Literatura científica selecionada sobre o tema "Orphan Working School (London, England)"

The saying “It takes a village to raise a child” has never been truer than in my case. This autobiographical article documents my growing up and working on three different continents and my influencers along the way. Born in a village in Nigeria, West Africa, I spent the first 12 years of life with my grandmother living in a mud house and attending a village primary school. I walked barefoot to school every day, learned to read, and wrote on a chalk slate. At the age of 13, I moved to my second “village,” London, England. In secondary school my love of science began to blossom. I attained a double major in chemistry and human biology from the University of Hertfordshire and a PhD in biophysics from the University of London, with a research project aimed at designing anticancer agents. I was mentored by Terence Jenkins and Stephen Neidle. For my postdoctoral training, I crossed the ocean again, to the United States, my third “village.” In Michael Rossmann's group at Purdue University, my love for viruses was ignited. My independent career in structural virology began at Warwick University, England, working on pathogenic single-stranded DNA packaging viruses. In 2020, I am a full professor at the University of Florida. Most of my research is focused on the adeno-associated viruses, gene delivery vectors. My list of mentors has grown and includes Nick Muzyczka. Here, the mentee has become the mentor, and along the way, we attained a number of firsts in the field of structural virology and contributed to the field at the national and international stages.

Kurt Aterman was raised in the Czech-Polish portions of the former Austro-Hungarian Empire during World War I and the interwar period. After completing medical school and beginning postgraduate pediatrics training in Prague, this Jewish Czech physician fled to England as a refugee when the Nazis occupied his homeland in 1939. He repeated/completed medical training in Northern Ireland and London, working briefly as a pediatrician. Next, he served in the Royal Army Medical Corp in India, working as a pathologist. After the war and additional pathology training, he spent the next decade as an experimental pathologist in Birmingham, England. After completing a fellowship with Edith Potter in Chicago, Aterman spent the next 2 decades as a pediatric-perinatal pathologist, primarily working in Halifax, Canada. Fluent in many European languages, he finished his career as a medical historian. Aterman published extensively in all 3 arenas; many of his pediatric pathology papers were massive encyclopedic review articles, accurately recounting ideas from historical times. Aterman was a classical European scholar and his papers reflected this. Aterman was one of the founding members of the Pediatric Pathology Club, the predecessor of the Society for Pediatric Pathology. This highly successful refugee’s writings are important and memorable.

Robert Hooke was a brilliant British experimental and theoretical scientist who lived and worked in London during the seventeenth century. As a child, Hooke suffered from a devastating case of smallpox that left him physically and emotionally scarred for the rest of his life. He was born the son of a minister on July 18, 1635, at Freshwater, on the Isle of Wight. Hooke's father, John Hooke, took an active role in Robert's early education until he entered the Westminster School at the age of thirteen following his father's suicide. After graduating Westminster in 1648, Hooke first conducted an apprenticeship with artist Sir Peter Lely and then entered Oxford University where he met and studied under some of the greatest scientists in England. Hooke eventually became a paid assistant for Robert Boyle and helped develop a working air pump. He remained in Boyle's laboratory until 1662 when he was made curator of experiments for the Royal Society of London, a job that entailed demonstration of scientific equipment and experimental procedures during weekly meetings of the entire society.

Using a case study approach, this article will offer a reflective account of how a forensic psychologist can utilise professional skills and training in a secondary role within the criminal justice system, namely as an intermediary. Registered intermediaries (RI) are professionals from backgrounds such as psychology, speech therapy and mental health nursing who have been selected by the Ministry of Justice as suitable to be trained for this additional role during police witness interviews and when vulnerable witnesses give testimony at court. Selected professionals receive five days’ training with barristers from the City Law School in London about the legal processes of working as an RI within the police station and at court. There are approximately 120 registered intermediaries available in England and Wales who were recruited specifically to work with vulnerable witnesses rather than vulnerable defendants (O’Mahony, 2008/9). My interest in the scheme arose four years ago as a result of my interest in policing and the criminal courts as well as my work at the time in working with adults with a learning disability who had been detained in a medium secure unit.

