. 1908-1939." Thesis, University of Oxford, 1994. http://ora.ox.ac.uk/objects/uuid:ab86830a-8703-4d12-ac88-c3020a9eb7ef.

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This thesis is an account of the 'household and social science' course opened at King's College for Women in 1908 and its evolution up to 1939. The course was a significant departure for women's higher education in England as it was the first attempt to define a special university discipline based upon women's 'domestic' roles. However, historical accounts of women's higher education have either ignored or dismissed it, largely because of the predominance of'separate spheres' analyses in the historiography of women's higher education of the 1970s and early 1980s. Such accounts have presented the household science course in a negative light because of its 'domestic' image. This thesis thus offers a reassessment of the household science movement and those who supported it. The 'household science' concept owed its origin to the American 'home economies' movement which originated in the mid-nineteenth century. Chapter 1 provides a history of the home economics movement in America, tracing its evolution in the context of women's higher education until 1914. Initially home economics was seen as a 'vocational homemaking' course aiming to train women for home life. At the turn of the century, however, a 'scientific' model was developed by women scientists in order to promote research into social problems connected with the domestic sphere. These two models~the vocation and the scientific, have developed in tandem in American home economics. Chapters 2 and 3 consider the origins and early evolution of the 'household science' course in England, which was largely influenced by the American 'scientific' model. Chapter 2 first considers the concept of domestic education in the history of women's education and factors that precluded the development of a 'vocational homemaking' course in English higher education. The rest of the chapter analyses the origins of the household science movement in its social and intellectual context, in particular its connection with Edwardian preoccupations with 'physical deterioration' and infant mortality. Like their American counterparts, the founders of the course saw household science as a reform movement which aimed to promote research into domestic problems such as hygiene and nutrition, as well as to create a more useful and relevant university discipline for women's domestic roles, whether as housewife/mother or in 'municipal housekeeping' roles. Chapter 3 discusses the household science course from a disciplinary standpoint, looking at how the syllabus was constructed, the contemporary educational controversies it engendered, and its evolution up to 1920 when the B.Sc. degree was granted. Chapters 4, 5, and 6 examine the main factors which ultimately undermined the success of household science as a discipline. Chapter 4 evaluates career trends amongst KCHSS students from 1910-49, analysing to what extent the KCHSS administration was able to create a professional career structure for the household science discipline. The interplay between administrative policy, career trends, and professionalization is analyzed in relation to three career fields-social welfare, laboratory research, and dietetics. Chapters considers the professional conflicts between KCHSS and the domestic subjects teaching profession. Chapter 6 analyses KCHSS's failure to carve out a unique academic 'territory' or expertise and the various factors that affected this. The final chapter assesses how successful KCHSS was as an institution, looking at how students themselves experienced the course, their motivations for taking it, and its impact on their lives. Although household science was unsuccessful as a discipline, the course did give students a wide choice of career options, creating openings in less conventional spheres for women who did not want to teach and providing opportunities for the less-able student to follow a scientific career. The conclusion considers how the social climate of the interwar period affected the working out of the original household science ideals.
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Albury, Steven William. "Further education college quality systems : a framework of design principles for the development of teaching quality improvement processes." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:89a0c63d-18d9-438e-848d-0e82eaf6723a.

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This research is a case study of the quality improvement process in an English further education college. It examines the way that staff involved in the design and operation of the quality system shape the process in a part of the education sector that struggles with issues of performance. The case is placed into the context of an unstable policy environment, where further education colleges have been subjected to frequent bouts of government intervention and a funding regime that is unfavourable when compared to secondary schools and universities. The contribution to knowledge of this thesis is that it addresses an under-researched area of further education by viewing the quality process from the perspective of the governors, managers and professional staff responsible for its design and operation. As such it addresses a problem where a lot of attention has been given to teaching staff who experience the quality process or to macro studies where the focus is on outputs in the sector. However, less attention has been paid to the governors, senior staff and quality teams who assess teaching and learning in colleges. The data for the case study were gathered over a two-year period between 2010-2012 and include interviews with college staff, senior staff from OFSTED and the Department for Business Innovation and Skills and staff from a second college, used to help verify the findings. In addition to this, documentation for the quality system was gathered including inspection documents and policy documents. The data were analysed in order to surface traits of social and organisational practice that address the problem of operating a quality system in an environment that is highly resistant to systemisation and predictability. The findings are presented as 'fuzzy' generalisations supplemented by guidance in the form of design principles. The thesis provides an empirically grounded description of key elements of the relationships and the surrounding sociotechnical system that were found in the case. The design principles augment the case study and provide guidance on how a combination of trust relationships, resilience of processes to disruption and flexibility of application provide a background for the quality improvement process at Stretchford College, which was rated as 'Outstanding' at the time of the research.
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Scarff, Stephen D. "The British public school and the imperial mentality : a reflection of empire at U.C.C." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43943.pdf.

