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Relevant bibliographies by topics / Bethune School (Calcutta, India)

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Academic literature on the topic 'Bethune School (Calcutta, India)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2025

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Journal articles on the topic "Bethune School (Calcutta, India)"

1

Singh, Maina Chawla. "Philanthropy, Voluntarism, and Women's Education in Colonial India: A Study of the Bethune School, Calcutta." Asian Journal of Women's Studies 6, no. 3 (2000): 65–92. http://dx.doi.org/10.1080/12259276.2000.11665886.

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Hausman, Gary J. "Dimensions of Authenticity in Siddha Medical and Clinical Research." Asian Medicine 17, no. 1 (2022): 115–47. http://dx.doi.org/10.1163/15734218-12341509.

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Abstract The article discusses three methods of combining biomedicine with traditional medicine in pre-Independence Madras State in India, with comparative examples drawn from ethnographic studies in South India in the 1990s. In the mid to late 1920s, two officers of modern medicine from the Madras presidency were delegated to be trained in the Calcutta School of Tropical Medicine to investigate the properties of the indigenous drugs of India using laboratory and physiological techniques. In the 1930s, Srinivasamurti, the first principal of the Government School of Indian Medicine in Madras, t

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Mandal, Prakas Kumar. "Brief history of hematology care and research in West Bengal, India." Journal of Hematology and Allied Sciences 1 (May 31, 2021): 7–11. http://dx.doi.org/10.25259/jhas_10_2021.

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The hematology care, research, and development in West Bengal had a glorious past. Dr. J.B. Chatterjea represented the pioneers in hematology practice and research from Calcutta, West Bengal. Calcutta School of Tropical Medicine (CSTM) is considered as the birthplace of Hematology not only in India but also in whole of Asia. Dr. J.B. Chatterjea single handedly took the Hematology Department to a new height and made it a center for learning and advanced research in hematology. Subsequently, many of his able disciples spread out elsewhere in the country expanding the mission of research in hemat

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D., Banerjea. "Origin and progress in Inorganic Chemistry." Journal of Indian Chemical Society 93, April 2016 (2016): 373–408. https://doi.org/10.5281/zenodo.5592366.

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Former, Sir Rashbehary Ghose Professor of Chemistry, Calcutta University, Kolkata-700 009, India <em>E-mail </em>: banerjeas2005@yahoo.co.in <em>Manuscript received 24 December 2015, accepted 14 January 2016</em> An over-view of the major developments in inorganic chemistry since its modern origin in Europe in the late eighteenth century up to the present are broadly covered in this article, with mention of only notable contributions by chemists, omitting much of technical details for which the cited references be consulted. Emergence of the modern Indian school is briefly presented.

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Bharucha, Rustom. "Kroetz's ‘Request Concert’ in India, Part Two: Bombay." New Theatre Quarterly 3, no. 12 (1987): 377–88. http://dx.doi.org/10.1017/s0266464x00002517.

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In the first of this series of three articles, published in NTQ 11, the director Rustom Bharucha – born in India. but living and working mainly in New York – described how he initially became intrigued by the idea of transposing Franz Xaver Kroetz's play without words, Request Concert, concerning the last evening in the life of a very ordinary German woman, into a variety of Asian contexts. His ambition was first realized – in collaboration with fellow-director Manuel Lutgenhorst, and with valued assistance from the International School of Theatre Anthropology – in a production mounted in Calc

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Cook, G. C. "Leonard Rogers KCSI FRCP FRS (1868–1962) and the founding of the Calcutta School of Tropical Medicine." Notes and Records of the Royal Society 60, no. 2 (2006): 171–81. http://dx.doi.org/10.1098/rsnr.2006.0146.

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Sir Leonard Rogers made enormous research contributions to ‘medicine in the tropics’, especially in Bengal where the spectrum of disease was already well delineated. He also did much to enhance the formal discipline of tropical medicine. But perhaps his most lasting memorial lies in the Calcutta School of Tropical Medicine—that occupied a decade of politicking and stress—which survives to this day and is a timely reminder of a past era in India. It is not widely appreciated, however, that the original impetus for this institution came not from Rogers but from a young medical practitioner, Alfr

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GALAMBOS, IMRE. "“Touched a nation's heart”: Sir E. Denison Ross and Alexander Csoma de Kőrös." Journal of the Royal Asiatic Society 21, no. 3 (2011): 361–75. http://dx.doi.org/10.1017/s1356186311000253.

