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Relevant bibliographies by topics / Birmingham Mason University College

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Academic literature on the topic 'Birmingham Mason University College'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Birmingham Mason University College"

1

Thomas, J. B. "Birmingham University and teacher training: day training college to department of education." History of Education 21, no. 3 (1992): 307–21. http://dx.doi.org/10.1080/0046760920210305.

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Ono, S. J. "THE BIRTH OF TRANSPLANTATION IMMUNOLOGY: THE BILLINGHAM--MEDAWAR EXPERIMENTS AT BIRMINGHAM UNIVERSITY AND UNIVERSITY COLLEGE LONDON." Journal of Experimental Biology 207, no. 23 (2004): 4013–14. http://dx.doi.org/10.1242/jeb.01293.

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FAVIER, THIERRY, and MARIE DEMEILLIEZ. "JEAN-PHILIPPE RAMEAU: INTERNATIONAL ANNIVERSARY CONFERENCE ST HILDA’S COLLEGE OXFORD, 11–14 SEPTEMBER 2014." Eighteenth Century Music 12, no. 2 (2015): 263–66. http://dx.doi.org/10.1017/s1478570615000184.

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This conference coincided with the two hundred and fiftieth anniversary of the composer's death and formed part of the Rameau Project, a large-scale multidisciplinary research programme devoted to the operas of Jean-Philippe Rameau, supported by The Oxford Research Centre in the Humanities and directed by Graham Sadler (University of Oxford and Birmingham Conservatoire), Alain Viala (University of Oxford) and Jonathan Williams (University of Oxford).

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Foray, C. P. "Adam Jones and Peter K. Mitchell (eds.), Proceedings of the fourth Conference, Birmingham Sierra Leone Studies Symposium, 13–15 July 1985, Fircroft College, Birmingham, Birmingham: University of Birmingham Information and Publications Office, 222 pp., £7.50 (US$12)." Africa 57, no. 4 (1987): 579–82. http://dx.doi.org/10.2307/1159904.

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Al Abri, Maimoona Humaid, and Nada Dabbagh. "Testing the Intervention of OER Renewable Assignments in a College Course." Open Praxis 11, no. 2 (2019): 195. http://dx.doi.org/10.5944/openpraxis.11.2.916.

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The purpose of this study was to explore students and instructor perceptions of the concept of renewable assignments in the open educational resources (OER) movement. Mixed methods were used, with a combination of a survey and semi-structured interview, administered at George Mason University in the United States. Eleven graduate students enrolled in the Instructional Design and Technology program in the course Advanced Instructional Design were invited to complete an online survey. A face-to-face interview was conducted with the instructor of the course. Descriptive statistics and thematic analysis were used to examine the results of the study. The data analysis found that only a small number of students were knowledgeable about OER, but the majority of participants indicated that they were very satisfied with the concept of renewable assignments. The findings suggest further investigation of the pedagogical models that tend to support student-generated OER.

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6

Adebayo, Mojisola, Valerie Mason-John, and Deirdre Osborne. "‘No Straight Answers’: Writing in the Margins, Finding Lost Heroes." New Theatre Quarterly 25, no. 1 (2009): 6–21. http://dx.doi.org/10.1017/s0266464x09000025.

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Mojisola Adebayo and Valerie Mason-John are two distinctive voices in contemporary writing and performance, representing an Afro-Queer diasporic heritage through the specific experience of being black, British, and lesbian. Creating continuities from contorted or erased histories (personal, social, and cultural), their drama demonstrates both Afro-centric and European theatrical influences, which in Mason-John's case is further consolidated in her polemic, poetry, and prose. Like Britain's most innovative and prominent contemporary black woman dramatist, debbie tucker green, they reach beyond local or national identity politics to represent universal themes and to centralize black women's experiences. With subject matter that includes royal families, the care system, racial cross-dressing, and global ecology, Adebayo and Mason-John have individually forged a unique aesthetic and perspective in work which links environmental degradation with social disenfranchisement and travels to the heart of whiteness along black-affirming imaginative routes. Deirdre Osborne is a lecturer in drama at Goldsmiths College, University of London, and has published essays on the work of black British dramatists and poets, including Kwame Kwei-Armah, Dona Daley, debbie tucker green, Lennie James, Lemn Sissay, SuAndi, and Roy Williams. She is the editor of Hidden Gems (London: Oberon Books, 2008), a collection of plays by black British dramatists.

