Gotowe bibliografie tematyczne / Oxford (England). University. Trinity College

Gotowa bibliografia na temat „Oxford (England). University. Trinity College”

Autor: Grafiati

Data publikacji: 27 lipca 2024

Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Oxford (England). University. Trinity College"

Datta, Jon, i Naomi Kellman. "Target Oxbridge Year 10 programme". Widening Participation and Lifelong Learning 23, nr 3 (9.12.2021): 92–107. http://dx.doi.org/10.5456/wpll.23.3.92.

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Target Oxbridge is Rare Recruitment's programme to help students with black African and Caribbean heritage to increase their chances of getting into Cambridge or Oxford Universities. Target Oxbridge and Trinity College, University of Cambridge, launched a unique programme called the Target Oxbridge Year 10 programme to demystify the Universities of Cambridge and Oxford in order to help more 14 and 15 year olds of black heritage prepare to apply to and gain places at these leading universities. This new programme for students in Year 10 featured webinars with Trinity College academics and students, and Target Oxbridge alumni provided advice to Year 10 black British students who are considering attending university. The webinars aimed to demystify Oxford and Cambridge Universities, offer insights into what college life is really like, provide information on the application process, and offer guidance on preparing applications. Students also learned about how degree subject choice can affect their career options. This article provides an evaluation report on the Programme's effectiveness.

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Gillhammer, Cosima Clara. "Non-Wycliffite Bible Translation in Oxford, Trinity College, 29 and Universal History Writing in Late Medieval England". Anglia 138, nr 4 (11.11.2020): 649–72. http://dx.doi.org/10.1515/ang-2020-0052.

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AbstractThe late-fifteenth-century Middle English manuscript Oxford, Trinity College, 29 contains a universal history of the world, compiled from diverse religious and secular source texts and written by a single compiler-scribe. A great part of the text is focused on Old Testament history and uses the Vulgate as a key source, thus offering an opportunity to examine in detail the compiler’s strategies of translating the text of the Bible into the vernacular. The Bible translations in this manuscript are unconnected to the Wycliffite translations, and are non-reformist in their interpretative framework, implications, and use. This evidence is of particular interest as an example of the range of approaches to biblical translation and scholarship in the vernacular found in late medieval English texts, despite the restrictive legislation concerning Bible translation in fifteenth-century England. The strategies of translating the biblical text found in this manuscript include close word-by-word translation (seemingly unencumbered by anxieties about censorship), as well as other modes of interaction, such as summary, and exegesis. This article situates these modes of engagement with the Bible within a wider European textual tradition of including biblical material in universal history writing.

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Sharov, Konstantin S. "The Problem of Transcribing and Hermeneutic Interpreting Isaac Newton’s Archival Manuscripts". Tekst. Kniga. Knigoizdanie, nr 24 (2020): 134–55. http://dx.doi.org/10.17223/23062061/24/7.

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In the article, the current situation and future prospects of transcribing, editing, interpreting, and preparing Isaac Newton’s manuscripts for publication are studied. The author investigates manuscripts from the following Newton’s archives: (1) Portsmouth’s archive (Cambridge University Library, Cambridge, UK); (2) Yahuda collection (National Library of Israel, Jerusalem, Israel); (3) Keynes collection (King’s College Library, Cambridge University, Cambridge, UK); (4) Trinity College archive (Trinity College Library, Cambridge University, Cambridge, UK); (5) Oxford archive (New’s College Library, Oxford University, Oxford, UK); (6) Mint, economic and financial papers (National Archives in Kew Gardens, Richmond, Surrey, UK); (7) Bodmer’s collection (Martin Bodmer Society Library, Cologny, Switzerland); (8) Sotheby’s Auction House archive (London, UK); (9) James White collection (James White Library, Andrews University, Berrien Springs, Michigan, US); (10) St Andrews collection (University of St Andrews Library, St Andrews, UK); (11) Bodleian collection (Bodleian Library, Oxford University, Oxford, UK); (12) Grace K. Babson collection (Huntington Library, San Marino, California, US); (13) Stanford collection (Stanford University Library, Palo Alto, California, US); (14) Massachusetts collection (Massachusetts Technological Institute Library, Boston, Massachusetts, US); (15) Texas archive (Harry Ransom Humanities Research Centre, University of Texas Library, Austin, Texas, US); (16) Morgan archive (Pierpont Morgan Library, New York, US); (17) Fitzwilliam collection (Fitzwilliam Museum, Cambridge University, Cambridge, UK); (18) Royal Society collection (Royal Society Library, London, UK): (19) Dibner collection (Dibner Library, Smithsonian Institution, Washington D.C., US); (20) Philadelphia archive (Library of the American Philosophical Society, Philadelphia, Pennsylvania, US). There is a great discrepancy between what Newton wrote (approx. 350 volumes) and what was published thus far (five works). It is accounted for by a number of reasons: (a) ongoing inheritance litigations involving Newton’s archives; (b) dispersing Newton’s manuscripts in countries with different legal systems, consequently, dissimilar copyright and ownership branches of civil law; (c) disappearance of nearly 15 per cent of Newton works; (d) lack of accordance of views among Newton’s researchers; (e) problems with arranging Newton’s ideas in his possible Collected Works to be published; (f) Newton’s incompliance with the official Anglican doctrine; (g) Newton’s unwillingness to disclose his compositions to the broad public. The problems of transcribing, editing, interpreting, and pre-print preparing Newton’s works, are as follows: (a) Newton’s complicated handwriting, negligence in spelling, frequent misspellings and errors; (b) constant deletion, crossing out, and palimpsest; (c) careless insertion of figures, tables in formulas in the text, with many of them being intersected; (d) the presence of glosses situated at different angles to the main text and even over it; (e) encrypting his meanings, Newton’s strict adherence to prisca sapientia tradition. Despite the obstacles described, transcribing Newton’s manuscripts allows us to understand Sir Newton’s thought better in the unity of his mathematical, philosophical, physical, historical, theological and social ideas.