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The papers of Sir Edward Denison Ross (1871–1940) at the Archives of the School of Oriental and African Studies (SOAS) include a series of letters from Hungary, which thank him for his contribution in bringing the world's attention to Alexander Csoma de Kőrös (1784–1842). Some of these letters were produced collectively by learned societies and signed by dozens of male and female members, but many were also written by ordinary people expressing their admiration for Csoma, the scholar who had walked most of the way from Transylvania to India in search of the roots of the Hungarian language and

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Gewurtz, Margo S. "Transnationalism in Missionary Medicine." Social Sciences and Missions 30, no. 1-2 (2017): 30–43. http://dx.doi.org/10.1163/18748945-03001001.

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Kala-azar is a parasitic disease that was endemic in India, parts of Africa and China. During the first half of the twentieth century, developing means of treatment and identification of the host and transmission vectors for this deadly disease would be the subject of transnational research and controversy. In the formative period for this research, two Canadian Medical missionaries, Drs. Jean Dow and Ernest Struthers, pioneered work on Kala-azar in the North Henan Mission. The great international prestige of the London School of Tropical Medicine and the Indian Medical Service would stand aga

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Allen, Margaret. "“That's the Modern Girl”: Missionary Women and Modernity in Kolkata, c. 1907 - c. 1940." Itinerario 34, no. 3 (2010): 83–96. http://dx.doi.org/10.1017/s0165115310000707.

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In 1923, three young single western women—Margaret Read, Iris Wingate, and Eleanor Rivett—made an adventurous summer trip riding and trekking from Kalimpong in West Bengal, right up to Sikkim. Read and Wingate, both wearing riding breeches and with hair bobbed, were somewhat more adventurous, continuing their trip to Tibet. This was a holiday from their work in Kolkata (formerly Calcutta), the great cosmopolitan city of the British Raj in India. Surely these independent and mobile women were reminiscent of “the Modern Girl” that has been “singled out as a marker of ‘modernity’”. However, these

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Ghosh, Sreyasi. "Sister Nivedita : Lady with the Lamp in History of the Swadeshi Movement (1905) of India." RESEARCH REVIEW International Journal of Multidisciplinary 05, no. 05 (2020): 07–10. https://doi.org/10.5281/zenodo.3828994.

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Sister Nivedita, born as Margaret Elizabeth Noble, was undoubtedly renowned as manaskanya/ spiritual daughter of Swami Vivekananda in modern Indian History. Margaret, an Irish teacher, social activist and educationist/ school founder witnessed a revolutionary change in her life after meeting with Vivekananda, greatest disciple of Ramakrishnadev. She established Ramakrishna Sarada Mission Sister Nivedita Girls” School and took an active interest in promoting Indian historical research, cultural activities and science for nation- building. During plague epidemic in Calcutta she tried her l

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Books on the topic "Bethune School (Calcutta, India)"

1

Mitra, Chandan. Constant glory: La Martiniere saga, 1836-1986. Oxford University Press, 1987.

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2

Caudhurī, Indrajit̲a. Hindu Kaleja theke Hindu Skula: Dviśatabārshikī smārakagrantha, 1817-2017. Hindū Skūla Dvisatabarshiki Udyapana kamiti, 2017.

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3

Mukherji, Purabi. History of the Calcutta School of Physical Sciences. Springer, 2018.

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Mukherji, Purabi, and Atri Mukhopadhyay. History of the Calcutta School of Physical Sciences. Springer, 2018.

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Book chapters on the topic "Bethune School (Calcutta, India)"

1

De Young, Gregg. "The 1824 Calcutta School-Book Society Arabic and Persian Edition of Euclid’s Elements: An Unusual Approach to Textbook Production in Colonial India." In Trends in the History of Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60828-5_17.