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Cochrane, Claire. "Theatre and Urban Space: the Case of Birmingham Rep." New Theatre Quarterly 16, no. 2 (2000): 137–47. http://dx.doi.org/10.1017/s0266464x00013658.

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In NTQ61, Deborah Saivetz described the attempts over the past decade of the Italian director Pino DiBuduo to create ‘invisible cities’ – performances intended to restore the relationship between urban spaces and their inhabitants, through exploring the actual and spiritual histories of both. Earlier in the present issue, Baz Kershaw suggests some broader analogies between the theatre and its macrocosmic environment. Here, Claire Cochrane, who teaches at University College, Worcester, narrows the focus to a particular British city and the role over time of a specific theatre in relation to its urban setting. Her subject is the history and development of the Birmingham Repertory Theatre in relation to the city – of which its founder, Barry Jackson, was a lifelong resident – as an outcome of the city's growth in the wake of the Industrial Revolution, which made it distinctive in terms of its manufactures, the workers and entrepreneurs who produced them, and a civic consciousness that was disputed yet also shared. She traces, too, the transition between old and new theatre buildings and spaces which continued to reflect shifting class and cultural relationships as the city, its politicians, and its planners adapted to the second half of the twentieth century.

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8

Galloway, Ann-Christe. "People in the News." College & Research Libraries News 78, no. 11 (2017): 667. http://dx.doi.org/10.5860/crln.78.11.667.

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Bridget Burke has been appointed associate dean for special collections at the University of Oklahoma (OU) Libraries starting next month. Burke will be responsible for the leadership and strategic vision for OU Libraries’ seven distinct special collections. Burke recently visited OU Libraries’ Western History Collections as a member of a team of western American history materials experts to assess and recommend best practices for preservation, acquisition of new materials and enhancement of both the collections’ web presence and its centrality to the scholarly fields of western and Native American history and culture. Currently, Burke is the director of the American Heritage Center at the University of Wyoming. She formerly served as the dean of libraries at North Dakota State University, as well as having held positions at the Boston College University Libraries, the University of Alaska Fairbanks, and George Mason University in Fairfax, Virginia.

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9

Santillan, Mark K., Richard C. Becker, David A. Calhoun, et al. "Team Science: American Heart Association’s Hypertension Strategically Focused Research Network Experience." Hypertension 77, no. 6 (2021): 1857–66. http://dx.doi.org/10.1161/hypertensionaha.120.16296.

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In 2015, the American Heart Association awarded 4-year funding for a Strategically Focused Research Network focused on hypertension composed of 4 Centers: Cincinnati Children’s Hospital, Medical College of Wisconsin, University of Alabama at Birmingham, and University of Iowa. Each center proposed 3 integrated (basic, clinical, and population science) projects around a single area of focus relevant to hypertension. Along with scientific progress, the American Heart Association put a significant emphasis on training of next-generation hypertension researchers by sponsoring 3 postdoctoral fellows per center over 4 years. With the center projects being spread across the continuum of basic, clinical, and population sciences, postdoctoral fellows were expected to garner experience in various types of research methodologies. The American Heart Association also provided a number of leadership development opportunities for fellows and investigators in these centers. In addition, collaboration was highly encouraged among the centers (both within and outside the network) with the American Heart Association providing multiple opportunities for meeting and expanding associations. The area of focus for the Cincinnati Children’s Hospital Center was hypertension and target organ damage in children utilizing ambulatory blood pressure measurements. The Medical College of Wisconsin Center focused on epigenetic modifications and their role in pathogenesis of hypertension using human and animal studies. The University of Alabama at Birmingham Center’s areas of research were diurnal blood pressure patterns and clock genes. The University of Iowa Center evaluated copeptin as a possible early biomarker for preeclampsia and vascular endothelial function during pregnancy. In this review, challenges faced and successes achieved by the investigators of each of the centers are presented.

