Relevant bibliographies by topics / University of Cambridge. King's College

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'University of Cambridge. King's College'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "University of Cambridge. King's College"

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Nugroho, Henriono. "Intelligence Inside the King’s College of Cambridge." Lingua Cultura 2, no. 2 (2008): 147. http://dx.doi.org/10.21512/lc.v2i2.306.

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Article concerns with a stylistic analysis on a poem in terms of Systemic Functional Linguistics and Verbal Art Semiotics. The writing uses library research, qualitative data, documentary study, descriptive method and intrinsic-objective approach. The semantic analysis results in both automatized and foregrounded meanings. Then the automatized meaning produces lexical cohesion and in turn, it produces subject matter. Meanwhile, the foregrounded meaning produces the literary meaning and in turn, it creates theme. Finally, the analysis indicates that the subject matter is about the establishment of Cambridge University, the literary meaning is about eternal thoughts of Cambridge University, and the theme is about intelligence.
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Barber, Paul. "The Fall and Rise of Doctors' Commons?" Ecclesiastical Law Journal 4, no. 18 (1996): 462–69. http://dx.doi.org/10.1017/s0956618x00002350.

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The historic new LLM degree in Canon Law from the University of Wales College of Cardiff means that there now exists a body of Canon Law graduates, the first ‘home-grown’ canonists in this country since the King's Vicar-General. Thomas Cromwell, suppressed the faculties of Canon Law at Cambridge and Oxford in 1535. It was for a gathering of the first such graduates that the original version of this paper was prepared.
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O'Connell, Henry, and Michael Fitzgerald. "Did Alan Turing have Asperger's syndrome?" Irish Journal of Psychological Medicine 20, no. 1 (2003): 28–31. http://dx.doi.org/10.1017/s0790966700007503.

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Alan Turing was born in Paddington, London on June 23, 1912 . His family were middle-class and well-off. He was fascinated with science from an early age and showed precocious talent, especially in the areas of chemistry and mathematics. He attended Sherbourne Public School and then King's College, Cambridge where he studied mathematics. His areas of interest at Cambridge were probability theory and mathematical logic. It was at Cambridge that he first conceptualised the Universal Turing Machine, an idea that was to evolve into the modern theory of computing. He has been referred to as the father of the computer.He worked on a cipher machine at Princeton University between 1936 and 1938. He worked for the British Government during World War II with the Government Code and Cipher School at Bletchley Park. He was ultimately the key player in deciphering the German 'Enigma' code used by its submarines during the war. After the war he took up a post in Manchester University where he continued to work on ideas of artificial intelligence. He was arrested and charged for homosexual activity in 1952 and underwent a course of oestrogen therapy. He committed suicide in 1954.He was regarded as being socially aloof and eccentric by colleagues and friends. He was interested in mathematics, chemistry and logic from an early age, to the exclusion of other activities. This paper attempts to establish whether he fulfilled the criteria for Asperger's syndrome.
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Sharov, Konstantin S. "The Problem of Transcribing and Hermeneutic Interpreting Isaac Newton’s Archival Manuscripts." Tekst. Kniga. Knigoizdanie, no. 24 (2020): 134–55. http://dx.doi.org/10.17223/23062061/24/7.

