Gotowe bibliografie tematyczne / St. Hilda's College (Oxford, England)

Gotowa bibliografia na temat „St. Hilda's College (Oxford, England)”

Autor: Grafiati

Data publikacji: 26 lipca 2024

Data aktualizacji: 27 lipca 2024

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Artykuły w czasopismach na temat "St. Hilda's College (Oxford, England)"

Allen, Anita L. "IDEAS AND IDEALS: HONOURING JOYCE MITCHELL COOK". Think 20, nr 59 (2021): 31–47. http://dx.doi.org/10.1017/s1477175621000178.

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In the twentieth century, most PhD-trained academic philosophers in both the United States and United Kingdom were white men. The first black woman to earn a PhD in Philosophy was Joyce E. Mitchell Cook (1933–2014). A preacher's daughter from a small town in western Pennsylvania, Cook earned a BA from Bryn Mawr College. She went on to earn degrees in Psychology, Philosophy and Physiology from St Hilda's College at Oxford University before earning a PhD in Philosophy from Yale University in 1965. At Yale she served as Managing Editor of the Review of Metaphysics and was the first woman appointed as a teaching assistant in Philosophy. She taught at Howard University for nearly a decade and held positions in national government service in Washington, DC, before retiring to a life of independent study of the black experience. Although she did not publish much in her lifetime, Cook deserves to be remembered as: first, an academic trailblazer who proved that race and gender are not barriers to excellence in philosophy; second, a public philosopher who broke barriers as a foreign and economic affairs analyst and presidential speech writer; third, among the first philosophical bioethicists of informed consent and experimentation on humans; and, fourth, an analytic philosopher of race, opposing claims that blacks suffer from inherited intellectual inferiority. Cook's achievements can inspire women of all backgrounds who love philosophy to pursue graduate studies and academic careers.

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Malausséna, Katia. "Commemorating the millennium in London : stages and spaces". Recherches anglaises et nord-américaines 36, nr 3 (2003): 85–99. http://dx.doi.org/10.3406/ranam.2003.1708.

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Commemorating the millennium in London : stages and spaces Katia Malaussena, St Hugh’s College, University of Oxford, England Cet article analyse l’espace scénique des célébrations officielles organisées à Londres par le gouvernement de Tony Blair pour célébrer le nouveau millénaire. Il montre que ces festivités projetaient une vision renouvelée de la nation, s’efforçant d’y inclure tous les citoyens du Royaume-Uni, fondée sur une rhétorique dialectique du patrimoine alliant le sens du passé à la vision d’un nouveau «millénium».

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Orme, Nicholas. "An English Grammar School ca. 1450: Latin Exercises from Exeter (Caius College MS 417/447, folios 16v–24v)". Traditio 50 (1995): 261–94. http://dx.doi.org/10.1017/s0362152900013246.

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Our knowledge of school education in medieval England has been immeasurably advanced during the last fifty years or so by the study of school textbooks. When the topic of medieval English schools was first identified in the 1890s, by A. F. Leach and others, it centered chiefly on their organization. Scholars collected references to their existence and continuity, together with the rather sparse records of their constitutions, masters, and pupils. Then, in the 1940s, the late R. W. Hunt drew attention to the manuscripts by which Latin and English were taught and studied in schools, a source that has since been explored by other writers. The study of manuscripts, it is now clear, enables us to understand much of what the schools taught, to gauge better the objectives and standards of school education, and to measure the similarities and differences between schools. Some of the surviving manuscripts cannot be attributed to particular schools, masters, or pupils, and therefore form a guide to education only in general. Others can be more exactly located. Dr. David Thomson, who has studied twenty-four fifteenth-century school manuscripts that contain material in Latin and English, is able to link at least half to particular schools, including Basingwerk Abbey (north Wales), Battlefield College (Shropshire), Beccles (Suffolk), Eton College (Bucks.), Exeter (Devon), St. Anthony's School (London), Magdalen College School (Oxford), St. Albans (Herts.), and Winchester College (Hants.). Other manuscripts can be attributed to Barlinch Priory (Somerset), Newgate School Bristol (Gloucs.), and Lincoln or its vicinity. This is a wide selection of places, geographically and institutionally. There are schools connected with monasteries (Barlinch and Basingstoke), fee-paying town grammar schools (Beccles, Exeter, and St. Albans), and the free grammar schools endowed during the later Middle Ages, such as Eton, St. Anthony's London, Magdalen College Oxford, and Winchester.