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Allan, Diana. "What I Did on my Summer Vacation—Go NATS!" Journal of Singing 80, nr 1 (15.08.2023): 1–5. http://dx.doi.org/10.53830/pkui1630.

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Summer 2023 began with the NATS voice pedagogy trip to England that began with a mini-conference that brought together 110 voice teachers from eight countries. Our tour group visited three music preparatory schools and two music universities. Celebrating the English choral tradition, we heard rehearsals or services at Eton College, St. Paul’s Cathedral, King’s College, Cambridge, and Trinity College, Cambridge. Overlapping the Pedagogy Trip, the NATS Intern Program was held at West Chester University, where five Master Teachers worked with sixteen Interns. Next, the NATS Board gathered in Florida for our annual meeting. In late June, the inaugural NATS Science-Informed Voice Pedagogy Institute was held at Utah State University where clinicians presented a wealth of information to fifty-five attendees. July 7–9, we gathered in San Diego for the Summer Workshop. Sessions focused on a variety of repertoire; in addition, the 2023 NSA Finals were held. In mid-July, the South Africa NATS Chapter held their first conference at Stellenbosch University in Cape Town.

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Hannon, Cliona. "A Human Capability Perspective on the Progression of Low-SES Students to Higher Education in Ireland and the UK". Education Sciences 13, nr 4 (18.04.2023): 409. http://dx.doi.org/10.3390/educsci13040409.

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This article focuses on targeted programs for low-SES students in two selective universities: Trinity College Dublin, the University of Dublin, Ireland (Trinity Access Programmes/TAP) and the University of Oxford, UK (Lady Margaret Hall Foundation Year/LMH FY). The programs were collaborative developments, as examples of the potential of learning and adaptation across geographical contexts. It poses two questions: (a) How did the admissions processes in both universities change to target low-SES students? (b) How do social and academic support services for low-SES students, provided by two universities, contribute to the development of student capabilities? The article draws on the capability approach as the evaluative lens used to explore the two programs. Findings indicate (a) innovative approaches to socio-economic assessment in both programs, resulting in effective targeting of low-SES students, (b) the scaling of the programs beyond their initial remit and (c) the emergence of specific student capabilities through their engagement in the programs.

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Bakhle, Y. S., i B. R. Ferreira. "Sérgio Ferreira and Bothrops jararaca at the Royal College of Surgeons, London". Toxins 15, nr 9 (25.08.2023): 522. http://dx.doi.org/10.3390/toxins15090522.

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In 1965, Sérgio Ferreira had completed his PhD programme under the supervision of Prof Rocha e Silva, his thesis had been accepted, and he was preparing to go to England for his first post-doctoral fellowship at the Pharmacology Department at Oxford University [...]

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Beal, Jane. "Matthew Cheung Salisbury, Worship in Medieval England. Past Imperfect Series. Croydon: ARC Humanities Press, 2018, 92 pages." Mediaevistik 32, nr 1 (1.01.2020): 315–18. http://dx.doi.org/10.3726/med.2019.01.42.