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In the article, the current situation and future prospects of transcribing, editing, interpreting, and preparing Isaac Newton’s manuscripts for publication are studied. The author investigates manuscripts from the following Newton’s archives: (1) Portsmouth’s archive (Cambridge University Library, Cambridge, UK); (2) Yahuda collection (National Library of Israel, Jerusalem, Israel); (3) Keynes collection (King’s College Library, Cambridge University, Cambridge, UK); (4) Trinity College archive (Trinity College Library, Cambridge University, Cambridge, UK); (5) Oxford archive (New’s College Library, Oxford University, Oxford, UK); (6) Mint, economic and financial papers (National Archives in Kew Gardens, Richmond, Surrey, UK); (7) Bodmer’s collection (Martin Bodmer Society Library, Cologny, Switzerland); (8) Sotheby’s Auction House archive (London, UK); (9) James White collection (James White Library, Andrews University, Berrien Springs, Michigan, US); (10) St Andrews collection (University of St Andrews Library, St Andrews, UK); (11) Bodleian collection (Bodleian Library, Oxford University, Oxford, UK); (12) Grace K. Babson collection (Huntington Library, San Marino, California, US); (13) Stanford collection (Stanford University Library, Palo Alto, California, US); (14) Massachusetts collection (Massachusetts Technological Institute Library, Boston, Massachusetts, US); (15) Texas archive (Harry Ransom Humanities Research Centre, University of Texas Library, Austin, Texas, US); (16) Morgan archive (Pierpont Morgan Library, New York, US); (17) Fitzwilliam collection (Fitzwilliam Museum, Cambridge University, Cambridge, UK); (18) Royal Society collection (Royal Society Library, London, UK): (19) Dibner collection (Dibner Library, Smithsonian Institution, Washington D.C., US); (20) Philadelphia archive (Library of the American Philosophical Society, Philadelphia, Pennsylvania, US). There is a great discrepancy between what Newton wrote (approx. 350 volumes) and what was published thus far (five works). It is accounted for by a number of reasons: (a) ongoing inheritance litigations involving Newton’s archives; (b) dispersing Newton’s manuscripts in countries with different legal systems, consequently, dissimilar copyright and ownership branches of civil law; (c) disappearance of nearly 15 per cent of Newton works; (d) lack of accordance of views among Newton’s researchers; (e) problems with arranging Newton’s ideas in his possible Collected Works to be published; (f) Newton’s incompliance with the official Anglican doctrine; (g) Newton’s unwillingness to disclose his compositions to the broad public. The problems of transcribing, editing, interpreting, and pre-print preparing Newton’s works, are as follows: (a) Newton’s complicated handwriting, negligence in spelling, frequent misspellings and errors; (b) constant deletion, crossing out, and palimpsest; (c) careless insertion of figures, tables in formulas in the text, with many of them being intersected; (d) the presence of glosses situated at different angles to the main text and even over it; (e) encrypting his meanings, Newton’s strict adherence to prisca sapientia tradition. Despite the obstacles described, transcribing Newton’s manuscripts allows us to understand Sir Newton’s thought better in the unity of his mathematical, philosophical, physical, historical, theological and social ideas.
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Snyder, Hunter. "On Visual Technology, Media Archives, and Anthropological Curiosity: An Interview with Alan Macfarlane, Life Fellow of King's College, University of Cambridge." American Anthropologist 116, no. 4 (2014): 850–58. http://dx.doi.org/10.1111/aman.12157.

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Aslanbeigui, Nahid, and Guy Oakes. "Joan Robinson's “Secret Document” A Passage from the Autobigraphy of an Analytical Economist." Journal of the History of Economic Thought 28, no. 4 (2006): 413–26. http://dx.doi.org/10.1017/s1053837200009391.

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The Modern Archives, King's College, Cambridge University contain a carbon copy of a three-page single spaced manuscript with the title “A Passage From The Autobiography of an Analytical Economist” (RFK/16/2/134–139, hereinafter “Autobiography”). Joan Robinson's initials are typed at the end of the document, which is dated October 1932.In October 1932, Heffer, the Cambridge University student bookstore, published Joan Robinson's methodological pamphlet, Economics is a Serious Subject, and she delivered the manuscript of The Economics of Imperfect Competition to Macmillan (Joan Robinson to Richard Kahn, October 30, 1932, RFK/13/90/1/19). The Autobiography was apparently drafted shortly after these two projects were completed. The typescript in Modern Archives, which seems to be the only extant copy, was not made until some months later. In a letter of March 2, 1933, Kahn suggested adding “a long section to your secret document if you can do so without spoiling it,” regretting that he had not asked her for a copy (RFK/13/90/1/162–67). She replied somewhat mysteriously, alluding to a superstitious reluctance to having it typed but admitting that eventually it would have to be done (March 23, 1933, RFK/13/90/1/205–208). Since the carbon copy refers to page 275 of her book, the Autobiography was not typed until she had seen the final set of page proofs, and perhaps not until the book had appeared.
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Anne Stephenson, F. "Eric A. Barnard. 2 July 1927—23 May 2018." Biographical Memoirs of Fellows of the Royal Society 69 (September 9, 2020): 37–61. http://dx.doi.org/10.1098/rsbm.2020.0017.