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Litvack, Leon B. "An Auspicious Alliance: Pugin, Bloxam, and the Magdalen Commissions". Journal of the Society of Architectural Historians 49, nr 2 (1.06.1990): 154–60. http://dx.doi.org/10.2307/990474.

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This article forms the sequel to "The Balliol that Might Have Been: Pugin's Crushing Oxford Defeat" (JSAH, XLV, 1986, 358-373). That study showed that Augustus W. N. Pugin (1812-1852) was prevented from carrying out his plans for renovating Balliol College, Oxford, because of his somewhat singular views and oppressive nature, combined with the prevailing sentiments against Roman Catholics in the University. The present study surveys the history of the two small commissions that Pugin was granted: the Magdalen College gateway and the Church of St. Lawrence, Tubney (the only Anglican church Pugin ever built). In both cases Pugin was appointed as architect through the benevolence of Dr. John Rouse Bloxam, in appeasement for the failures at Balliol. Pugin executed the designs in secrecy and with extraordinary speed, thereby hoping to avoid criticism or scandal, in an effort to erect a small monument to himself in Oxford, his "city of spires," which he hoped could serve as the model for the 19th-century Gothic revival in England.

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Dingle, Lesley. "Conversations with Emeritus Professor Stroud Francis Charles (Toby) Milsom: A Journey from Heretic to Giant in English Legal History". Legal Information Management 12, nr 4 (grudzień 2012): 305–14. http://dx.doi.org/10.1017/s1472669612000679.

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AbstractLesley Dingle, founder of the Eminent Scholars Archive at Cambridge, gives a further contribution in this occasional series concerning the lives of notable legal academics. On this occasion, the focus of her attention is Stroud Francis Charles (Toby) Milsom QC BA who retired from his chair of Professor of Law at the University of Cambridge in 2000 after a distinguished career as a legal historian at the universities of Oxford, London School of Economics and St John's College Cambridge. His academic life and contentious theories on the development of the Common Law at the end of the feudal system in England were discussed in a series of interviews at his home in 2009. At the core are aspects of his criticism of the conclusions of the nineteenth century historian Frederick William Maitland, upon which the teaching of the early legal history of England was largely based during much of the 20th century. Also included are insights into his research methods in deciphering the parchment Plea Rolls in the Public Records Office, and anecdotes relating to his tenure as Dean at New College Oxford (1956–64) as well as associations with the Selden Society: he was its Literary Director, and later President during its centenary in 1987. Professor Milsom also briefly talked of his memories of childhood during WWII and his inspirational studies as a student at the University of Pennsylvania (1947–48).

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Hughes, R. A. C. "Inflammatory neuropathy: Sixth meeting of the Peripheral Neuropathy Association held in St. Catharine's College, Oxford, England August 14-18, 1990". Neurology 41, nr 5 (1.05.1991): 758–59. http://dx.doi.org/10.1212/wnl.41.5.758.

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Orme, Nicholas. "A Medieval Almshouse for the Clergy: Clyst Gabriel Hospital near Exeter". Journal of Ecclesiastical History 39, nr 1 (styczeń 1988): 1–15. http://dx.doi.org/10.1017/s002204690003904x.

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Walter Stapledon, bishop of Exeter 1308-26, treasurer of England and victim of the downfall of Edward 11, was a notable benefactor of the Church. As well as giving generously to the rebuilding of Exeter Cathedral (where he was buried in a splendid tomb beside the high altar), he founded or planned three institutions for the clergy of his diocese: a school foundation for a tutor and twelve pupils in the hospital of St John at Exeter; a college for a chaplain and twelve scholars at Oxford (now Exeter College); and a hospital for two chaplains and twelve infirm priests at Clyst Gabriel in Bishop's Clyst, four miles east of Exeter. Unlike the college, the hospital has long since disappeared, but its records survive in unusual profusion for such a small foundation. Not only do they reveal the constitutional and financial history of the house, they also preserve the names of many of its inmates, the dates of their entry and of their deaths or departures. Clyst Gabriel possesses, in effect, one of the oldest registers of patients in an English hospital, commencing as early as 1312.