This article explores the impetus and motivation for the McMillan sisters, Christian Socialists committed to creating change for the working class in England, to create an innovative and enduring ideal of nursery education through the open-air nursery. Influenced by their membership in the Fabian Society and the Independent Labour Party, they created health and dental clinics for people living in deprivation in Yorkshire and East and South East London, England, campaigned for the 1906 Provision of School Meals Act, and created night camps for deprived children in Deptford in 1908.The night camps were the inspiration for educating young children and in March 1914, the open-air nursery opened for the youngest children living in the tenements of Deptford.Using archival methods, the conclusion is reached that the McMillan sisters, and Margaret specifically, worked tirelessly to create social change through the open-air nursery serving the deprived surrounding community. By modelling good practice, both educationally and hygienically, they hoped to make a difference in the lives of families stuck in a cycle of poverty. The enduring work and ideas formulated in this nursery has informed many initiatives focused upon reducing social disadvantage, to include the UK framework ‘Every Child Matters’.

Mary Ward was born in 1585 near Ripon, eldest child of a recusant family. She spent her whole life until the age of 21 in the intimate circle of Yorkshire Catholics, with her parents, her Wright grandparents at Ploughland in Holderness, Mrs. Arthington, née Ingleby, at Harewell Hall in Nidderdale, and finally with the Babthorpes of Babthorpe and Osgodby. Convinced of her religious vocation, but of course unable to pursue it openly in England, she spent some time as a Poor Clare in Saint-Omer in the Spanish Netherlands, first in a Flemish community, then in the English house that she helped to found. She was happy there, but was shown by God that he was calling her to ‘some other thing’. Exactly what it was to be was not yet clear, so she returned to England, spent some time in London working for the Catholic cause, and discovering that there was much for women to do—then returned to Saint-Omer with a small group of friends, other young women in their 20s, to start a school, chiefly for English Catholic girls, and through prayer and penance to find out more clearly what God was asking. Not surprisingly, given her early religious formation in English Catholic households, served by Jesuit missionaries, and her desire to work for her own country, the guidance that came was ‘Take the same of the Society’. She spent the rest of her life trying to establish a congregation for women which would live by the Constitutions of St. Ignatius, be governed by a woman general superior, under the Pope, not under diocesan bishops or a male religious order, and would be unenclosed, free to be sent ‘among the Turks or any other infidels, even to those who live in the region called the Indies, or among any heretics whatsoever, or schismatics, or any of the faithful’. There were always members working in the underground Church in England, and in Mary Ward's own lifetime there were ten schools, in Flanders and Northern France, Italy, Germany and Austria-Hungary. But her long struggle for approbation met with failure—Rome after the Council of Trent, which had insisted on enclosure for all religious women, was not yet ready for Jesuitesses. In 1631 Urban VIII banned her Institute by a Bull of Suppression, imprisoning Mary Ward herself for a time in the Poor Clare convent on the Anger in Munich. She spent the rest of her life doing all she could to continue her work, but when she died in Heworth, outside York, in 1645 and was buried in Osbaldwick churchyard, only a handful of followers remained together, some with her in England, 23 in Rome, a few in Munich, all officially laywomen. It is owing to these women that Mary Ward's Institute has survived to this day.

IntroductionPersistent infection with HPV can result in cancers affecting men and, especially, women. Lower uptake exists by area and different population groups. Increasing parental confidence about, and adolescent access to, the universal HPV vaccination programme may help reduce inequalities in uptake. However, the evidence-base for interventions to address uptake for schools-based HPV vaccination programmes is currently lacking. This study protocol outlines how a multicomponent intervention to address this evidence gap will be codesigned with parents.Methods and analysisThe proposed research will be undertaken in localities covered by two immunisation teams in London and the south-west of England. The ‘person-based approach’ to intervention development will be followed. In the first phase, an exploratory qualitative study will be undertaken with key stakeholders (n=8) and parents (n=40) who did not provide consent for their adolescent child to be vaccinated. During the interviews, parents’ views on ways to improve parental confidence about, and adolescents’ access to, HPV vaccination will be sought. The findings will be used to inform the co-design of a preliminary plan for a targeted, multicomponent intervention. In the second phase, at least two parent working groups (n=8) will be convened and will work with creative designers to co-design communication materials aimed at increasing parents’ confidence in vaccination. At least two workshops with each parent group will be organised to obtain feedback on the intervention plan and communication materials to ensure they are fit for purpose. These findings will inform a protocol for a future study to test the effectiveness of the intervention at increasing HPV vaccination uptake.Ethics and disseminationThe National Health Services Research Ethics Service and London School of Hygiene & Tropical Medicine Observational / Interventions Research Ethics Committee provided approvals for the study (reference 22/SW/0003 & 26902, respectively). We will work with parent advisory groups to inform our dissemination strategy and co-present our findings (eg, at community events or through social media). We will disseminate our findings with academics and healthcare professionals through webinars and academic conferences, as well as peer-reviewed publications.