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Eric Barnard was a protein biochemist who played a leading role in the delineation of the molecular components of neuromuscular transmission and the emergence of molecular neuroscience as a scientific discipline. He began his career at King's College London, moving to the State University of Buffalo, New York, in 1965 before returning to Imperial College, London, in 1975. In 1985 he became the Director of the Medical Research Council (MRC) Molecular Neurobiology Unit in Cambridge. Upon retirement from the MRC, he moved to the Royal Free Hospital in London where he continued as Director of Molecular Neurobiology, but in 1998 returned to the University of Cambridge (Department of Pharmacology) as Emeritus Professor. In 2014, at the age of 86, he finally retired from active research. Although Eric was elected FRS for his early pioneering work on the protein chemistry of enzymes and the nicotinic acetylcholine receptor, his seminal contribution, initiated during his time at Imperial, was the application of molecular biological methods to the study of many neurotransmitter receptors. With Ricardo Miledi FRS (and later David Brown FRS and colleagues), he developed the Xenopus oocyte system for the expression of receptors from total tissue mRNA. His was the first group to clone a neurotransmitter receptor subunit cDNA, the nicotinic acetylcholine receptor α subunit of Torpedo marmorata . This was followed by purification and subsequent cloning of inhibitory γ-aminobutyric acid (GABA) A receptor subunit cDNAs. This achievement, driven by Eric and aided by his collaborator Peter Seeburg, led to the discovery of the ligand-gated ion channel superfamily, the discovery of neurotransmitter receptor heterogeneity, and the development of concepts of receptor families and superfamilies. His pioneering work was pivotal for the foundation of modern central nervous system drug discovery.
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Karpova, Alexandra. "UNPUBLISHED MEMOIRS OF THE BLOOMSBURY GROUP MEMOIR CLUB IN KING’S COLLEGE ARCHIVE AT CAMBRIDGE UNIVERSITY." RSUH/RGGU Bulletin. Series History. Philology. Cultural Studies. Oriental Studies, no. 11 (2017): 137–51. http://dx.doi.org/10.28995/2073-6355-2017-11-137-151.

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IRISH, TOMÁS. "FRACTURED FAMILIES: EDUCATED ELITES IN BRITAIN AND FRANCE AND THE CHALLENGE OF THE GREAT WAR." Historical Journal 57, no. 2 (2014): 509–30. http://dx.doi.org/10.1017/s0018246x13000587.

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ABSTRACTThis article examines the experiences of university elites in Britain and France during and after the First World War. It compares the elite network of the École Normale Supérieure with that of Trinity and King's Colleges in Cambridge, arguing that these communities functioned and understood themselves as families. The war, which suspended normal intellectual practice and placed mobilized university elites (as junior officers) at an increased risk of wounds or death, was seen as a threat to the very existence of the family. The article traces the responses of these groups to the outbreak of war, to the cessation of normal scholarly life, and to the shocking death rate; in so doing, it demonstrates the resilience of these networks. To date, historians have drawn on the writings of members of these families to make broader arguments about the war experience. This study is the first to examine the self-perception of these groups, and in so doing, provides a new context for scholarly activities during and after the war, bereavement, and remembrance, as well as for academic practices in the post-war period. As a Franco-British comparison, it argues for great similarities of experience between two superficially disparate university cultures
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Dingle, Lesley. "Conversations with Michael J. Prichard: the Fun of Legal History and the Triumph of Research Over Administration." Legal Information Management 20, no. 2 (2020): 58–66. http://dx.doi.org/10.1017/s147266962000016x.