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Nikhilesh, Nikhilesh. "Critical Assessment of Poetry of Philip Larkin". International Journal of English Literature and Social Sciences 7, nr 6 (2022): 200–205. http://dx.doi.org/10.22161/ijels.76.28.

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In the year 1922, Philip Larkin was born in Coventry, which is located in England. In addition to finishing with First Class Honors in English, he received his Bachelor of Arts degree from St. John's College, Oxford, where he also became friends with the author and poet Kingsley Amis. After completing his undergraduate degree, Larkin went on to pursue professional courses in order to become a librarian. He began his career in Shropshire and Leicester, continued it at Queen's College in Belfast, and ended it as the librarian at the University of Hull. He worked in libraries the whole of his life. Not only did Larkin produce volumes of poetry, but he also wrote and published two novels, Jill (1946) and A Girl in Winter (1947), as well as jazz music criticism, essays, and review articles. The latter were compiled into two books: All What Jazz: A Record Diary 1961-1968 (1970; 1985) and Required Writing: Miscellaneous Pieces 1955-1982. Both were published in 1970 and 1985 respectively (1984). Before his death in 1985, he was considered by many to be "England's other Poet Laureate." He was one of the most well-known poets to emerge from England in the decades after World War II. In point of fact, when the post of laureate became available in 1984, numerous poets and critics advocated for Larkin's election to the position; nevertheless, Larkin chose to stay out of the spotlight.

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Pratt, K. "Villon at Oxford: The Drama of the Text. Proceedings of the Conference Held at St Hilda's College, Oxford, March 1996. Edited by Michael Freeman and Jane H. M. Taylor. (Faux Titre, 165). Amsterdam, Rodopi, 1999. iv+391 pp. Pb 36.00; $66.50; 360F." French Studies 55, nr 3 (1.07.2001): 370–71. http://dx.doi.org/10.1093/fs/55.3.370.

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Brighton, Trevor, i Brian Sprakes. "Medieval and Georgian Stained Glass in Oxford and Yorkshire. The Work of Thomas of Oxford (1385–1427) and William Peckitt of York (1731–95) in New College Chapel, York Minster and St James, High Melton". Antiquaries Journal 70, nr 2 (wrzesień 1990): 380–415. http://dx.doi.org/10.1017/s0003581500070840.

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In the story of the survival and revival of glass-painting in post-Reformation England, York and Oxford play a significant part. York was especially important because it supported three important artists who helped to maintain the city as a major glass-painting centre, namely Bernard Dinninckhoff (fl. 1585-c. 1620), Henry Gyles (1645–1709), and William Peckitt (1731–95). Oxford's part lay in its patronage of glass-painters. Various colleges patronized foreign and native artists, in particular Abraham and Bernard van Linge, Henry Gyles, William Price and William Peckitt.

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Książki na temat "St. Hilda's College (Oxford, England)"

The Centenary history of St Hilda's College, Oxford. Oxford: Lindsay Ross Publishing for St Hilda's College, 1993.

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Wigan Foundation for Technical Education. i Great Britain. Department of Education and Science., red. Responsible bodies, problems amd issues: 17-20 September 1985, St. Hilda's College Oxford. Wigan: Wigan Foundation for Technical Education, 1985.

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Nick, Ashton, David Andrew i Lithic Studies Society, red. Stories in stone: Proceedings of anniversary conference at St Hilda's College, Oxford, April 1993. London: Lithic Studies Society, 1994.

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Michael, Freeman, i Taylor Jane H. M, red. Villon at Oxford: The drama of the text : proceedings of the conference held at St. Hilda's College Oxford, March 1996. Amsterdam: Rodopi, 1999.

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Land and Property Development Conference (1989 St Hilda's College, Oxford and Oxford Polytechnic). Land and property Development: New directions : transactions of the Land and Property Development Conference held at St. Hilda's College, Oxford and Oxford Polytechnic 14-16 September 1989. London: Spon, 1989.

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1950-, Grover Richard, red. Land and property development: New directions, transactions of the Land and Property Development Conference held at St Hilda's College, Oxford and Oxford Polytechnic, 14-16 September 1989. London: E.& F.N. Spon, 1989.

