Relevant bibliographies by topics / Clifton College, Clifton, Tex

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Academic literature on the topic 'Clifton College, Clifton, Tex'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Clifton College, Clifton, Tex"

1

Parker, Stephen. "Clifton College: foundation to evacuation." British Journal of Educational Studies 61, no. 4 (December 2013): 496–97. http://dx.doi.org/10.1080/00071005.2013.843937.

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Breeze, David J. "Eric Birley." Proceedings of the Society of Antiquaries of Scotland 125 (November 30, 1996): xiii—xvi. http://dx.doi.org/10.9750/psas.125.xiii.xvi.

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Ingram, N. R. "‘All that you can't leave behind’." Notes and Records of the Royal Society of London 57, no. 2 (May 22, 2003): 177–84. http://dx.doi.org/10.1098/rsnr.2003.0204.

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The importance of secondary science education to the professional lives of six Fellows of The Royal Society is discussed in the context of Clifton College, an independent school in Bristol, UK, with a powerful tradition of science teaching. The relative importance of the effects of the curriculum, rigorous practical science classes, and classical education are considered. The effect of inspirational teaching by practising scientists is considered to be a significant factor in preparing these students for their professional lives at Cambridge University and beyond.
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4

Calder, Dale R. "The Reverend Thomas Hincks FRS (1818–1899): taxonomist of Bryozoa and Hydrozoa." Archives of Natural History 36, no. 2 (October 2009): 189–217. http://dx.doi.org/10.3366/e0260954109000941.

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Thomas Hincks was born 15 July 1818 in Exeter, England. He attended Manchester New College, York, from 1833 to 1839, and received a B.A. from the University of London in 1840. In 1839 he commenced a 30-year career as a cleric, and served with distinction at Unitarian chapels in Ireland and England. Meanwhile, he enthusiastically pursued interests in natural history. A breakdown in his health and permanent voice impairment during 1867–68 while at Mill Hill Chapel, Leeds, forced him reluctantly to resign from active ministry in 1869. He moved to Taunton and later to Clifton, and devoted much of the rest of his life to natural history. Hincks was elected a Fellow of the Royal Society of London in 1872 for noteworthy contributions to natural history. Foremost among his publications in science were A history of the British hydroid zoophytes (1868) and A history of the British marine Polyzoa (1880). Hincks named 24 families, 52 genera and 360 species and subspecies of invertebrates, mostly Bryozoa and Hydrozoa. Hincks died 25 January 1899 in Clifton, and was buried in Leeds. His important bryozoan and hydroid collections are in the Natural History Museum, London. At least six genera and 13 species of invertebrates are named in his honour.
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Cantor, Geoffrey. "The making of a British theoretical physicist – E. C. Stoner's early career." British Journal for the History of Science 27, no. 3 (September 1994): 277–90. http://dx.doi.org/10.1017/s0007087400032180.

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In 1924 Edmund Clifton Stoner (1899–1966), a 24-year-old research student at the Cavendish Laboratory, Cambridge, sought a university post in physics. Having previously studied at Cambridge as an undergraduate, Stoner was nearing the end of three years' postgraduate research under Professor Sir Ernest Rutherford's supervision. 1924 was not, however, an auspicious time to seek employment since vacancies in university physics departments were scarce. Rutherford showed a kindly interest in Stoner's career and summoned him to his residence – Newnham Cottage – one Friday afternoon in March. Acknowledging Stoner's diabetes as a major concern, he ‘pointed out that I [Stoner] really wanted a job where I could take things fairly easily… He, of course, is prepared to “back me up” & was really very charming, though not very useful in any definite way.’ Subsequent visits to the Appointments Board proved ‘quite fruitless’. Stoner declined to apply for a post at Armstrong College, Newcastle, and only in mid-July did he hear of two more attractive positions. The first, at Durham University, was advertised in the press. Rutherford, who was ‘Affable – pleased with my work(!)’, advised him to apply. Interviewed together with several other candidates, Stoner was unsuccessful but not greatly disappointed. The other post, at the University of Leeds, was brought to his attention by Rutherford.
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Pettigrew, Judith, Katie Robinson, Brid Dunne, and Jennifer O' Mahoney. "Major trends in the use of occupation as therapy in Ireland 1863-1963." Irish Journal of Occupational Therapy 45, no. 1 (April 3, 2017): 4–14. http://dx.doi.org/10.1108/ijot-02-2017-0007.