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AbstractMichael Prichard was born before the Second World War and lived through the bombing and destruction of much of London. When he entered university in 1945, King's College London had reoccupied its old quarters in the badly-damaged Somerset House, and along with LSE and UCL had pooled teaching resources to overcome staff shortages and accommodation damage. This inadvertently gave Michael a rich pool of mentors upon which to found his career, and who served him well in later years. He entered Queens’ College Cambridge in 1948 and experienced the unique post-war phenomena of the “returning warriors”, which continued, along with the “weekenders”, when he became a fellow at Gonville & Caius in 1950. Here he has remained, and is still a Fellow, seventy years later. His legacy is a fund of memories of a life-long journey through changing landscapes of legal research, teaching, and college and faculty administration. Lesley Dingle first interviewed Michael for the Eminent Scholars Archive in 2012, where his biography and general academic reminiscences are set forth. She now revisits aspects of these, following a conversation she had with David Yale for ESA in November 2019. David was Michael's career-long colleague, and his interview shone new light on their decades of joint endeavour unravelling the development of maritime law in the British Isles. Shortly after David's reminder of the magnitude of their project, an encounter with Professor David Ibbetson, and most recently a meeting with Michael, now in his 93rd year, spurred the author on to summarise particular aspects of Michael's varied research projects. In the process, she will emphasise the overall sense of adventure, and enjoyment - in short “fun”, with which he explored the history and jurisdictional intricacies of the Admiralty Court (jointly with David Yale), presented his enlightened insights into the evolution of aspects of tort law, and explained his research of the few esoteric conundrums in which a retiree was able to indulge.
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Dissertations / Theses on the topic "University of Cambridge. King's College"

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Selway, Katherine E. "The role of Eton College and King's College, Cambridge, in the polity of the Lancastrian monarchy." Thesis, University of Oxford, 1994. https://ora.ox.ac.uk/objects/uuid:479d3504-da04-45f9-9356-de0982fdb335.

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For too many years the common assumption has been that both Eton College and King's College, Cambridge, were simply the pious endeavours of a young and unworldly king, and were united in aim and conception in much the same way that the double foundation of William of Wykeham had been over six decades before. It is the aim of this thesis to show that this is a misconception, and to prove that far from being the private acts of a pious king, the foundations were, on the contrary, public acts of the Lancastrian monarchy, with their motivation owing more to the needs of government than to Henry VI' s personal will. The availability of alien priory resources, the anxiety felt by certain groups that such resources should be used towards socially useful purposes, the political legacy of Henry V, the burgeoning of humanistic studies in Italy and their uptake in England, and the key roles played by the Earl of Suffolk, Thomas Bekynton, and William Waynflete, all helped to shape the religious motives which lay behind royal patronage towards an educational end. The thesis examines the way in which the aims of royal pious founders developed into a mature public concept of the religion of the state, reaching its apogee at Sheen Charterhouse and Syon Abbey, founded by Henry V in 1415. What has hitherto remained obscure is the way in which this vibrant state inspired religion developed after Henry V's death, in the absence of a mature king, and during the turbulent closing stages of the Hundred Years War. The thesis presents an examination of these concepts. The thesis also reappraises the progress of the works at Henry VI' s foundations, offering fresh insight into the reasons why the plans were changed and enlarged at both colleges, and drawing a vital but hitherto virtually ignored distinction between the two royal foundations.
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Delbes, Pierre. "Les documents datés de la Geniza du Caire, Université de Cambridge,Westminster College Cambridge." Paris, INALCO, 1992. http://www.theses.fr/1992INAL0013.

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Simpson, Angela Gumede. "Aptitude, school grades, Cambridge examination results and university performance : the Swaziland case." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720159.