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Matthew Cheung Salisbury, a Lecturer in Music at University and Worcester College, Oxford, and a member of the Faculty of Music at the University of Oxford, wrote this book for ARC Humanities Press’s Past Imperfect series (a series comparable to Oxford’s Very Short Introductions). Two of his recent, significant contributions to the field of medieval liturgical studies include The Secular Office in Late-Medieval England (Turnhout: Brepols, 2015) and, as editor and translator, Medieval Latin Liturgy in English Translation (Kalamazoo: Medieval Institute Publications, 2017). In keeping with the work of editors Thomas Heffernan and E. Ann Matter in The Liturgy of the Medieval Church, 2nd ed. (Kalamazoo: Medieval Institute Publications, 2005) and Richard W. Pfaff in The Liturgy of Medieval England: A History (Cambridge University Press, 2009), this most recent book provides a fascinating overview of the liturgy of the medieval church, specifically in England. Salisbury’s expertise is evident on every page.

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Morales Torres, José Francisco. "Paul C. H. Lim: Mystery Unveiled: The Crisis of the Trinity in Early Modern England. Oxford: Oxford University Press, 2012; pp. xvi + 488." Journal of Religious History 39, nr 4 (grudzień 2015): 625–26. http://dx.doi.org/10.1111/1467-9809.12312.

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Davenport, H. W. "The life and death of laboratory teaching of medical physiology: a personal narrative. Part I." Advances in Physiology Education 264, nr 6 (czerwiec 1993): S16. http://dx.doi.org/10.1152/advances.1993.264.6.s16.

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Part I of this essay sketches the history of laboratory teaching of medical physiology in England from the perspective of the author as a student at Oxford from 1935 to 1938. The systematic laboratory teaching that began in the 1870s at University College London under William Sharpey was carried to Oxford, as well as to other English and Scottish universities, by Sharpey's junior colleagues. C. S. Sherrington added mammalian experiments, and C. G. Douglas and J. G. Priestley added experiments on human subjects. The author describes his experience as a student in the Oxford courses and tells how he learned physiology by teaching it from 1941 to 1943 in the laboratory course established at the University of Pennsylvania by Oxford-trained physiologist Cuthbert Bazett.

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Hawton, Keith, Sue Simkin, Joan Fagg i Michael Hawkins. "Suicide in Oxford University Students, 1976–1990". British Journal of Psychiatry 166, nr 1 (styczeń 1995): 44–50. http://dx.doi.org/10.1192/bjp.166.1.44.

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BackgroundThe aim was to determine the extent, characteristics and timing of suicide in Oxford University students.MethodStudents who died from suicide or undetermined cause between October 1976 and September 1990 were identified through University records and individual colleges. Information about each student was sought from coroners, college staff, general practitioners and hospital case notes.ResultsThere were 21 suicides (16 men and 5 women) and one open verdict (female). The observed number of suicides (0) was greater than the number expected (E = 11.09) on the basis of mortality statistics for England and Wales (O/E = 1.89; 95% CI 1.17 to 2.90). When deaths due to undetermined cause were included, however, the difference between O and E (17.03) was much reduced (O/E = 1.29; 95% CI 0.81 to 1.95). There was no evidence of an association with the Finals examination but two-thirds of the students had been worried about academic achievement or their courses. Nearly half appeared to have had a psychiatric disorder (mostly depression).ConclusionsThe much publicised apparent excess of Oxford University student suicides may be partly artefactual. Measures for preventing student suicides include careful induction upon arrival at university, means of alleviating academic stress and worries, and readily available and closely associated student counselling and psychiatric services.

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Rozprawy doktorskie na temat "Oxford (England). University. Trinity College"

Durkin, Philip. "A study of Oxford, Trinity College, MS 86, with editions of selected texts, and with special reference to late Middle English prose forms of confession". Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:f63833b4-b75f-48bb-b1db-892929806abc.

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The thesis consists of a detailed examination of the contents of Oxford, Trinity College, MS 86, (Trinity), with particular attention being given to several lengthy English confessional items which it contains. This is complemented by a more general consideration of late Middle English prose forms of confession and the manuscripts in which they occur. Part One consists of a survey of all surviving independent prose forms of confession preserved in late Middle English manuscripts. I divide the texts into groups according to their probable audience and readership, assessed from both internal and external evidence. This is preceded by a brief introductory section on the background to late Middle English guides to preparation for confession. In three appendices, I provide: a full description of London, British Library, MS Sloane 1584, with transcriptions of three confessional texts; a transcription of a form of confession from London, British Library, MS Harley 2383, with variants from all known manuscripts; a transcription of a form of confession from Yale, University Library, MS Beinecke 317. Part Two consists of a close study of Trinity: a full description of the manuscript, supplementing existing catalogues; editions of four confessional texts from the manuscript, accompanied by detailed discussions of their form and probable function; an analysis of a series of short devotional texts which, taken together, constitute an elementary manual of religious instruction. I include full critical editions, with variants from all known manuscripts, of two of these texts, The Sixteen Conditions of Charity and The Eight Blessings of God, both of which originate in passages extracted from the Wycliffite Bible, and which survive, in varying versions, in thirty-four and nine manuscripts respectively. The thesis concludes with a summary of the probable origin and function of this manuscript collection.