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O'Gorman, Aoife Siobhán. "Wissenschaft at war : British and German academic propaganda and the Great War." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:0fd95e59-568d-48e4-8b72-302757436f84.

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This thesis explores academic propaganda in the first two years of the First World War, examining the activity of the university men in Britain and Germany who were left behind when their students went to the Front. Using pamphlets and manifestoes, it seeks to highlight the way the War split the international academic community and the creation of a debate which examined not only the causes of the War, but the reasons for which the nations were fighting. By exploring the propaganda organisations of both countries, as well as the academic milieu in which the subjects of this thesis worked, it hopes to provide the context within which this propaganda was created, before turning to an examination of the content of the propaganda - an aspect which has often been overlooked in propaganda studies. The investigation of the content looks first at the outbreak of war and the reaction of the academic community to a shock which shook their community. It then turns to the arguments expounded on culpability for the War, and the ideals for which each side felt they were fighting, illustrating the shift in emphasis from a political war to an ideological conflict between two opposing world views. Finally, the thesis considers perceptions of the War in the early years of the conflict, and the way in which it was seen both as a panacea to overcome social divisions and a catharsis which would lead the way to a new world - ideas which would provide the foundation for later war aims. In taking this comparative approach, the aim is to provide new insights into a fascinating and relatively little-known aspect of the history of the First World War.
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Hanna, Margaret A. (Margaret Ann). "Benjamin West's St. Paul Shaking the Viper from his Hand After the Shipwreck: Altarpiece of 1789 and Designs for Other Decorative Works in the Chapel of St. Peter and St. Paul, The Royal Naval College, London." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc332489/.

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This thesis analyzes Benjamin West's altarpiece St. Paul Shaking the Viper from His Hand After the Shipwreck and his designs for thirty-three related artworks in the Royal Naval College Chapel, Greenwich, England, as a synthesis of the major influences in his life and as an example of both traditional and innovative themes in his artistic style of the late eighteenth century. This study examines West's life, the Greenwich Chapel history, altarpiece and decorative scheme, and concludes that the designs are an example of West's stylistic flexibility and are related thematically to his Windsor Royal Chapel commission.
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Books on the topic "College of Midwives (Great Britain)"

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Brown University. Women Writers Project, ed. To Dr.---- an answer to his queries, concerning the College of Midwives, 1688: Women Writers Project first electronic edition. Providence, RI: Brown University Women Writers Project, 1999.

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Mavis, Kirkham, ed. Supervision of midwives. Hale, Cheshire, England: Books for Midwives Press, 1996.

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Review Body for Nursing Staff, Midwives, Health Visitors and Professions Allied to Medicine. Nineteenth report on nursing staff, midwives and health visitors. London: Stationery Office, 2001.

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English National Board for Nursing, Midwifery and Health Visiting., ed. Midwives and public health: An identification of the extent to which statutory supervision of midwives enables midwives to contribute to the work of Primary Care Groups and Health Improvement Programmes. London: English National Board for Nursing, Midwifery and Health Visiting, 2000.

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Fairley, Linda. Bundles of joy. London: HarperElement, 2012.

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Great Britain. Scottish Education Department. College councils: Delegation and funding : draft regulations on delegation schemes and college funding. Edinburgh]: The Department, 1990.

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Fraser, Jenny. Child protection: A guide for midwives. Cheshire: Books for Midwives Press, 1997.

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Hannay, R. K. The College of Justice: Essays. Edinburgh: Scottish Academic Press for the Stair Society, 1990.

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1956-, Nolan Mary, ed. Child protection: A guide for midwives. 2nd ed. Edinburgh: Books for Midwives, 2004.