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The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school, and gender of student were the independent variables; GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR were the dependent variables. In the second part, performance at UNISWA, as measured by either STATUS or UNIMEAN, was the dependent variable; CAMENG, CAMCLASS, CAMAGGR, GPA, and MEANAPT were the independent variables.Answers to questions on Part 1 of the study were determined by computing means, standard deviations, and F-tests for differences between means for GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR for each of the general questions. Data were analyzed using Pearson r and multiple regression to answer Part 2 questions.The results of this study indicate that students enrolled in rural and government schools were outperformed by those attending urban and government-aided schools on all the measures. Although males outperformed females on the local Swaziland measures, school GPA and aptitude, there were no significant differences between males and females when the Cambridge examination scores were considered. The Cambridge examination appears to be neither efficient nor economical when used to identify the successful African student once he or she has been admitted to a local university. The same is true for the measures designed and currently used by local Swaziland educators. Swaziland officials may have to look elsewhere for predictors of university performance.<br>Department of Educational Psychology
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Dillard, Brenda Sluder. "A sample of technical writing from Trinity College, Cambridge MS O.5.26 and its relation to Chancery Standard English /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008315.

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Sletcher, Michael Alan. "The rise of heterodoxy and civic education in seventeenth-century New England, with special reference to Cambridge University and Harvard College." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620490.

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Lewis, Elizabeth Faith. "Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.

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In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.
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BENEDETTI, MARTA. "I classici attraverso l'Atlantico: la ricezione dei Padri Fondatori e Thomas Jefferson." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.

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La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.<br>The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.
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Pohl, Oliver [Verfasser]. "Zur tierärztlichen Ausbildung in Großbritannien und der Bunderepublik Deutschland : eine vergleichende Betrachtung unter besonderer Berücksichtigung der Verhältnisse am College of Veterinary Medicine der University of Cambridge und an der Tiermedizinischen Fakultät der Ludwig-Maximilians-Universität München / von Oliver Pohl." 2003. http://d-nb.info/969372639/34.

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Marshall, Paul A., and Bernard Zylstra. "Perspective vol. 13 no. 5 (Oct 1979)." 2013. http://hdl.handle.net/10756/251309.

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Books on the topic "University of Cambridge. King's College"

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Wayment, Hilary. King's College Chapel Cambridge: The side-chapel glass. Cambridge Antiquarian Society and the Provost and Scholars of King's College, Cambridge, 1991.

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Wayment, Hilary. King's College Chapel, Cambridge: The side-chapel glass. The Cambridge Antiquarian Society and the Provost and Scholars of King's College, 1988.

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Paterson, Craig, ed. David of King's. Viewforth Press, 2010.

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Alton, Jeannine. Supplementary catalogue of papers and correspondence of Alan Mathison Turing, FRS (1912-1954) material additional to CSAC 53/7/77. Contemporary Scientific Archives Centre, 1985.

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Cobban, Alan B. The King's Hall within the University of Cambridge in the later Middle Ages. Cambridge University Press, 2006.

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The architectural history of King's College Chapel and its place in the development of late Gothic architecture in England and France. Routledge & Kegan Paul, 1986.

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(Cambridge), King's College Association. A register of admissions to King's College, Cambridge, 1945-1982. (King's College Association), 1989.

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St John's College, Cambridge: A history. Boydell Press, 2011.

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Higher Education Quality Council. Quality Assurance Group. King's College London, University of London: Quality audit report. Higher Education Quality Control, Quality Assurance Group, 1994.

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Macfarlane, L. J. A visitor's guide to King's College, University of Aberdeen. 2nd ed. University of Aberdeen, 1992.

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Book chapters on the topic "University of Cambridge. King's College"

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Al-Youbi, Abdulrahman Obaid, Adnan Hamza Mohammad Zahed, Mahmoud Nadim Nahas, and Ahmad Abousree Hegazy. "European Most Innovative Universities." In The Leading World’s Most Innovative Universities. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59694-1_4.

