Relevant bibliographies by topics / St. Mary's College

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'St. Mary's College'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'St. Mary's College.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "St. Mary's College"

1

O'Driscoll, Finbarr. "Archbishop Walsh and St. Mary's university college, 1893 ‐ 1908." Irish Educational Studies 5, no. 2 (January 1985): 283–301. http://dx.doi.org/10.1080/0332331850050217.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Baker, William. "David Lodge Interviewed by Chris Walsh." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 830–40. http://dx.doi.org/10.1632/pmla.2015.130.3.830.

Full text
Abstract:
The Eminent British Novelist and Literary critic David Lodge was interviewed in 1984 by Chris Walsh, then a lecturer in English at St Mary's Teachers Training College, now St Mary's University, Twickenham, London. Lodge spoke about his background—his Catholic education and its influence on him, his early reading of Graham Greene and Evelyn Waugh—and about literary criticism and fiction. The interview was published in the literary magazine Strawberry Fare, produced by the English department at St Mary's, which is situated on Strawberry Hill. During its short run, from 1981 to 1989, Strawberry Fare published fascinating interviews with leading literary figures, including, in addition to Lodge, Tom Stoppard, Seamus Heaney, Beryl Bainbridge, and others. Today copies of the journal are extremely scarce. The only complete runs appear to be in the British Library (call number ZK.9.a.41) and in the archives of St Mary's.
APA, Harvard, Vancouver, ISO, and other styles
3

Wilson, R. McL. "Matthew Black 3.9.1908–2.10.1994." New Testament Studies 41, no. 2 (April 1995): 161–63. http://dx.doi.org/10.1017/s0028688500021214.

Full text
Abstract:
Professor Matthew Black, the first editor of New Testament Studies, died on October 2, 1994 at the age of 86. He had been in failing health for several months. A former Principal of St Mary's College in the University of St Andrews, he was widely recognised as one of the most distinguished New Testament scholars of his generation.
APA, Harvard, Vancouver, ISO, and other styles
4

Pusateri, Thomas P. "A Decade of Changes since the St. Mary's Conference: An Interview with Thomas V. McGovern." Teaching of Psychology 29, no. 1 (January 2002): 76–82. http://dx.doi.org/10.1207/s15328023top2901_14.

Full text
Abstract:
Tom Pusateri received his doctorate degree in 1984 from Ohio State University. He is a professor of psychology at Loras College in Dubuque, Iowa specializing in Social and Industrial/Organizational psychology. He served a 2-year appointment as Assessment Coordinator for his campus, continues to serve on its assessment committee, and has delivered several conference presentations on assessment. Tom serves as Executive Director for the Society for the Teaching of Psychology. Tom McGovern is professor and cofounder of the interdisciplinary Department of Integrative Studies at Arizona State University West. He was the first campus-wide Director of Assessment at Virginia Commonwealth University. Tom chaired the American Psychological Association (APA)/Association of American Colleges' project on liberal learning and study in depth as well as the steering committee for the St. Mary's Conference on Enhancing Undergraduate Education in Psychology (McGovern, 1993). He coauthored the Quality Principles with the steering committee from that APA-sponsored conference (see McGovern & Reich, 1996).
APA, Harvard, Vancouver, ISO, and other styles
5

Cairns, Audrey M., and Peter H. Reid. "The Historical Development of the Library of St Mary's College, Blairs, Aberdeen, 1829–1986." Library & Information History 25, no. 4 (December 2009): 247–64. http://dx.doi.org/10.1179/175834809x12489649424147.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Smith, Steward D., and Martha Stoops. "The Heritage: The Education of Women at St. Mary's College, Raleigh, North Carolina, 1842-1982." Journal of Southern History 52, no. 2 (May 1986): 337. http://dx.doi.org/10.2307/2209713.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

DeStefano, Michael T. "DuBourg's Defense of St. Mary's College: Apologetics and the Creation of a Catholic Identity in the Early American Republic." Church History 85, no. 1 (February 29, 2016): 65–96. http://dx.doi.org/10.1017/s0009640715001353.