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Fraser, Jenny. Child protection: A guide for midwives. Hale: Books for Midwives Press, 1997.

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Book chapters on the topic "College of Midwives (Great Britain)"

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Alberti, Samuel J. M. M. "Civic Cultures and Civic Colleges in Victorian England*." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0015.

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This chapter discusses the role played by civic colleges in the emergence of autonomous professional groups associated with new disciplines between 1860 and the Great War. It also discusses the role of local learned societies, particularly literary and philosophical societies in the founding and support of the young colleges and their impact on college growth and curricula.
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"No. 41636. United Kingdom of Great Britain and Northern Ireland and European Police College." In United Nations Treaty Series, 3–17. UN, 2012. http://dx.doi.org/10.18356/f5f0825a-en-fr.

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Gente, Magali. "World War I and the Excess of Technical Education in Great Britain." In History of Universities, 124–42. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780199262021.003.0005.

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Abstract The rapid development of technical higher education as a national priority is an interesting feature of the First World War period in Great Britain, as is the response of The Times to this cultural event. If we examine the history of British higher education during the Edwardian years, part of its evolution appears to have resulted from a rivalry with Germany over technical supremacy, economic independence, and imperial conquest: The fact that Britain lagged behind Germany and the USA in the priority given to scientific education was generally acknowledged in the early twentieth century. … The perceived failure—which the foundation of Imperial College in 1908 was intended to remedy—was in coordinating academic specialization with the needs of industry (with new chemical technologies as an object lesson in German superiority).
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Summers*, Robert. "Interpreting Statutes in Great Britain and the United States:—Should Courts Consider Materials of Legislative History?" In The Law, Politics, and the Constitution, 222–54. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198295853.003.0012.

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Abstract Among Geoffrey Marshall’s many contributions are his various writings on the legislative process and statutory interpretation.1 I have, over the years, learned much from him about statutory interpretation, beginning with that session of Hilary Term twenty-five years ago when he and I jointly taught a class on statutory interpretation at The Queen’s College. It is, for me, a privilege, and a special honour, to have this opportunity to join in a tribute to him and to his work, as he becomes 70.
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Kildea, Paul. "Back to Britain with Britten (1959)." In Britten on Music, 171–75. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780198167143.003.0056.

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Abstract REID: Please throw your mind back to 1930. You settled in London as a raw sixteen-year-old. Just where? BRITTEN: I took a bed-sitter up under the roof in a boarding house at Prince’s Square, Bayswater. I hired a small upright piano and took care not to play it after ten at night. I hadn’t much money. As the youngest of four children I lived on a smallish allowance from my father. I was a ‘scholar,’ of course, but that didn’t amount to much; it merely meant that my tuition fees were paid. REID: I understand you weren’t happy at the Royal College of Music. That true? BRITTEN: Let’s put it this way: I was rather a failure as a student. The trouble was, I had been studying with Bridge since I was a young boy. Bridge’s approach was that of the highly professional international musician. The attitude of most of the R.C.M. students was amateurish and folksy. That made me feel highly intolerant. REID: How did you get on with your two teachers-John Ireland and Arthur Benjamin? BRITTEN: Well enough. But they didn’t wield anything like as much influence on their students as the great Vaughan Williams. For my own part I was frankly suspicious of V.W My struggle all the time was to develop a consciously controlled professional technique. It was a struggle away from everything Vaughan Williams seemed to stand for. REID: But, like everybody else I suppose, you were swept off your feet by his Symphony No. 4?BRITTEN: The Fourth Symphony impressed me greatly. But an odd story went round the College after a rehearsal of it. Vaughan Williams was reported to have said of his own work, ‘If that’s modern music, all I can say is I don’t like it.’ This story, I must say, shocked me profoundly. In those days I was very violent in my opinions, very ready to have grievances.
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Frei, Gabriela A. "The Codification of International Maritime Law." In Great Britain, International Law, and the Evolution of Maritime Strategic Thought, 1856–1914, 88–110. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198859932.003.0005.