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Purpose Major gaps exist in the documented history of occupational therapy in Ireland. The purpose of this paper is to contribute to filling these gaps by providing an overview of three major transitions in Irish occupational therapy in the century preceding the opening of St. Joseph?s College of Occupational Therapy in 1963. Research on occupational therapy’s past is valuable not only for recording and commemorating key events and individuals but also for allowing reflection on and questioning of contemporary practice and assumptions. Design/methodology/approach This descriptive paper draws on multiple documentary sources to present an overview of the first 100 years of the use of occupation as therapy/occupational therapy in Ireland from 1863 to 1963. Findings Three major transitions in occupational therapy in Ireland are presented: from moral treatment and the use of occupation as therapy to medical patronage of occupational therapy, from medical patronage to the early/pre-professional era and finally from the pre-professional era to the era of professionally qualified occupational therapists. To illustrate these transitions, a small number of individuals and their contributions are discussed including Dr Eamon O’Sullivan, Dr Ada English, Donal Kelly, Olga Gale and Ann Beckett. Originality/value This paper charts the foundations upon which the currently thriving profession of occupational therapy are built. The Association of Occupational Therapists of Ireland recently celebrated their 50th anniversary (AOTI, 2015a), and in 2017, it is 100 years since occupational therapy was formalised in Clifton Springs, New York, USA. Occupational therapy is a relatively young profession, and great opportunities exist to research its history in Ireland to capture the memories and experiences of the pioneers who laid the foundation of the profession as well as to situate the development of the profession in the broader social, cultural and scientific contexts within which it developed.
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Ellington, Joanna, Dennis Clifton, Jenny Fremlin, Erisa Stokes, and Jessica Shuster. "Abstract 71: Regional College Women in the United States (U.S.) Report Low Health Literacy Regarding Basic Genital Biology and Cervical Cancer Risk Factors." Cancer Epidemiology, Biomarkers & Prevention 32, no. 6_Supplement (June 1, 2023): 71. http://dx.doi.org/10.1158/1538-7755.asgcr23-abstract-71.

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Abstract Purpose: Oncogenic genital diseases, triggered by genital dysbiosis and Human Papillomavirus (HPV) infection, can be prevented by improved health literacy in women. However, uptake of preventative strategies such as the HPV vaccine, are low in some U.S. communities (<50%). This study evaluated health literacy (language framing for and understanding of) basic genital biology and cervical cancer risk factors in U.S. college women. Methods: English-speaking undergraduates (n=36) at public (mostly Texas) and private (mostly California) institutions, self-directed to participate in individual, structured interviews via video or phone. Data transcripts were analyzed and scored for thematic responses to open-ended questions. Results: Over 80% of women wanted to know more about genital biology (“what is normal”) and cancer prevention. Individual understanding of genital biology and cervical cancer risk factors was low (scoring range from 0 = know nothing to 5 = understanding a lot). Knowledge (mean +/- SD) about normal vaginal bacterial physiology, and cervical cancer risk factors, both scored very low at only 1 +/- 1. Over 2/3 of women lacked the words and/or agency to describe genital symptoms without stress to healthcare providers. About 1/3 of women had no ability to list any cervical cancer risk factors, with most in this group not recalling any prior genital health education. Recurrent barriers to improved health literacy included: 1) belief that information lacked pertinence to them based on faith or culture, 2) inhibited care-seeking due to privacy issues (e.g. family insurance or campus clinics), 3) misinformation about genital biology or cancer causes, and 4) poor willingness or opportunity to discuss genital health with providers. The most requested change to genital healthcare was a desire for a biology curriculum taught from a functional perspective (for greater accessibility across faiths and cultures) with closer implementation to college and sexual debut. Conclusions: Knowledge of genital biology and cervical cancer risks was low in this group of U.S. college women (mean score 1/5 for some aspects). Prevention of genital cancers requires a multi-pronged approach that addresses genital biology, while accepting varied social determinants of health and diverse domains of influence for women across the U.S. Citation Format: Joanna Ellington, Dennis Clifton, Jenny Fremlin, Erisa Stokes, Jessica Shuster. Regional College Women in the United States (U.S.) Report Low Health Literacy Regarding Basic Genital Biology and Cervical Cancer Risk Factors [abstract]. In: Proceedings of the 11th Annual Symposium on Global Cancer Research; Closing the Research-to-Implementation Gap; 2023 Apr 4-6. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(6_Suppl):Abstract nr 71.
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8

MANZETTI, LUIGI. "Judith Clifton, The Politics of Telecommunications in Mexico: Privatisation and State-Labour Relations 1982–95 (Basingstoke: Macmillan Press, in association with St. Antony's College, Oxford, 2000), pp. xiv+277, £50.00 hb." Journal of Latin American Studies 34, no. 2 (May 2002): 427–77. http://dx.doi.org/10.1017/s0022216x02436449.