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Książki na temat "Oxford (England). University. Trinity College"

Gameson, Richard. The Old Library, Trinity College, Oxford. Oxford: Trinity College, 1988.

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photographer, Rawle Tim, red. The Chapel of Trinity College, Oxford, 1691-94: 'a beautifull magnifficent structure'. London: Scala Arts & Heritage Publishers, 2013.

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Craster, Herbert Henry Edmund, Sir, 1879-1959., Hutchinson F. E. 1871-1947 i Screech M. A, red. Monumental inscriptions in All Souls College, Oxford. Wyd. 2. Oxford: All Souls College, 1998.

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David, McKitterick, red. The making of the Wren Library, Trinity College, Cambridge. Cambridge: Cambridge University Press, 1995.

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Trinity College (University of Oxford). Library, red. A late-medieval history of the ancient and biblical world. Heidelberg: Universitätsverlag Winter, 2022.

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Colvin, Howard Montagu. All Souls, an Oxford College and its buildings. New York: Oxford University Press, 1989.

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Berk, Dennis B. A. College and cloister: Exploring their community ethos. Cowley, Oxford: Parchment, The Printers, 2001.

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Colvin, Howard Montagu. All Souls, an Oxford College and its buildings: The Chichele lectures 1986. Oxford [England]: Oxford University Press, 1989.

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University of Oxford) Green Economics Conference (University of Oxford) (2014 Trinity College. Proceedings of the Green Economics Institute: Biodiversity and Green Economics Conference : Saturday 29 November 2014 10:00--17:00, Trinity College, University of Oxford. [Oxford]: Green Economics Institute, 2014.

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Green Economics Conference (University of Oxford) (10th 2015 Oxford University). Proceedings of the Green Economics Institute: 10th annual Green Economics Institute Green Economics Conference, 22-24 March 2015 at Trinity College, Oxford University : rebalancing the global economy, reforming economics. Reading: The Green Economics Institute, 2015.

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Części książek na temat "Oxford (England). University. Trinity College"

Aston, Nigel. "Beyond the University". W 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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BROCKLISS, W. B. "The European University in the Age of Revolution, 1789-1850". W 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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Hope, Charles. "Francis James Herbert Haskell 1928–2000". W Proceedings of the British Academy, Volume 115 Biographical Memoirs of Fellows, I. British Academy, 2003. http://dx.doi.org/10.5871/bacad/9780197262788.003.0011.

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Publication of Patrons and Painters (1963), which dealt with art in 17th-century Rome and 18th-century Venice, established Francis Haskell as one of the leading art historians of his generation. He held posts at King's College Cambridge and was then appointed Professor of the History of Art at Oxford University with a Fellowship at Trinity College. Haskell turned to studying French painting of the 19th century. Rediscoveries in Art: Some Aspects of Taste, Fashion and Collecting in England and France (1976) won the Mitchell Prize for Art History. Haskell was elected a Fellow of the British Academy in 1971. Obituary by Charles Hope.

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Wallace, Stuart. "‘The First Blast of the Trumpet’: John Stuart Blackie and the Struggle against University Tests in Scotland, 1839-53". W History of Universities, 155–78. Oxford University PressOxford, 2001. http://dx.doi.org/10.1093/oso/9780199243389.003.0006.

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Abstract In the first half of the nineteenth century British universities were still regarded as branches of the established churches of England and Scotland. University College, London (1828), and the examining University of London (1836), were the only exceptions until the foundation of the Queen’s University of lreland in 1850 and Owens College, Manchester in 1851. The University of Durham (1832), King’s College, London (1831), and St. David’s College, Lampeter (1827) were all Anglican foundations. Cambridge was heavily clerical, Oxford even more so: virtually all heads of houses and tutors were clergymen, and most undergraduates intended to be clergymen. Both ancient universities enforced attendance at chapel and applied a religious test-Oxford on students entering the university, Cambridge on those graduating. The Scottish universities, by contrast, did not apply a religious test to their students (also true of Trinity College, Dublin from 1794), even if many of them intended to enter the Church of Scotland as ministers (at Aberdeen in the 1850s some 40% to 48% of entrants). A religious flavour was entirely absent, however. Lectures often opened with a prayer, and at Glasgow a thinly-attended ‘college service’ managed, just, to survive moves to abolish it in 1844. Nevertheless, compulsory chapel could not be a feature of the non-residential Scottish system. Nor were there university officials to enforce student discipline extramurally. This distinctiveness of Scottish universities was underlined by Thomas Macaulay (at the time MP for Edinburgh) when he told Parliament in 1845, ‘a Jew might there be a master of arts or doctor of medicine … If a Principal at the University of Edinburgh were to meet one of the students drunk in the streets, it does not belong to his office to interfere or to punish’.