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AbstractIn ranking of 2018 European Most Innovative Universities for the year 2018, Belgian University of KU Leuven topped the list, becoming the first innovative university in Europe for the third year in a row, among the universities that work on the advancement of science, development of modern technologies, and support of industries and markets. It should be noted that this University, established in 1425, offers its programs in Dutch. Then comes Imperial College London in the second place and Cambridge University in the third, maintaining their ranking for the third year in a row. However, the ranks of some other universities have changed in 2017 and 2018 lists.
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Casson, Catherine, Mark Casson, John S. Lee, and Katie Phillips. "Legacy: Cambridge in the 14th and 15th Centuries." In Compassionate Capitalism. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529209259.003.0007.

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Chapter 7 connects the book to work on the subsequent history of Cambridge, including that on the development of the University. It considers the extent to which trends identified in the Hundred Rolls continued into the fourteenth century. Cambridge adjusted to the decline in its agricultural trade after the Black Death by developing its service sector, linked to university education. The role of family dynasties remained significant, but the period was characterised by the growth of three key institutions – the borough corporation, the guilds, and the colleges. College property holdings increased, driven by increasing student numbers, and the colleges gradually obtained rights to the meadows adjoining the river to the west of the town. The foundation of King’s College transformed the street plan in the west of Cambridge, obliterating many ancient streets and buildings, but providing new economic opportunities to supply the academic community.
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Hope, Charles. "Francis James Herbert Haskell 1928–2000." In Proceedings of the British Academy, Volume 115 Biographical Memoirs of Fellows, I. British Academy, 2003. http://dx.doi.org/10.5871/bacad/9780197262788.003.0011.

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Publication of Patrons and Painters (1963), which dealt with art in 17th-century Rome and 18th-century Venice, established Francis Haskell as one of the leading art historians of his generation. He held posts at King's College Cambridge and was then appointed Professor of the History of Art at Oxford University with a Fellowship at Trinity College. Haskell turned to studying French painting of the 19th century. Rediscoveries in Art: Some Aspects of Taste, Fashion and Collecting in England and France (1976) won the Mitchell Prize for Art History. Haskell was elected a Fellow of the British Academy in 1971. Obituary by Charles Hope.
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"University College, Leicester and King's College, University of London." In The Accidental Diplomat. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814618328_0002.

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"1. (1826) A Charter for King's College." In The University of Toronto. University of Toronto Press, 2002. http://dx.doi.org/10.3138/9781442682504-002.

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"CAMBRIDGE UNIVERSITY DAY TRAINING COLLEGE." In Teacher Training at Cambridge. Routledge, 2004. http://dx.doi.org/10.4324/9780203642689-14.

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"Chapter 1 - 1826 - A Charter for King's College." In Friedland: Notes To the University of Toronto: A History. University of Toronto Press, 2002. http://dx.doi.org/10.3138/9781442658875-002.

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Copeland, Jack. "Turing’s great invention: the universal computing machine." In The Turing Guide. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747826.003.0013.

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There is no such person as the inventor of the computer: it was a group effort. The many pioneers involved worked in different places and at different times, some in relative isolation and others within collaborative research networks. There are some very famous names among them, such as Charles Babbage and John von Neumann—and, of course, Alan Turing himself. Other leading names in this roll of honour include Konrad Zuse, Tommy Flowers, Howard Aiken, John Atanasoff, John Mauchly, Presper Eckert, Jay Forrester, Harry Huskey, Julian Bigelow, Samuel Alexander, Ralph Slutz, Trevor Pearcey, Maurice Wilkes, Max Newman, Freddie Williams, and Tom Kilburn. Turing’s own outstanding contribution was to invent what he called the ‘universal computing machine’. He was first to describe the basic logical principles of the modern computer, writing these down in 1936, 12 years before the appearance of the earliest implementation of his ideas. This came in 1948, when Williams and Kilburn succeeded in wiring together the first electronic universal computing machine—the first modern electronic computer. In 1936, at the age of just 23, Turing invented the fundamental logical principles of the modern computer—almost by accident. A shy boyish-looking genius, he had recently been elected a Fellow of King’s College, Cambridge. The young Turing worked alone, in a spartan room at the top of an ancient stone building beside the River Cam. It was all quite the opposite of a modern research facility—Cambridge’s scholars had been doing their thinking in comfortless stone buildings, reminiscent of cathedrals or monasteries, ever since the university had begun to thrive in the Middle Ages. A few steps from King’s, along narrow medieval lanes, are the buildings and courtyards where, in the seventeenth century, Isaac Newton revolutionized our understanding of the universe. Turing was about to usher in another revolution. He was engaged in theoretical work in the foundations of mathematics. No-one could have guessed that anything of practical value would emerge from his highly abstract research, let alone a machine that would change all our lives.
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"Highgate School, University College, London, and Trinity College, Cambridge." In Shaping Ecology. Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781118290927.ch4.