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Chapter 4 explores the early efforts in codifying international maritime law. The 1860s saw successes in the adoption of the Lieber Code and the Geneva Convention, and it was hoped that states would adopt an international code of conduct in warfare. Yet, the Brussels Declaration of 1874 failed, and subsequently non-governmental organizations such as the Institut de droit international stepped up, advancing the codification of international maritime law. The chapter addresses the views of the supporters as well as those of the sceptics of codification and shows the importance of the Institut de droit international in this process. At the beginning of the twentieth century, the United States Naval War College drafted the first comprehensive Naval War Code, and the chapter presents the motivation of the drafters and examines the broader international debate.
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Fallows, David. "Musicology." In A Century of British Medieval Studies. British Academy, 2007. http://dx.doi.org/10.5871/bacad/9780197263952.003.0027.

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This chapter examines the achievements of Great Britain in medieval musicology during the twentieth century. British universities came to musicology very late and it was only in the 1950s that serious university study of musical history began. The earliest British position specifically denoted as ‘in musicology’ was the Readership awarded to Pierluigi Petrobelli at King's College London in 1975. Some of the key British musicologists include Charles Burney, Sir John Hawkins and Francis Galpin.
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Ash, Timothy Garton. "Introduction to Michael Ignatieff." In Human Rights, Human Wrongs, 49–87. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780192802194.003.0003.

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Abstract It is a great pleasure to introduce Michael Ignatieff’s lecture. If I had to sum up Michael in one word it would be ‘intellectual’. He is in fact one of our leading liberal intellectuals. Now ‘intellectual’ is a word viewed with some suspicion in Britain. It is regarded as strange and intrinsically foreign. I remember an obituary of Karl Popper, which began with the sentence, ‘Like most British intellectuals of his generation, Karl Popper was born in Vienna.’ Michael wasn’t born in Vienna. He was born in Canada. His education was initially in Canada, then in Cambridge (England), then Cambridge (Massachusetts). He was a Fellow of King’s College, Cambridge, and then became a freelance writer and an extremely well-known broadcaster. He held a number of visiting fellowships, not least the Alastair Horne Fellowship at St Antony’s College, Oxford, while he was writing his biography of Isaiah Berlin. He is currently at the Carr Center for Human Rights at the John F. Kennedy School at Harvard.
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BROCKLISS, W. B. "The European University in the Age of Revolution, 1789-1850." In The History Of The University Of Oxford, 72–76. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780199510160.003.0003.

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Abstract Understanding the peculiar position of Oxford and Cambridge among European universities from 1800 onwards entails a glance at the eighteenth century. In 1789 Europe contained about one hundred and fifty universities. Fifty were located in just two countries-France and Spain-while the rest were fairly evenly distributed among the other states of the Continent in proportion to their size and population. Small states, such as the German principalities, usually had only one university, while the other great powers, often themselves a congeries of distinctive regions, normally possessed one or two per province. The kingdoms of Great Britain and Ireland, which contained seven universities (two in England, four in Scotland, and Trinity College, Dublin), followed the common European pattern. In fact, with a combined population of only 13-14 million, the British Isles was better provided with universities than the more populous Austrian Empire.
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Aston, Nigel. "Beyond the University." In Enlightened Oxford, 417–80. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780199246830.003.0010.

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Abstract Chapter 9 considers the University’s outreach and influence across Britain and Ireland. First, engagement with the City of Oxford, with which the University shared many physical spaces, then with county society across the south Midlands and, finally, the provincial interactions generated through collegiate land ownership across England and Wales. Oxonian values were transmitted through schools, which were as vital as the clergy in forming Anglican identities in the young. The University’s cultural connections via its graduates extended across the British Isles. Wales, Trinity College, Dublin, and the Scottish universities all had strong collegiate connections with Oxford. Considered numerically, Oxford’s effect on the Crown’s non-English subjects may have been small but the University was too great a cultural force-field in terms of its values and its history for it to be ignored anywhere in the two kingdoms.
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Conference papers on the topic "College of Midwives (Great Britain)"

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Liu, JF, D. Shanmugavadivel, A. Gamble, A. Stewart, and DA Walker. "G176 Public awareness of childhood, teenagers and young adult cancer signs and symptoms in great britain." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.147.

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Aitken, Z., G. Disney, L. Krnjacki, A. Milner, E. Emerson, and AM Kavanagh. "P62 How much of the disability-related inequalities in health and well-being are mediated by barriers to participation faced by people with disabilities? A causal mediation analysis using longitudinal data from working age people with and without disabilities in great britain." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.213.

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