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Padi, Achmad. "Mengintegrasikan Pendidikan Akademik dan Pelatihan Kerja Menuju Kesiapan Kerja Lulusan Program Studi Pendidikan Agama Islam STIT Raden Wijaya Mojokerto Menyongsong Era Industri 4.0." Progressa: Journal of Islamic Religious Instruction 3, no. 1 (May 28, 2019): 53–58. http://dx.doi.org/10.32616/pgr.v3.1.163.53-58.

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The heated discussion and debate about university disruptions triggered by the recent Jim Clifton article, "University: The Impending Disruption" in social media outlines questions and concerns about the future role of higher education in supplying industrial labor in the world. The trigger is Google and Ernst & Young ads will pay anyone who is able to work with him without having to have a diploma, including a diploma from a university. It's like lightning in broad daylight, surprising and reaching a position that has been enjoyed by universities in the world which in fact are suppliers of expertise, results of research, and thoughts needed by the industrial world. however, it seems that it has been canceled by Google and Ernst & Young, which soon followed other giant global companies. The college death bell was stretched by two giant companies, following an article written by Terry Eagleton, entitled "University Slow Death". Then the question is how does the STIT Islamic Education Study Program Raden Wijaya Mojokerto integrate academic education and job training towards graduate work readiness to meet the Industrial Age 4.0 ?. The results of the discussion concluded: The STIT Raden Wijaya Mojokerto Islamic Education Study Program in integrating academic education and job training towards graduate work readiness to meet the Industrial Age 4.0 must integrate the following dual tracks: 1) make alumni achieve professional talent from three qualification levels (skilled, expert and degree) because every job needs to learn practices that are embedded in a dual structure of education and training programs which essentially understand theory and master practice. Therefore, the content of practice needs to regulate the elements of training in each subject; 2) To obtain the ability to complete professional assignments fully expressed more precisely by the idea of ​​holistic problem solving by playing an objective situation scenario for students competing with each other in high functionality and low cost.
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10

Sana Ikram, Muhammad Arsalan Raffat, Saeeda Baig, Shazia Akbar Ansari, Kevin Joseph Jerome Borges, and Nuzhat Hassan. "Clinical Efficacy of Probiotics as An Adjunct to Scaling and Root Planning in The Treatment Of Chronic Periodontitis." ANNALS OF ABBASI SHAHEED HOSPITAL AND KARACHI MEDICAL & DENTAL COLLEGE 24, no. 1 (March 31, 2019): 31–37. http://dx.doi.org/10.58397/ashkmdc.v24i1.24.

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Objective: The objective of this study was to assess the clinical efficacy of scaling and root planing (SRP) alone and SRP along with adjunctive probiotic containing Lactobacillus reuteri (L.reuteri) in the management of chronic periodontitis (CP) and comparing the efficacy of two treatment modalities. Methods: Twenty-eight systemically healthy participants, clinically diagnosed with CP on the bases of pocket depth were enrolled from the outpatient department of Periodontology, Ziauddin College of Den- tistry, Ziauddin University, Clifton, Karachi, Pakistan. After complete periodontal examination all clinical periodontal parameter i.e., Probing Pocket depth (PPD), Clinical attachment level (CAL), percentage sites for plaque accumulation (PI) and bleeding on probing (BOP) were measured and recorded at baseline, 6 weeks and 12 weeks after therapy. Patients meeting the inclusion criteria underwent non- surgical periodontal therapy i.e. SRP both with hand instruments and with ultrasonic scalers. After SRP oral hygiene measures were reassured and then participants were randomly allocated to one of two groups i.e., Probiotics (N=14) or Placebo (N=14). Both L. reuteri and placebo were given twice daily for 12 weeks and patients were recalled for assessment. Results: At baseline both groups were similar clinically. Intra-group comparison of clinical periodontal parameters showed improvement in the participants of both groups. Inter-group comparison showed greater reduction in PPD and BOP and more gain in CAL in probiotic group on each follow up visits and statistically significant difference was observed in two groups. Whereas for PI the difference between two groups at follow-up visit was insignificant i.e. both treatment strategies were equal in reducing per- centage sites of plaque accumulation. Conclusion: The results of our study concludes L.reuteri containing probiotic along with SRP is superior when compared to SRP alone in terms of resolving inflammation and improving periodontal health. Probiotics can be used as a promising alternative adjunctive therapy with minimal or no side effects in the treatment of chronic periodontitis.
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Dissertations / Theses on the topic "Clifton College, Clifton, Tex"

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Blakeney, Gary. "Godly offspring equipping parents to nurture their children into Christian community and faith at the Clifton Church of Christ, Clifton, Texas /." Theological Research Exchange Network (TREN) Access this title online, 2003. http://www.tren.com.