The topic of my research is the Hungarian students at the universities of England and Scotland in the modem age (1789-1914). In this topic, prof. emer. George Gömöri carried on research-work on Hungarian students in England and Scotland (16—17th century) and there are other researchers and historians who are concerned with making scientific investigations on H ungarian and Transylvanian students abroad like Richard Hörcsik and Agnes Simovits. Moreover, regarding to the Transylvanian Unitarians: Elisabeth Zsakó and Andrew Kovács have to be mentioned. My research includes the studies of students from the Hungarian Kingdom and from Transylvania. I burrowed in sources and I collected references and trying to find all of the H ungarian students who studied in England and Scotland during the long 19th century. First of all I examined the matriculation books of Oxford and Cambridge which contain facts about the students’ birth-places, nationality or their origin, the date of entry, and their fathers' name. I also checked the registers of the colleges in w hich I found the same data. Furthermore, I burrowed in the documents of the H ungarian Protestant church districts, especially the documents of foreign affairs and of the educational administration. I also searched through the annual reports of Universities. After all I completed my data from different encyclopedias, like Pallas, Szinnyei's or Révai's. During the long 19th century 13 English and 4 Scottish universities existed. I found H ungarian and Transylvanian students in 4 English universities and in all the Scottish ones. Altogether there were 226 students. A couple of them studied in more universities. In England: 138. In London: 70, in Cambridge: 32, in Oxford: 30, in Manchester: 1, the target universities of 5 students are unknown. In Scotland: 101. In Edinburgh: 91, in Aberdeen: 5, in Glasgow: 3, in St. Andrew's: 2. (I mention that during my research I found 2 other Hungarian students who studied in Belfast.) Before 1860 we can't talk about the flow of students, according to my research there were only 10 students. 1 have to emphasize that my research has not been finished yet, consequently the num bers may change in the future. Studying in England and in Scotland wouldn't have been possible without the foreign or the home scholarships and foundations. I found that the greater part (more than 50 per cent) of the students who studied in England and in Scotland, traveled and studied with the assistance of English and Scottish foundations. More than 80 of the Hungarian students learnt theology at the Neu> College in Edinburgh, where a foundation was founded in 1863 for H ungarian and Czech reformed theological students; which granted 50 pounds per capital for 2 people from both of the countries in every year. Another foundation existed for Transylvanian Unitarians by the Manchester New College which institute was situated in London, than in 1889 it moved to Oxford. This college welcome 20 Transylvanian Unitarians who studied theology, pedagogy and other arts. For Transylvanian Unitarian women there was another scholarship - so-called the Sharpefoundation - in London at the Charming House School, which made possible for 16 Transylvanian women to study different studies in England between 1892 and 1914. Besides these foreign foundations there were H ungarian ecclesiastical relief funds which helped students who would have liked to study in England and Scotland. I found Szalapfoundation among the documents of the Trans-Danubian Church District. In other church districts there were other aids about 200 korona/crowns per capital and in special cases the church district awarded 400 crowns to a student to cover his travel expenses. In H ungary there were other foundations at the universities to maintain the students who wanted to study in England. After having finished their studies in Hungary, the medical students could gain experiences in England with the Benc-travelling-scholarship and w ith the Schordann-scholarship. In the early years of the 20th century medical students studied at the universities of England and Scotland for 2 years in general. Tor engineers there was the Abraham Ganz scholarship which made the way free to England. Furthermore, I found a Joseph Ferenc jubilee scholarship, it was the foundation of the city of Budapest which made possible for students to study abroad, especially in London. Besides these, other state-foundation existed for students. The religious distribution of the students is the following: Reformed: 100, Unitarian: 38, Catholic: 6, Jew: 8, Evangelical: 4. It can be ascertained that the greater part of the students were reformed and Unitarian who according to my research studied theology at the universities of England and Scotland. Regarding the origin of the students, more than 22% came from Transylvania. The 50% of the Transylvanians chose London as a destination. It is worth examining what kind of jobs they took and what kind of articles and books they wrote in connection with their English and Scottish studies after they had returned from England or from Scotland. The majority became teachers and pastors. First of all they examined the educational system of England and Scotland, secondly they saw the renewal of the Free Church of Scotland so they played an important role in the changes of the Hungarian Reformed Church. For instance the new institution whereas priests are working in prisons came from Scotland too. Owing to the fact that there were H ungarians who studied medical science in England, they acquainted H ungary with new scientific achievements. Those who became the m asters of English language found employment in diplomacy or they became interpreters and translators. As a result of their works, the writings of Darwin, John Stuart Mill and Shakespeare could be read in Hungarian. Those who got job in connection with politics or law, examined the Anglo-Saxon system of law and the English parliamentarism. They wrote books about the comparison of the H ungarian and English system of government, also about the international law ... etc. A m ong the Hungarian engineers Andrew Veress w ho finished his studies in England took part in building the first Romanian railway. What is more, the botanist, paleontologist and mineralogist Elek Pávai Vajna, who originated from Transylvania, studied natural sciencies in England. O n top of all, the famous Asia-scientist Aurel Stein studied in England too. Thanked to other students who were engaged in horticulture the English style of parks became know n in H ungary. As a conclusion I w ould like to summarise my experiences. The revealed data shows that the m ajor part of Hungarian students who studied in England and Scotland, were Reformed theological men students w ho studied with the aid of foreign foundations after 1860. W ithout a scholarship it was hard to get to England and Scotland, because of the distance and the other reason w as that the University of Cambridge and Oxford w ere elite schools and too expensive for Hungarians. In these schools the members of H ungarian aristocratic families could study like Ziehy s, Batthyány's, Esterházy's and Festetics’s. Thanked to their foreign studies the Hungarian students brought back the new scientific achievem ents and knowledge from England/Scotland w hich led to the modernization and scientific renewal of Hungary.