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10

Smith, Robert. "Reviewer Acknowledgements." Journal of Education and Training Studies 7, no. 10 (2019): 152. http://dx.doi.org/10.11114/jets.v7i10.4549.

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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 7, Number 10Dare Azeez, Obafemi Awolowo University, NigeriaFathia Lahwal, Elmergib University, LibyaGianpiero Greco, University of Study of Bari, ItalyGuilherme Tucher, Universidade Federal do Rio de Janeiro (UFRJ), BrazilHenry D. Mason, Tshwane University of Technology, South AfricaJane Liang, California Department of Education, USAJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJongho Park, University of Michigan, USALaura Bruno, The College of New Jersey, USALisa Marie Portugal, American College of Education, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMaría Jesús Fernández, University of Extremadura, SpainMassimiliano Barattucci, Ecampus University, ItalyMatt Varacallo, University of Kentucky, USAMehmet Galip Zorba, Akdeniz University, TurkeyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMichael Wall, Independent Researcher in Music and Music Education, USANiveen M. Zayed, MENA College of Management, JordanOzgur Demirtas, Inonu University, TurkeyRichard Penny, University of Washington Bothell, USASamah El-Sakka, Suez University, EgyptSandro Sehic, Oneida BOCES, USASayim Aktay, Mugla Sitki Kocman University, TurkeyThada Jantakoon, Rajabhat Maha Sarakham University, ThailandVjacheslav Ivanovich Babich, Luhansk Taras Shevchenko National University, UkraineWenjuan Sang, Indiana University, USAYalçın Dilekli, Aksaray University, TurkeyYuxi Qiu, University of Florida, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

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Dissertations / Theses on the topic "Birmingham Mason University College"

1

Smith, Charles N. "An evaluation of the changes implemented in the Virginia Student Transition Program (VSTP) at George Mason University, 1986-1987." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38554.

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Hobbs, Phillip M. "An assessment of the Dual Enrollment/Dual Credit program at Jefferson State Community College in Birmingham, Alabama." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-154553.

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Valenzuela, Torres David Hernan. "A program to deepen awareness and understanding of cross-cultural mission opportunities among international students at the University of Alabama at Birmingham for members of Cedar Grove Baptist Church of Leeds, Alabama." Online full text .pdf document, available to Fuller patrons only, 1998. http://www.tren.com.

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Books on the topic "Birmingham Mason University College"

1

Great Britain. Department for Education. Her Majesty's Inspectorate. Charlotte Mason College (incorporated into the University of Lancaster on 1 August 1992): Aspects of the professional training of primary teachers within the BEd and BEd/BA (QTS) degrees : a report. Department for Education, 1992.

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Youth Libraries Group Conference (1992 University of Birmingham). Skills for life?: The meaning and value of literacy : proceedings of the Youth Libraries Group Conference, Mason Hall, University of Birmingham, September 1992. Taylor Graham, 1994.

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3

Litos, Michael. Cinderella: Inside the rise of mid-major college basketball. Sourcebooks, 2007.

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4

C, Felderhof M., and Westhill College, eds. Religious education in a pluralistic society: Papers from a Consultation on Theology and Education held at Westhill College, Selly Oak (an affiliated college of the University of Birmingham). Hodder and Stoughton, 1985.

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5

Free to think: Why scientific integrity matters. Leafcutter Press, 2010.

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6

Ros, McCulloch, Morton Ann, and University of Birmingham. Staff Development Unit., eds. Good practice in teaching: A collection of case studies from the University of Birmingham. University of Birmingham, 1998.