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"J.E.D. Bethune, ‘Minute, 23rd January 1851’, in J. A. Richey, Selections from Educational Records Part 2 1840–1859 (Calcutta: Superintendent Government Printing, 1922), 28–31." In Colonial Education and India 1781–1945, edited by Pramod K. Nayar. Routledge, 2019. http://dx.doi.org/10.4324/9781351212120-21.

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Buettner, Elizabeth. "‘Not Quite Pukka’: Schooling in India and the Acquisition of Racial Status." In Empire Families. Oxford University PressOxford, 2004. http://dx.doi.org/10.1093/oso/9780199249077.003.0003.

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Abstract Looking back upon her schooling during the 1930s and 1940s, Hazel Innes Craig described being sent to school in Britain after an early childhood in Calcutta, where her father worked in commerce. The outbreak of the Second World War, however, led to her unexpected return to India, where she remained for the duration of hostilities. Enrolling as a boarder at Mount Hermon School in Darjeeling introduced her to a new racial discourse that reflected perceptions of her schoolmates’ backgrounds: ‘I became familiar with such remarks as “chi-chi” and “fifteen annas” ... the former referring to

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Stripp, Alan. "How were they intercepted?" In Codebreaker In The Far East. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780192853165.003.0010.

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Abstract WEC at Delhi was part of a comprehensive array of Allied sigint units, large and small, which co-operated to ensure good coverage and exchanged news when progress was made. Furthest back were the very large units at Bletchley Park and Arlington Hall, Virginia, formerly a spacious girls school. Both of them tackled the really intractable problems of high-grade crypto systems that had never yet been broken, and fundamentally new materials which had lost us the ability to read a hitherto broken system. At a halfway stage came the large American and British units at Delhi, the former call

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Soars, Daniel. "Roman Catholic Encounters with Advaita Vedānta." In The World and God Are Not-Two. Fordham University Press, 2023. http://dx.doi.org/10.5422/fordham/9781531502041.003.0003.

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In Chapter 2, I continue to set out the comparative and historical contexts required to understand Grant’s own arguments by offering an outline of the metaphysics of Advaita Vedānta and an overview of Thomist-Vedāntic encounters. In particular, I examine the contributions of a number of key earlier figures in what became known as the ‘Calcutta School’ of Indology, toward which Grant was pointed by her academic mentor in India, Richard De Smet. These Thomist theologians argued, somewhat remarkably, that Advaitic vocabularies, allegories, and imageries can be reworked and resituated within Chris

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Little, I. M. D. "Indian Planning, Africa, and Aid (I958-I965)." In Collection and Recollections. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198295242.003.0009.

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Abstract The original MIT India Project team consisted of only three members: George Rosen, who was already working closely with the Reserve Bank in Bombay, and Trevor Swan and myself, who were established with an office in New Delhi. Our terms of reference agreed with the Government (that is, the Planning Commission) were very vague, but I think we were supposed to galvanize empir¬ical economic research in liaison with four existing institutions: the National Council of Applied Economic Research under Dr Lokanathan, the Economic Growth Centre of the Delhi School of Economics under V. K. R. V.

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"(b) Effective destruction of a hotel in the centre of Mexico City 70 following the earthquake in September 1985 3.3 The environment at risk (a) Branches of cactus plants are stacked for collection at the 71 roadside, Haiti (b) Two Ethiopian women carry fuel wood to a nearby town 71 4.1 (a) and (b) A message from a Gambian school, West Africa 81 (c) Children in Senegal, West Africa, take a break from 81 working on the land 4.2 The development gap (a) Expensive addition to the natural beauty of Sydney harbour 86 (b) Calcutta, India, temporary drain-dwellers 86 4.3 Moneyspider 92 4.4 ‘Monopoly’ 92 4.5 Global contrasts, transactions and conflicts (a) Non-ferrous metal ores are smelted at La Oroya, in the 96 central Andes of Peru (b) Smoke from a copper smelter in central Chile, near 97 Valparaiso 5.1 Signs of the times in the European Union (a) Belgium’s French-speaking region of Wallonia is announced 107 by the twelve stars of the EU (b) In Catalonia, Spain, speakers of both Spanish and Catalan 107 are warned of the danger of entering a river bed." In Geography of the World's Major Regions. Routledge, 2003. http://dx.doi.org/10.4324/9780203429815-158.

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