Abstract. John Eustace Whittaker was born near Burnley, Lancashire on 25 September 1945 and educated at St Mary’s College, Black-burn. Despite being a devoted Lancastrian, fate has decreed that since leaving school he has spent the rest of his life elsewhere and he is now a resident of south Essex. His interest in earth science was stimulated by the Geography and Geology teacher at St Mary’s College, Ken James, and consequently he entered the then University College of Wales, Aberystwyth to read Joint Geography and Geology in 1964. John was, however, ‘rescued’ from the geographical side of things by the redoubtable Robin Whatley (TMS Honorary Member 2004) and, in 1967, commenced research under his supervision, at the same time striking up what was to become a lifelong friendship with him, and also with John Haynes. John’s doctoral work concerned living ostracods of coastal sites in southern England and his thesis, ‘The taxonomy, ecology and distribution of Recent brackish marine Ostracoda from localities along the coast of Hampshire and Dorset (Christchurch harbour, The Fleet and Weymouth Bay)’, was a monumental two volumes submitted in 1972. From this developed Marine and Brackish Water Ostracods (Athersuch et al., 1989), an important synoptic work still in regular use (if you can find a copy). Fate again took a hand when, in 1971, a position in the Natural History Museum, London became available, working with another formidable character, the late Geoffrey Adams – on foraminifera rather than ostracods! John worked at the NHM until his retirement in . . .