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7

Sacred and Profane: Treasures of Ancient Egypt from the Myers Collection, Eton College and University of Birmingham. Giles, Zeny, 2010.

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8

Kem, Them. High School College University Font Birmingham AL Funny Happy Positive Notebook and Journal - Diary Size 6x9 Inch 120 Pages... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . Independently Published, 2020.

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Kem, Them. High School College University Font Birmingham AL 1 Funny Happy Positive Notebook and Journal - Diary Size 6x9 Inch 120 Pages... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . Independently Published, 2020.

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University of Birmingham. Public Affairs Office., ed. Where are they now?. Public Affairs Office, University of Birmingham, 1992.

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Book chapters on the topic "Birmingham Mason University College"

1

"University College Birmingham." In The Grants Register 2020. Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_861.

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"University College Birmingham." In The Grants Register 2019. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_1165.

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"University College Birmingham." In The Grants Register 2021. Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_891.

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"University College Birmingham." In The Grants Register 2018. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_1132.

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"University College Birmingham." In The Grants Register 2022. Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_12413.

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6

"Harry Middleton." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0065.

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Harry Middleton’s life was a rootless one. Born in Frankfurt, Germany, where his father was stationed in the United States Army, Middleton was reared on a series of army bases. After attending college at Louisiana’s Northwestern State University (majoring in English) and Louisiana State University (earning an MA in history in 1973), he spent twenty years living in New Orleans, Birmingham, and Denver. He chiefly supported himself by writing for magazines. In addition to this physical rootlessness, Middleton also struggled with depression, which was exacerbated when he was let go by the magazine publishing house for which he had been writing and editing....

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7

Clarke, Victoria, and Linda Playford. "On becoming a qualifi ed mental health nurse." In Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.003.0016.

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In this chapter we will consider the knowledge, skills, and attitudes expected of you as a newly qualified mental health nurse, before discussing how to apply for a job and develop your career. To help you consider this we have tried to include contributions from people who have a range of backgrounds and perspectives, who all contribute to mental health services, including a student about to qualify, a modern matron, a clinical manager, a director of nursing, a professor, and service users. To set the scene, our first personal contribution is from Julie Cresswell, a third year student nurse at the Birmingham City University and the Royal College of Nursing’s Student Nurse of the Year 2007. We asked Julie a series of questions that we hoped would help you in preparing to become a qualified nurse; these are her answers and thoughts about the future of mental health nursing and her career. In preparation for qualifying, I am now reflecting upon the experience, knowledge base, and skills that I have developed during my training, along with the transferable skills that I already had before I embarked upon this career. As mental health nursing students, we will all have followed a similar academic course equipping us with a certain level of theory and practical skills. However, what makes us individual is how we intend to use what we have learned throughout our lives and the philosophy that underpins our work. I began this course with the belief that psychiatric nursing was grounded in science. I now feel that while science can hypothesize about the causes of mental illness, understanding and accepting a client’s life experience is central to supporting them in times of mental distress. As I progress through my career, my approach may develop or change direction but for the moment, I feel that it will be vital to be able to communicate my own perspective to future employers. Developing your own approach to mental health nursing, along with an audit of what you can offer an employer in terms of practical skills, knowledge, and experience, establishes your own ‘unique selling point’ in a competitive jobs market.

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"British reactions to the Jewish flight from Europe This article results from research financed by Queen Mary and Westfield College, London; The Central Research Fund of the University of London; the Memorial Foundation for Jewish Culture; the Economic and Social Research Council; the Harold Hyam Wingate Foundation; the Oxford Centre for Postgraduate Hebrew Studies and the British Academy. Crown Copyright material in the Public Record Office is reproduced by permission of Her Majesty’s Stationery Office. The Neville Chamberlain papers are quoted by permission of Birmingham University Library." In Britain and the Threat to Stability in Europe, 1918–45. Bloomsbury Academic, 1993. http://dx.doi.org/10.5040/9781474291880.ch-004.

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