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University of Waterloo. Centre for the New OED and Text Research. Annual Conference. Using corpora: Proceedings of the conference, September 29 - October 1, 1991, St. Catherine's College, Oxford, England. Waterloo, Ont: The Centre, 1991.

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Encounter, Anglo-Irish. Conference on Irish studies in England: St. Peter's College, Oxford, 20-22 September 1985. [London?]: Anglo-Irish Encounter in association with the British Association for Irish Studies, 1985.

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International Conference on Artificial Intelligence and Law (3rd 1991 Oxford, England). The Third International Conference on Artificial Intelligence & Law: Proceedings of the conference, June 25-28, 1991, St. Catherine's College, Oxford, England. New York, N.Y: Association for Computing Machinery, 1991.

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University of Waterloo. Centre for the New Oxford English Dictionary. Conference. Dictionaries in the electronic age: Fifth annual conference of the UW Centre for the New Oxford English Dictionary : proceedings of the conference, September 18-19, 1989, St. Catherine's College, Oxford, England. Waterloo, Ont: UW Centre for the New OED, University of Waterloo, 1990.

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Części książek na temat "St. Hilda's College (Oxford, England)"

Barrow, G. W. S. "Kathleen Major 1906–2000". W Proceedings of the British Academy, Volume 115 Biographical Memoirs of Fellows, I. British Academy, 2003. http://dx.doi.org/10.5871/bacad/9780197262788.003.0016.

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Kathleen Major, a medieval historian with a particular interest in archiving and the study of the diplomatic, was chief officer of the Lincoln Diocesan Record Office and a member of St Hilda's College, Oxford, becoming Principal in 1955 for ten years. She later held a ‘special chair’ in medieval history at Nottingham University and served on the council of the Royal Historical Society. In 1977, Major was elected Fellow of the British Academy and, in retirement, collaborated on extensive surveys of old buildings in Lincoln. Obituary by G. W. S. Barrow FBA.

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Dutton, Elisabeth. "The Christmas drama of the household of St John’s College, Oxford". W Household knowledges in late-medieval England and France. Manchester University Press, 2019. http://dx.doi.org/10.7765/9781526144225.00011.

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Ganz, David. "The annotations in oxford, bodleian library, auct. D. 11. 14". W Belief and Culture in the Middle Ages, 35–44. Oxford University PressOxford, 2001. http://dx.doi.org/10.1093/oso/9780198208013.003.0006.

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Abstract Oxford, Bodleian Library, Auct. D. II. 14 is one of two surviving Italian gospel books which had reached Anglo-Saxon England by the end of the seventh century (pls. 1-2). The other, Cambridge, Corpus Christi College, 286 has long been called the Gospels of St Augustine, and fanciful accounts of its place of origin and its arrival in England have ensured that it has recently kept company with England’s primates. Oxford, Bodleian Library, Auct. D. II. 14 was given to Sir Thomas Bodley by Robert Cotton in 1603, and clear evidence of its earlier history is lacking. It contains an Italian text of the gospels, now incomplete,4 which editors have long calledO. The frequent annotations found in this manuscript make it possible to explore its history and use from the seventh to the twelfth century.

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Chan, Raymond H., Chen Greif i Dianne P. O’Leary. "Major Awards". W Milestones In Matrix Computation: Selected Works Of Gene H. Golub, With Commentaries, 30–31. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199206810.003.0003.

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Abstract March, 1958, National Science Foundation Postdoctoral Fellowship for study at Cambridge University, Cambridge, England. [A2] Fellow of AAAS, 1981. [A3] Award for Leadership in Numerical Analysis (Forsythe Lecturer), 1978. [A4] Honorary Fellow, St. Catherine’s College, Oxford, 1983. [A5] Alumni Honor Award for Distinguished Service, University of Illinois at Urbana-Champaign, 1983.

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Williamson, Magnus. "Making Do? Musical Participation in an Early-Tudor College". W History of Universities, 143–59. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198848523.003.0009.