Full text
Abstract:
When the Baltimore Presbytery of the Presbyterian Church issued a pastoral letter critical of St. Mary's College in 1811 it provided an opportunity for Louis DuBourg, the college's president, to respond with an apologetic defense of the college and of Catholicism more generally. In doing so he synthesized several strands of Catholic apologetics, including the via notarum, the utilitarianism that came to dominate French Catholic apologetics in the eighteenth century, the emphasis upon beauty and emotion that characterized Chateaubriand's Genuius of Christianity, and the earlier work of Bishop Bossuet critical of the doctrinal instability of protestantism. Aimed at a popular audience, DuBourg's apologetics created an identity for the American Catholic Church that emphasized its place within the largest part of worldwide Christianity, its role as educator of the best minds of Western civilization, and the beauty of its worship.
APA, Harvard, Vancouver, ISO, and other styles
8

Tillis, Steve. "The Case against World Theatre History." New Theatre Quarterly 28, no. 4 (November 2012): 379–91. http://dx.doi.org/10.1017/s0266464x1200067x.

Full text
Abstract:
A strong case can be made against world theatre history as a subject of scholarly study. This paper analyzes seven arguments that can be levelled against world theatre history as an academic subject. It then offers rebuttals to each of these arguments. In so doing, it seeks not only to establish the legitimacy of world theatre history as a subject of study, but also to clarify the methodologies and the goals of such study. Steve Tillis received his PhD from the University of California, Berkeley, and currently teaches at St Mary's College of California. He has previously published articles on world theatre history in Asian Theatre Journal, TDR, Theatre Topics, and Theatre Survey.
APA, Harvard, Vancouver, ISO, and other styles
9

Goodman, Robert. "Trainees' Forum: Psychiatrists' Views on their Preregistration Year." Bulletin of the Royal College of Psychiatrists 11, no. 10 (October 1987): 341–44. http://dx.doi.org/10.1192/s0140078900018162.

Full text
Abstract:
Since its introduction in 1953, the preregistration year has been divided equally between medicine and surgery. The General Medical Council has recently shown renewed interest in possible modifications to this time honoured scheme. One pilot scheme at St Mary's Hospital in London has successfully incorporated a four month period of general practice in the preregistration year, reducing the preregistration medical and surgical jobs to four months each. Another pilot scheme in Sheffield involves four months of psychiatry, four months of general medicine, and four months of general surgery. A psychiatric perspective on possible changes in the preregistration year is included in a report that derives from a conference held by the Royal College of Psychiatrists, the Association of University Teachers of Psychiatry, and the Association of Psychiatrists in Training.
APA, Harvard, Vancouver, ISO, and other styles
10

Naudé, C., and PJ Fletcher. "Audit and re-audit of the completion of drug chart allergy boxes at St Mary's Hospital, Imperial College Healthcare NHS Trust." Archives of Disease in Childhood 97, no. 5 (April 22, 2012): e12.2-e12. http://dx.doi.org/10.1136/archdischild-2012-301728.25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "St. Mary's College"

1

Cannane, Mary, and n/a. "Trinity : a study of the amalgamation of St. Mary's College and Marist Brothers' St. Joseph's High School Lismore 1965-1985." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060626.125829.

Full text
Abstract:
The amalagamation of St. Mary's College and St. Joseph's High School, Lismore was a process that began in 1965 when a decision was made to combine Senior classes for the first Higher School Certificate curriculum. There was no thought of amalgamation in 1965 but the decision made then lead to the developments of 1977. Increasing enrolments and the need for a building programme set the scene for a merger of Junior classes and the introduction of coeducation throughout the schools. This process extended from 1977 to 1981. It was a period of conflict and resistance to change but it laid the foundation for the complete amalgamation of the schools to form Trinity Catholic College in 1985. The amalgamation process provides a study of decision-making in a Catholic school context. Changes in the Church, Catholic schools and Religious Orders are reflected in the changes in the way that decisions were made at the three key-points in the story. The study draws attention to the fact that in amalgamations of schools much of the planning is done in terms of the present schools rather than for the new school which is always twice as large and much more complex. The non-educational aspects of amalgamation are also considered because they are a time-consuming but important part of the planning. This study shows the importance of rituals in laying the old schools to rest so that the new school may come into being. A visible indication that things are different is essential when the students, staff and buildings remain as they had been. Since amalgamations are becoming more common as student numbers decline some lessons learned over the past twenty years are recorded so that others may benefit from them.
APA, Harvard, Vancouver, ISO, and other styles
2

Lombard, Madeleine. "Rhetoric and reality : an investigation into the values dimension of education at St. Mary's University College, Belfast." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rawson, Helen C. "Treasures of the University : an examination of the identification, presentation and responses to artefacts of significance at the University of St Andrews, from 1410 to the mid-19th century, with an additional consideration of the development of the portrait collection to the early 21st century." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/990.