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Turing, Alan, and Richard Braithwaite. "Can Automatic Calculating Machines Be Said To Think? (1952)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0020.

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This discussion between Turing, Newman, R. B. Braithwaite, and G. Jefferson was recorded by the BBC on 10 January 1952 and broadcast on BBC Radio on the 14th, and again on the 23rd, of that month. This is the earliest known recorded discussion of artificial intelligence. The anchor man of the discussion is Richard Braithwaite (1900–90). Braithwaite was at the time Sidgwick Lecturer in Moral Science at the University of Cambridge, where the following year he was appointed Knightsbridge Professor of Moral Philosophy. Like Turing, he was a Fellow of King’s College. Braithwaite’s main work lay in the philosophy of science and in decision and games theory (which he applied in moral philosophy). Geoffrey Jefferson (1886–1961) retired from the Chair of Neurosurgery at Manchester University in 1951. In his Lister Oration, delivered at the Royal College of Surgeons of England on 9 June 1949, he had declared: ‘When we hear it said that wireless valves think, we may despair of language.’ Turing gave a substantial discussion of Jefferson’s views in ‘Computing Machinery and Intelligence’ (pp. 451–2), rebutting the ‘argument from consciousness’ that he found in the Lister Oration. In the present chapter, Jefferson takes numerous pot shots at the notion of a machine thinking, which for the most part Turing and Newman are easily able to turn aside. Jefferson may have thought little of the idea of machine intelligence, but he held Turing in considerable regard, saying after Turing’s death that he ‘had real genius, it shone from him’. From the point of view of Turing scholarship, the most important parts of ‘Can Automatic Calculating Machines Be Said to Think’ are the passages containing Turing’s exposition of the imitation game or Turing test. The description of the test that Turing gave in ‘Computing Machinery and Intelligence’ is here modified in a number of significant ways. The lone interrogator of the original version is replaced by a ‘jury’ (p. 495). Each jury must judge ‘quite a number of times’ and ‘sometimes they really are dealing with a man and not a machine’. For a machine to pass the test, a ‘considerable proportion’ of the jury ‘must be taken in by the pretence’.
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Conference papers on the topic "University of Cambridge. King's College"

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Clarkson, P. John, James Ward, Peter Buckle, Dave Stubbs, and Roger Coleman. "Design for Patient Safety: A Review of the Effectiveness of Design in the UK Health Service." In ASME 7th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2004. http://dx.doi.org/10.1115/esda2004-58311.

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The Department of Health and the Design Council jointly commissioned a scoping study to deliver ideas and practical recommendations for a design approach to reduce the risk of medical error and improve patient safety across the NHS. The research was undertaken by the Engineering Design Centre at the University of Cambridge, the Robens Institute for Health Ergonomics at the University of Surrey and the Helen Hamlyn Research Centre at the Royal College of Art. The research team employed diverse methods to gather evidence from literature, key stakeholders, and experts from within healthcare and other safety-critical industries. Despite the multiplicity of activities and methodologies employed, what emerged from the research was a very consistent picture. This convergence pointed to the need to better understand the health care system as the context into which specific design solutions must be delivered. Without that broader understanding there can be no certainty that any single design will contribute to reducing medical error and the consequential cost thereof.
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Fertig, Jan, and Subha Kumpaty. "Gender Issues in Engineering Education: What Systemizing and Empathizing Have to Do With It." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72597.