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"Trinity College Chapel, University of Oxford". W Glorious Temples or Babylonic Whores, 313–17. BRILL, 2019. http://dx.doi.org/10.1163/9789004398979_022.

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"Oxford, Trinity College, MS 42 (V)". W Latin Sermon Collections from Later Medieval England, 166–68. Cambridge University Press, 2005. http://dx.doi.org/10.1017/cbo9780511483394.033.

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Brock, M. G. "The Oxford of Peel and Gladstone, 1800-1833". W The History Of The University Of Oxford, 7–71. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780199510160.003.0002.

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Abstract The reforms adopted by Oxford University and its colleges between 1790 and 1 8 ro have been described in The Eighteenth Century, and further detail is added in the chapters which follow.’ Most of the reforms came in a piecemeal way, as one college after another improved its practices. Oriel and Balliol, which were relatively free from ‘locality’ and other restrictions in their fellowships, led the way in making academic promise a decisive consideration in fellowship elections. Oriel’s fellowship examinations soon became something of a model. Corpus held rigorous scholarship examinations from the turn of the century and in 1816 Trinity followed suit. Increasing care was taken, by some heads at least, in the appointment of tutors; and the number of undergraduates left in complete idleness was reduced. The system of college tests and progress reports, named ‘collections’, long in force at Christ Church, was adopted elsewhere. Oriel introduced written work into its collections in 1828. College statutes could sometimes be invoked to impede crucial changes; but, where there was a will to effect reforms, a way could usually be found.

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Blank, Daniel. "The Insular Academy". W Shakespeare and University Drama in Early Modern England, 38—C2P65. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192886095.003.0003.

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Abstract This chapter discusses several sixteenth-century plays that dramatize the inwardness of the early modern university. It begins with Edward Forsett’s comedy Pedantius, which debuted at Trinity College, Cambridge, in 1581. The play was ostensibly a satire of the scholar Gabriel Harvey, but in a larger sense it presented an unflattering portrait of academic culture, signifying how university drama provided a medium for institutional critique. The chapter shows how this trend moved from the university stage to the commercial stage in the hands of two “University Wits,” Christopher Marlowe and Robert Greene. The chapter examines two of their plays in particular, Marlowe’s Doctor Faustus and Greene’s Friar Bacon and Friar Bungay, which brought onto the public stage elements of the academic satire that the authors had witnessed at university. The public stage, this chapter argues, became a space in which playwrights could critique the insularity of the university—a tradition that had its origins in the universities themselves. The chapter shows how Shakespeare participated in this tradition with Love’s Labour’s Lost, a play primarily concerned with a particularly virulent aspect of academic isolation: the exclusion of women.

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Curthoys, C. "The ‘Unreformed’ Colleges". W The History Of The University Of Oxford, 134–45. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780199510160.003.0005.

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Abstract At the beginning of May 1848 the venerable Dr Routh, President of Magdalen, who was then in his ninety-third year, planted a cedar of Lebanon in the college grounds to mark the four-hundredth anniversary of the first charter given to his college. This scene during the year of revolutions, one observer remarked, presented a curious contrast with the planting of liberty trees ‘by our neighbours across the channel’.’ Charles Daubeny, a fellow of Magdalen, later commented that the avoidance of revolutionary ‘political convulsions’ in England had ensured the survival of her two ancient universities with their wealth and constitutions intact.2 Like all the Oxford colleges, Magdalen had experienced no decisive breach with the past for two centuries; and the successful resistance to James II’s assault on the college’s independence was carefully commemorated. Dr Plumptre, the Master of University College, reminded the Archaeological Institute meeting in June 1850 that Oxford’s buildings were ‘memorials’ to a long history of independence from external interference.

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Burrows, Daron. "8. Learning from an Anglo-Norman Apocalypse: Oxford, University College, MS 100". W Literary Echoes of the Fourth Lateran Council in England and France, 1215-1405, 197–228. Pontifical Institute of Mediaeval Studies, 2019. http://dx.doi.org/10.1515/9781771104005-010.

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