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Books on the topic "Clifton College, Clifton, Tex"

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V, Hardyman G., ed. Clifton College register. Bristol: Council of Clifton College, 1996.

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Winterbottom, Derek. Clifton after Percival: A public school in the twentieth century. Bristol: Redcliffe Press, 1990.

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Tunstall-Behrens, Tankred. Letters between a Victorian schoolboy and his family, 1892-1895. Durham, England: [J. Wrangham], 1999.

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Assembly, Canada Legislature Legislative. Bill: An act to incorporate "Morrin College," at Quebec. Quebec: Thompson, Hunter, 2003.

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Assembly, Canada Legislature Legislative. Bill: An act to incorporate the "Wesleyan Female College". Toronto: J. Lovell, 2003.

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Assembly, Canada Legislature Legislative. Bill: An act to incorporate the College of Three Rivers. Quebec: Thompson, 2002.

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Assembly, Canada Legislature Legislative. Bill: An act to incorporate the college of S[t.] Ignatius, Guelph. Quebec: Hunt[er], Rose & Lemieux, 2003.

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Branch, Historical Association Bristol, ed. A season's fame: How A.E.J. Collins of Clifton College in 1899 made cricket's highest individual score. [Bristol]: Bristol Branch of the Historical Association, 1991.

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Assembly, Canada Legislature Legislative. Bill: An act to change the name of the College of Bytown, and to amend the act incorporating the same. Quebec: Thompson, Hunter, 2003.

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Assembly, Canada Legislature Legislative. Bill: An act to incorporate the medical profession in Upper Canada, under the name of the "College of Physicians and Surgeons in Upper Canada". Toronto: J. Lovell, 2003.

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Book chapters on the topic "Clifton College, Clifton, Tex"

1

Butler, Shane. "Homer’s Deep." In The Passions of John Addington Symonds, 99–125. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192866936.003.0004.

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Abstract As a young scholar and writer still living in his birthplace of Bristol, Symonds looked back to ancient Greece in order to look forward to the liberation of “unspeakable” love. It is shown that the key to this act of imagination lay less in what Symonds came to know about the past than in what his sources resolutely failed to clarify. Homosexuality, in Symonds’s complex formulation, emerges as an idea neither entirely old nor entirely new but, rather, as one networked across time. This chapter considers the early lectures Symonds was hired to give to boys in their final year at Clifton College, which later saw publication in journals and, eventually, in two volumes of collected Studies of the Greek Poets. It also explores Symonds’s reconstruction of ancient pederasty in A Problem in Greek Ethics, drafted at the same time and later privately printed and circulated.
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"“The Eastern Glow Where the Big Sons Go”: Arnold Wilson, Clifton College, and the First World War." In Children's Literature and Culture of the First World War, 142–56. Routledge, 2015. http://dx.doi.org/10.4324/9781315668628-18.

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Rose, Jonathan. "Student Power." In Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.003.0005.

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In 1916 Columbia University dropped its Latin requirement for admissions, effectively opening its doors to the striving sons of immigrants. Thus (in a word) it became the first Ivy League school to deal with the issue of diversity. In the same year, Professor John Erskine proposed what became the General Honors course, Columbia’s celebrated core curriculum of Great Books. Much later that program would come under fire for not including enough female and non-Western authors—but measured against the standards of its time, it was strikingly democratic, inclusive, and anti-authoritarian. The students who were now entering, educated at public schools, lacked the common classical training of prep-school boys, so Erskine aimed to teach them a shared body of literature that was far more broad and accessible. It took the Classics Department a year to get through Herodotus in the original: General Honors covered him (in translation) in a week. And Erskine’s definition of “Great Book” was clearly flexible: he envisioned that the reading list would be revised from year to year, and at first it was. The aim was not to follow a rigid canon, but to create the basis for a common conversation. And so it did: the early cohort of students included young men who would go on to shape intellectual discourse in mid-century America: Lionel Trilling, Jacques Barzun, Clifton Fadiman, Whittaker Chambers, Joseph Mankiewicz (future screenwriter and director), and Leon Keyserling (later Harry Truman’s top economic advisor), with Mark Van Doren and Mortimer Adler serving as instructors. Early in his teaching career, Erksine explained his liberation pedagogy: . . . A college course in literature should provide for two things—the direct contact of the student’s mind with as many books as possible, and the filling in of any gaps in his sympathy with what he reads. Almost all the great books were intended for the average man, and the author contemplated an immediate relation with his audience. There is room for the annotator or teacher only when time has made the subject remote or strange, or when the reader’s imagination is unable to grasp the recorded experience . . . If the student’s task is to read great books constantly, the teacher’s part [is] to connect the reading with the pupil’s experience . . . . . .
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