Joseph Lister – the largest English surgeon and scientist, the founder of antiseptics, President of the Royal society of surgeons, a member of the house of lords. Joseph Lister was born on 5 apr 1827 in England. In 1844 he graduated from high school, and in 1852, the medical faculty of the University of London and was appointed resident assistant College University hospital. The first scientific work of Lister was published in 1852 and was dedicated to the structure of the iris of the eye and its muscles. Soon Lister began working in the clinic of Professor George. Syme in Edinburgh and published lectures, devoted primarily to ophthalmology. In 1855 he became a member of the Royal College of surgeons and is a Professor in the George. Saimaa. In 1858 Lister became a surgeon of the Royal hospital in Edinburgh and at the same time began to read a course of surgery at the University. On 9 March 1860 he was appointed Professor of surgery in Glasgow. In 1867 in the journal "Lancet" published articles Lister, in which he argued the idea that wound infection is called a living beginning, introduced from the outside; was presented to combat surgical infection, comprising treating hand surgeon, surgical field and instruments, disinfection of the air by atomization of a solution of carbolic acid. In 1869 Lister was transferred to the surgical clinic in Edinburgh, and in 1877 he was given the chair of clinical surgery at king's College London. In 1884 Joseph Lister was given the title of baronet, from 1895 to 1900 he was President of the Royal society of surgeons; in 1897 appointed a member of the house of lords. In 1892 he was 65 years old and, according to the law, he had to leave the Department at the Royal College. Joseph Lister was made an honorary member of numerous universities and scientific societies, was awarded the Royal medal (1880), medal of Comenius (1877), albert (1894), Copley (1902); the order of merit (1902). Died Joseph Lister, on 10 February 1912 in Walmer. In honor of Joseph Lister has been named a genus of bacteria Listeria (Listeria), he is on the English postage stamp, issued in 1966.

Abstract Who ever thinks about T. S. Eliot as a classroom teacher, preparing lectures late at night and marking the papers of working-class adults who came exhausted from their jobs to attend his classes? Who ever considers how crucial was his teaching experience to the development of his poetry and criticism? Most of Eliot’s readers are quite familiar with the succession of his wartime activities after he arrived in England in September 1914—postgraduate student, new husband, dissertation writer, assistant editor, poet, reviewer, and banker. Biographical accounts of this period usually make passing mention of his brief tenure as a schoolmaster, begun out of financial necessity when he made the decision to marry and remain in England, but there is seldom the slightest notice of his Extension lectures for workers. He took his first position at the High Wycombe Grammar School in September 1915, earning £140 per annum, with dinner, until he found a slightly more remunerative position at the Highgate Junior School, which brought him £160, with dinner and tea. “I stayed at that for four terms,” he reported to his Harvard classmates,”then chucked it because I did not like teaching.”1 Even so, before he fled from the middle-class adolescents he had already applied for lecture and tutorial classes for adults with the Oxford University Extension Delegacy, and with the University of London Joint Committee for the Promotion of the Higher Education of Working People; his financial difficulties required him to continue teaching on a part-time basis

I have spent most of my living and working life in the countryside, surrounded by open fields, woodlands and hills, and in close contact with the soil. I recently changed my job and moved to the University of Manchester, which is in the centre of one of the largest cities in England. Because of this move my contact with soil is much less; in fact, as I walk each morning to my office, there is hardly a handful of soil to be seen. But is this really true of the whole city? Concrete, asphalt, and bricks certainly seal much of the ground in Manchester, as in most cities and towns. But soil is in abundance: it lies beneath the many small gardens, flower beds, road and railway verges, parks, sports grounds, school playing fields, and allotments of the city. In fact, it has been estimated that almost a quarter of the land in English cities is covered by gardens, and in the United States, lawns cover three times as much area as does corn. As I write, I am on a train leaving central London from Waterloo Station, and despite the overwhelming dominance of concrete and bricks, I can see scattered around many small gardens, trees, flowerpots and window boxes, overgrown verges on the railway line, small parks and playing fields for children, football pitches, grassy plots and flower beds alongside roadways and pavements, and small green spaces with growing shrubs outside office blocks and apartments. The city is surprisingly green and beneath this green is soil. Throughout the world, more and more people are moving to cities: in 1800 only 2 per cent of the world’s population was urbanized, whereas now more than half of the global human population live in towns and cities, and this number grows by about 180,000 people every day. This expansion has been especially rapid in recent years.