Full text
Abstract:
Since its foundation between 1410 and 1414 the University of St Andrews has acquired what can be considered to be ‘artefacts of significance’. This somewhat nebulous phrase is used to denote items that have, for a variety of reasons, been deemed to have some special import by the University, and have been displayed or otherwise presented in a context in which this status has been made apparent. The types of artefacts in which particular meaning has been vested during the centuries under consideration include items of silver and gold (including the maces, sacramental vessels of the Collegiate Church of St Salvator, collegiate plate and relics of the Silver Arrow archery competition); church and college furnishings; artworks (particularly portraits); sculpture; and ethnographic specimens and other items described in University records as ‘curiosities’ held in the University Library from c. 1700-1838. The identification of particular artefacts as significant for certain reasons in certain periods, and their presentation and display, may to some extent reflect the University's values, preoccupations and aspirations in these periods, and, to some degree, its identity. Consciously or subconsciously, the objects can be employed or operate as signifiers of meaning, representing or reflecting matters such as the status, authority and history of the University, its breadth of learning and its interest and influence in spheres from science, art and world cultures to national affairs. This thesis provides a comprehensive examination of the growth and development of the University's holdings of 'artefacts of significance' from its foundation to the mid-19th century, and in some cases (especially portraits) beyond this date. It also offers insights into how the University viewed and presented these items and what this reveals about the University of St Andrews, its identity, which changed and developed as the living institution evolved, and the impressions that it wished to project.
APA, Harvard, Vancouver, ISO, and other styles
4

Fonge, Charles Richard. "An edition of the cartulary of St. Mary's Collegiate Church, Warwick." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/2498/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Poor, Joan P., and Jen Snowball. "The valuation of campus built heritage from the student perspective: comparative analysis of Rhodes University in South Africa and St. Mary’s College of Maryland in the United States." Elsevier, 2010. http://hdl.handle.net/10962/67488.

Full text
Abstract:
Pre-print
Many universities and colleges around the world have done extensive surveys of their campus built heritage resources. A detailed description and accounting of a campus's built heritage, landscape heritage and archaeology, are often used for historic preservation planning, and sustaining built culture is also an important aspect of campus master planning of future buildings. Such institutions of higher education have deep historical roots, in Europe it is not uncommon for buildings to be dated prior to the sixteenth century. In countries where European colonies were established, institutions of higher education often date to the eighteenth and early nineteenth centuries. Once students have arrived at their chosen campus, however, except for perhaps the first week orientation rituals, do the students actually develop ties to their campus built heritage? This research investigates the knowledge students possess of their respective campus built heritage and the importance of built heritage as a legacy to them. Two institutions are included in this study in an effort of draw comparative assessments. A student questionnaire was administered at Rhodes University in South Africa and St. Mary's College of Maryland in the United States during April 2008. Results indicate students on both campuses place positive intrinsic value on their respective campus built heritage. Just over half (52%) of Rhodes students and about 68% of St. Mary's students were willing to pay some positive amount to protect campus built heritage. Empirical probit model results combining the data from both institutions found that current student knowledge of their respective campus built heritage did not positively relate to the value they place on preservation, even though the visual identity was significant for students and influenced their decision to attend the particular institution. The lack of significance regarding a racial variable coefficient estimate suggests that the use of an institution's visual identity in terms of built heritage may have important marketing implications, particularly in cases where universities or colleges are trying to attract students from more diverse backgrounds. We found no significant relationships between willingness to pay to preserve an institution's built heritage and the demographic variables included in our empirical model. Fundraising data analysis includes positive willingness to pay for conserving built heritage, yet funding for new construction was not significant.
APA, Harvard, Vancouver, ISO, and other styles
6

Hans and 廖鶴齡. "A Study of Moral Education in Theory and Strategy：Taking The Case of The Nursing Department of St. Mary's College in I-lan as An Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/02717433260426086410.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "St. Mary's College"

1

O'Donovan, R. M. Memories of St. Mary's College. [s.l.]: [The author?], 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