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This chapter addresses Corpus Christi College’s trilingual library. By 1545, trilingualism in different forms and to greater or lesser degree had become manifest in several places in continental Europe. In England, the same trends were already visible at St. John’s College, Cambridge, where John Fisher had insisted on lectures not only in Greek but also in Hebrew, the latter supererogatory. In Oxford, Laurence Humphrey in about 1566 established a public Hebrew lectureship at Magdalen College. As Hebrew grammars, dictionaries, and concordances poured from the printing presses, the majority intended for a Christian readership, Hebrew literacy grew. The chapter then looks at the Latin, Greek, and Hebrew manuscripts in Corpus Christi College’s trilingual library.

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Blank, Daniel. "Disputed Prophecies in Macbeth". W Shakespeare and University Drama in Early Modern England, 95—C4P76. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192886095.003.0005.

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Abstract When King James I visited Oxford in 1605, he was greeted with a short play entitled Tres Sibyllae. The play, written by a Fellow of St. John’s College named Matthew Gwinne, featured three students dressed as forest-dwelling sibyls who hailed the King as the descendent of Banquo, referencing an old prophecy about the Scottish line of kings. This chapter begins by exploring the connection between Tres Sibyllae and Shakespeare’s Macbeth, likely written and performed the following year. The chapter argues that Gwinne’s play illuminates the political stakes of Shakespeare’s play: while Tres Sibyllae triumphantly looks to the past, declaring James the fulfillment of the ancient prophesy, Macbeth looks ahead to an uncertain future. The chapter situates Gwinne’s play in the larger context of James’ royal visit, drawing a particular connection between Macbeth and academic disputation before coming to a discussion of the link between disputation and equivocation. Through a reading of Macbeth, the chapter ultimately suggests that the play critiques the emptiness and the extravagance of political ceremony, even as Shakespeare drew on material from the 1605 Oxford visit that exemplified it.

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Bailey, Natasha. "The Fate of the Soul in Mid-Eighteenth-Century Oxford". W History of Universities: Volume XXXVI / 2, 205—C9P44. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198901730.003.0010.

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Abstract This chapter assesses the pedagogic shifts that occurred in the early eighteenth century and forever altered the place of theology within the universities. It studies a draft letter that an undergraduate of St John’s College, Oxford, Ralph Brockman, composed in 1744, revealing a certain tension in the teaching objectives foregrounded in mid-eighteenth-century Oxford. On the one hand, students were given considerable freedom to read what they wanted and were explicitly encouraged to think ‘outside of the box’. On the other hand, they were, by and large, only supposed to do so within and up to the sometimes porous boundaries of the dogmatic framework enshrined in the Thirty-Nine Articles, the truth of which students had to attest to upon matriculation. This tension was exacerbated by the intense, vernacular debates about Christian fundamentals that rocked England during Brockman’s youth. In this context, even young students began to be encouraged to think inventively about how best to combat novel religious heterodoxies, and some even published their retorts to dissenting voices. In undertaking the first kind of ‘liberal’ education, some students (including Brockman) found themselves approaching revelation in more creative ways than their tutors would perhaps have found palpable.

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Ash, Timothy Garton. "Introduction to Michael Ignatieff". W 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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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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Dunn, John, i Tony Wrigley. "Thomas Peter Ruffell Laslett 1915–2001". W Proceedings of the British Academy Volume 130, Biographical Memoirs of Fellows, IV. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263501.003.0005.

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Thomas Peter Ruffell Laslett (1915–2001), a Fellow of the British Academy, spent much of his childhood in Oxford but his secondary education took place in the Grammar School at Watford, where his father had become minister. In 1935, Laslett went up to St John’s College at the University of Cambridge to read history, graduating with a double first in 1938. In 1947, he married Janet Crockett Clark, who provided the secure and happy foundation for all his other activities over the next half century. From his childhood, well before showing any special aptitude for formal historical study, Laslett was intensely fascinated by the past inhabitants of England. His work on John Locke produced two enduring achievements: an edition of the Two Treatises of Government and a catalogue of Locke’s library. He also exerted a wider influence upon political theory by his editorship of a series of collections of essays devoted to the changing status and vitality of political thinking.

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Raporty organizacyjne na temat "St. Hilda's College (Oxford, England)"

Gemmill, R. International workshop on Chromosome 12 held at St. Catherine`s College, Oxford, England, September 18--20, 1992. Final report. Office of Scientific and Technical Information (OSTI), grudzień 1992. http://dx.doi.org/10.2172/10165562.

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