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More than half of U.S. students entering college are female, but female students are still largely absent from engineering fields. The persistent absence of females in engineering may owe itself, at least in part, to a fundamental difference in cognitive approaches between males and females. Although there is a significant amount of cross-over, males are more likely than females to have a systemizing brain, which is associated with a drive to understand how the world works through the identification and creation of patterns and rules. Females are more likely to be born with an empathizing style, which lends itself to a natural aptitude for identifying others’ thoughts and emotions. This systemizing-empathizing dichotomy is based on the work of Simon Baron-Cohen at the University of Cambridge in the UK. Engineering programs are geared toward those with a higher SQ (systemizing quotient). This paper reviews relevant research on how systemizing-empathizing (S-E) theory applies to engineering education and examines current research on the reasons behind the dearth of females in engineering, finding that the contemporary engineering culture in college is also characterized by subtle forms of discrimination that systematically direct women away from engineering. Finally, some recommendations are made for how engineering programs might engage a broader base of students.
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Chen, Po Nien, and Kayvan Karimi. "The impact of a new transport system on the neighbourhoods surrounding the stations: The cases of Bermondsey and West Ham, London." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5971.

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The impact of a new transport system on the neighbourhoods surrounding the stations: The cases of Bermondsey and West Ham, London Po Nien Chen, Kayvan Karimi Space Syntax Laboratory, The Bartlett School of Architecture, University College London, UKE-mail: po-nien.chen.16@ucl.ac.uk, k.karimi@ucl.ac.uk Keywords: Space Syntax, Jubilee Line Extension, urban regeneration Conference topics and scale: Tools of analysis in urban morphology The impact of new public transport system on the towns and suburbs has been widely considered to be a significant aspect of urban development. However, the spatial configurations which could stimulate the transformation around the neighbourhoods of the station have not been clearly identified. It could be argued that the implementation of transport systems and the creation of new stations would enhance the mobility of the transport network and the accessibility around the station’s vicinity. Furthermore, the dynamics of pedestrian flow, generated by the new transport system might transform the social, cultural and economic activities around the stations. Therefore, the aims of this study are to analyse how the spatial configuration and the urban formation are affected by the implementation of stations and understand how the new stations emerge in the urban form. The Jubilee Line Extension (JLE) in East London, which started to operate in 2000, plays an essential role in connecting Central London with the recently developed financial district in the east. This study focuses on two stations located along the JLE, Bermondsey and West Ham, which have different topological and demographic characteristics. To determine whether the stations integrate cohesively with the urban environment, this study applies Space Syntax methods of spatial network analysis to evaluate the spatial characteristics and compares with GIS data of the house prices and land use distribution before and after the JLE. The results demonstrate a strong correlation between pedestrian movement and the distribution of residential and commercial activities within the street network structure. The study also reveals the strength and weakness of the stations, which are embedded within urban structures and suggests urban regeneration strategies through improving the accessibility and public space design. Reference Chorus, P., Bertolini, L., (2016) ‘Developing transit-oriented corridors: Insights from Tokyo’, International Journal of Sustainable Transportation, 10:2, 86-95. Hillier, B and Hanson, J. (1984) The Social Logic of Space (Cambridge University Press, Cambridge). Kusumo, C, M. (2005) ‘Is a railway station a central urban space? Spatial configuration study of retail distribution pattern around railway stations’, Proceedings, 5th International Space Syntax Symposium, (Delft)
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Reports on the topic "University of Cambridge. King's College"

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How digital technologies affect adolescent psychological well-being and mental health – Dr. Amy Orben. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.15469.

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