O'Donovan, R. M. Memories of St. Mary's College, Colwyn Bay. [s.l.]: [The author?], 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Britain, Great. St. Mary's College, Strawberry Hill: Science : areport byHMI. [London]: Department of Education and Science, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Science, Department of Education &. St Mary's Roman Catholic College Wallasey: A report by HMI. Stanmore: Department of Education and Science, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fausz, J. Frederick. Monument School of the People: A sesquicentennial history of St. Mary's College of Maryland, 1840-1990. St. Mary's City, MD: St. Mary's College of Maryland, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

St. Mary's College (Strawberry Hill, England). General prospectus. [Twickenham]: [the College], 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

McNeil, Mary Germaine. History of Mount St. Mary's College, Los Angeles, California, 1925-1975. New York (516 W. 34th St., New York 10001): Vantage Press, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Department of Education & Science. St Mary's College, Twickenham: Aspects of humanities provision : a report by HM Inspectorate. Stanmore: Department of Education and Science, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Department of Education & Science. St Mary's College Twickenham: Initial teacher training : professional training for intending primary and secondary school teachers : a report by HMI. Stanmore: Department of Education and Science, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Department of Education & Science. Report by HM Inspectors on St. Mary's College, Strawberry Hill, Twickenham: Initial teacher training. Stanmore: Department of Education and Science, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "St. Mary's College"

1

Emerson, Roger L. "St Mary's College and Other Appointments, 1713–1747." In Academic Patronage in the Scottish EnlightenmentGlasgow, Edinburgh and St Andrews Universities, 406–32. Edinburgh University Press, 2008. http://dx.doi.org/10.3366/edinburgh/9780748625963.003.0014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Worley, Jonathan. "Chapter 28. The Writing Centre at St. Mary's University College, Belfast, Northern Ireland." In Writing Programs Worldwide: Profiles of Academic Writing in Many Places, 325–31. The WAC Clearinghouse; Parlor Press, 2012. http://dx.doi.org/10.37514/per-b.2012.0346.2.28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Winnicott, Donald W. "Letter to Arthur J. Metcalfe." In The Collected Works of D. W. Winnicott, 475–76. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271374.003.0109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Haverty-Stacke, Donna T. "The Break." In The Fierce Life of Grace Holmes Carlson, 156–82. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479802180.003.0006.

Full text
Abstract:
Chapter 5 examines Grace’s decision to leave the SWP in 1952 and to return to the Catholic Church, a choice that shocked her former Trotskyist comrades. Stemming from personal and spiritual reasons after the death of her father, Grace’s break with the SWP was not due to political factionalism; she remained a Marxist and, unlike other high-profile defectors, never informed for the FBI. But because she had been blacklisted as a former high-level SWP member, she could not find a job. Her experiences during the early 1950s show the impact of the Second Red Scare on individual lives, providing a case study of a woman’s experience, which heretofore has been largely overlooked. With the help of a local priest, Grace found work first as an administrative assistant at St. Mary’s Hospital in Minneapolis and then as a faculty member who was deeply involved with the mission of Saint Mary’s Junior College (SMJC). With Sister Ann Joachim Moore, she cowrote the St. Mary’s Plan for the new college in 1964. She also soon reunited with her husband, Gilbert, and began to rebuild her life with a new (mostly Catholic) network of colleagues and friends.
APA, Harvard, Vancouver, ISO, and other styles
5

Elliott, Mark W. "Natural and Revealed Theology in Hill and Chalmers." In The History of Scottish Theology, Volume II, 170–85. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198759348.003.0013.

Full text
Abstract:
George Hill (1750–1819), a member of the Whig establishment, Principal of St Mary’s College, St Andrews and long-time leader of the Moderate Party at the General Assembly expressed a cautious and conservative theology that was pragmatic and even progressive in its application. He stressed the applicative doctrines that had moral force, such as the Atonement, and if not determinist, then at least a monist vision of the universe. Hill’s most famous pupil, Thomas Chalmers (1780–1847), for all his evangelical formation, from his time as Professor of Moral Philosophy at St Andrews to his spell as Professor of Theology at Edinburgh University then the Free Church College after the Disruption of 1843, held to a solid baseline of a rational religion to which was added an emphasis on the doctrine of sin and a need to receive the atoning work of Christ by faith and to be sanctified. This was to be enabled by preaching to all, without expecting that all will react with sufficient personal faith for salvation. As with Hill, the Bible alone was the guide to truth.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'St. Mary's College' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography