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1
Ruffles, Philip Charles. "Stewart Crichton Miller, C.B.E. 2 July 1934 – 7 August 1999." Biographical Memoirs of Fellows of the Royal Society 48 (January 2002): 323–29. http://dx.doi.org/10.1098/rsbm.2002.0018.
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Stewart Crichton Miller, a mechanical engineer of great distinction, was the former Director of Engineering and Technology for Rolls-Royce plc, where he worked for over 40 years. Stewart was a foremost contributor to several of the company's most important development projects, chief among them being the RB211-535 engine project, which is used on Boeing 757 aircraft. Stewart was born on 2 July 1934 to William and Grace Miller in Kirkcaldy, Fife, where he spent his childhood. His primary school education at Kirkcaldy Fife High Primary School started on 4 September 1939, the day after war was declared. A contemporary, with whom he was a close friend during school years, is Archie Howie (F.R.S. 1978), a distinguished physicist and former Head of the Cavendish Laboratory, Cambridge. Professor Howie recalls that he and Stewart vied with each other for school prizes, etc., with Stewart emerging as the Dux of the primary school. On leaving primary school, Stewart attended Kirkcaldy High School from 1945 to 1951. It was there that he received the Scottish Higher Learning Certificate in 1950 and an award in the Edinburgh University Bursary Competition. He continued his education at the University of Edinburgh from 1951 to 1954, enrolling as an engineering degree candidate. His choice of engineering as a career was considered unusual by others for someone of his high academic abilities. However, this doubt only increased his determination. His research emphasis while studying was on mechanical vibration, which served as useful background for his later work at Rolls-Royce on turbo-machinery. He graduated in 1954 from Edinburgh with a BSc (firstclass honours) in mechanical engineering. After leaving university, Stewart spent two years completing a graduate apprenticeship with Rolls-Royce that marked the beginning of his extensive career. Spending his first year gaining workshop experience and his second in all the major technical offices, Stewart subsequently qualified to receive the status of Chartered Engineer.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 3." Higher Education Studies 8, no. 3 (August 31, 2018): 113. http://dx.doi.org/10.5539/hes.v8n3p113.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 1." Higher Education Studies 9, no. 1 (February 28, 2019): 159. http://dx.doi.org/10.5539/hes.v9n1p159.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 9, Number 1
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, Romania
Anna Liduma, University of Latvia, Latvia
Antonina Lukenchuk, National Louis University, USA
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Ausra Kazlauskiene, Siauliai University, Lithuania
Barbara N. Martin, University of Central Missouri, USA
Carmen P. Mombourquette, University of Lethbridge, Canada
Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey
Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India
Evrim Ustunluoglu, Izmir University of Economics –Izmir/Turkey, Turkey
Firouzeh Sepehrianazar, Orumieh university, Iran
Geraldine N. Hill, Elizabeth City State University, USA
Gerard Hoyne, School of Health Sciences, University of Notre Dame Australia, Australia
Gregory S. Ching, Fu Jen Catholic University, Taiwan
Hüseyin Serçe, Selçuk University, Turkey
Jayanti Dutta, Panjab University, India
Jisun Jung, University of Hong Kong, Hong Kong
John Cowan, Edinburgh Napier University, United Kingdom
John Walter Miller, Benedict College in Columbia, USA
Laid Fekih, University of Tlemcen Algeria, Algeria
Lung-Tan Lu, Fo Guang University, Taiwan, Taiwan
Mehmet Ersoy, Department of Computer Education and Instructional Technologies, Turkey
Mei Jiun Wu, Faculty of Education, University of Macau, China
Meric Ozgeldi, Mersin University, Turkey
Mirosław Kowalski, University of Zielona Góra, Poland
Nicos Souleles, Cyprus University of Technology, Cyprus
Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria
Philip Denton, Liverpool John Moores University, United Kingdom
Rachida Labbas, Washington State University, USA
Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia
Sahar Ahadi, Islamic Azad University of Mashhad, Iran
Tuija A. Turunen, University of Lapland, Finland
Vasiliki Brinia, Athens University of Economic and Business, Greece
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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GAWRON, JEAN MARK, and KELLEN STEPHENS. "Sparsity and normalization in word similarity systems." Natural Language Engineering 22, no. 3 (August 19, 2015): 351–95. http://dx.doi.org/10.1017/s1351324915000261.
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AbstractWe investigate the problem of improving performance in distributional word similarity systems trained on sparse data, focusing on a family of similarity functions we call Dice-family functions (Dice 1945Ecology26(3): 297–302), including the similarity function introduced in Lin (1998Proceedings of the 15th International Conference on Machine Learning, 296–304), and Curran (2004 PhD thesis, University of Edinburgh. College of Science and Engineering. School of Informatics), as well as a generalized version of Dice Coefficient used in data mining applications (Strehl 2000, 55). We propose a generalization of the Dice-family functions which uses a weight parameter α to make the similarity functions asymmetric. We show that this generalized family of functions (α systems) all belong to the class of asymmetric models first proposed in Tversky (1977Psychological Review84: 327–352), and in a multi-task evaluation of ten word similarity systems, we show that α systems have the best performance across word ranks. In particular, we show that α-parameterization substantially improves the correlations of all Dice-family functions with human judgements on three words sets, including the Miller–Charles/Rubenstein Goodenough word set (Miller and Charles 1991Language and Cognitive Processes6(1): 1–28; Rubenstein and Goodenough 1965Communications of the ACM8: 627–633).
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Pransky, Joanne. "The Pransky interview: Dr Ken Goldberg, Professor, Industrial Engineering and Operations Research, UC Berkeley; Inventor and Artist." Industrial Robot: the international journal of robotics research and application 46, no. 2 (March 18, 2019): 188–91. http://dx.doi.org/10.1108/ir-02-2019-0026.
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Purpose The following article is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business, and personal experience of a prominent, robotic industry PhD and inventor regarding his pioneering efforts and the commercialization of bringing a technological invention to market. The paper aims to discuss these issues. Design/methodology/approach The interviewee is Dr Ken Goldberg, an inventor working at the intersection of art, robotics, and social media. He joined the UC Berkeley faculty in 1995 where he is the UC Berkeley William S. Floyd Jr Distinguished Chair in Engineering and recently served as Chair of the Industrial Engineering and Operations Research Department. He has secondary appointments in UC Berkeley’s Electrical Engineering/Computer Science, Art Practice and the School of Information. Goldberg also holds an appointment at the UC San Francisco Medical School’s Department of Radiation Oncology where he pursues research in medical robotics. Goldberg is Director of the CITRIS “People and Robots” Initiative and the UC Berkeley’s Laboratory for Automation Science and Engineering (AUTOLAB) where he and his students research machine learning for robotics and automation in warehouses, homes, and operating rooms. In this interview, Goldberg shares some of his personal and business perspectives from his career-long pursuit of making robots less clumsy. Findings Goldberg earned dual BS degrees in Electrical Engineering and Economics from the University of Pennsylvania in 1984, and MS and PhD degrees in Computer Science from Carnegie Mellon University in 1990. Goldberg also studied at Edinburgh University and the Technion. From 1991-95 he taught at the University of Southern California, and in fall 2000, he was visiting faculty at the MIT Media Lab. Goldberg and his students pursue research in three primary areas: Geometric Algorithms for Automation, Cloud Robotics, and Robot Learning. Originality/value Goldberg developed the first complete algorithms for part feeding and part fixturing, and developed the first robot on the Internet. His inventions have been awarded nine US Patents. Goldberg has published over 250 peer-reviewed technical papers and edited four books. He co-founded and served as Editor-in-Chief of the IEEE Transactions on Automation Science and Engineering (T-ASE). He is also Co-Founder of the Berkeley AI Research (BAIR) Lab, the Berkeley Center for New Media (BCNM), the African Robotics Network (AFRON), the Center for Automation and Learning for Medical Robotics (CAL-MR), the CITRIS Data and Democracy Initiative (DDI), Hybrid Wisdom Labs, and Moxie Institute. He has presented over four hundred keynote and invited lectures. Goldberg's artwork, closely linked with his research, has appeared in over seventy venues. Ken was awarded the Presidential Faculty Fellowship in 1995 by Bill Clinton, the Joseph Engelberger Robotics Award in 2000, elected IEEE Fellow in 2005, and selected by the IEEE Robotics and Automation Society for the George Saridis Leadership Award in 2016.
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Johstone, Rose. "A Sixty-Year Evolution of Biochemistry at McGill University." Scientia Canadensis 27 (June 18, 2009): 27–83. http://dx.doi.org/10.7202/800458ar.
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Abstract The Department of Biochemistry at McGill University was inaugurated close to a century after the Medical School was founded. The roots of the Department, however, can be found at the very beginning of the Medical School in 1829. Because several of the founding faculty members of the Medical School were educated in Edinburgh, McGill's early medical program bore the imprint of the Edinburgh school-particularly in the importance placed on instruction in chemistry and on basic research. This survey of the development of a university department is structured on the succession of department chairs, and describes how the Department's scientific, pedagogical, and administrative activities were influenced by the particular abilities and dispositions of the individuals who were at the helm. It explains how the growth of external research institutes influenced the Department's evolution, and cites some of the noteworthy contributions of its members.
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Talianni, Katerina, Eleni Ira Panourgia, Jack Walker, and Roxana Karam. "Editorial." Airea: Arts and Interdisciplinary Research, no. 1 (June 13, 2018): 1–2. http://dx.doi.org/10.2218/airea.2748.
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The plethora and availability of digital tools and practices have transformed the ways art is created, perceived and disseminated. This had a distinct impact on how research is conducted across the arts and humanities as a whole from practice-led to process-focused and people-centred research. Airea’s first issue “Computational tools and digital methods in creative practices” germinated from a series of research focuses that began in 2016 when the research network (sIREN) was established by PhD students in Edinburgh College of Art, the University of Edinburgh. sIREN's aim is to create a dialogue between several fields and promote new perceptions of research based on diverse methodological approaches. It seeks to form a platform of communication among arts and other disciplines, technologies and digital media, theory, practice and collaboration. For this, we organised a series seminars-workshops during the academic year 2016-2017 that brought together invited speakers from the University of Edinburgh (across Edinburgh College of Art, School of Education, School of Informatics, Edinburgh Centre for Robotics and School of Geosciences), the University of Warwick (Centre for Interdisciplinary Methodologies), the University of Newcastle (School of Architecture, Planning and Landscape) and the National Library of Scotland, followed by an international conference in May 2017, which included an interactive format of hands-on workshops, papers and a performance session.
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Cowan, David. "Artificial intelligence at Edinburgh university." Computer-Aided Design 17, no. 9 (November 1985): 465–69. http://dx.doi.org/10.1016/0010-4485(85)90295-7.
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BUCHSTABER, V. M., and E. G. REES. "Frobenius n-homomorphisms, transfers and branched coverings." Mathematical Proceedings of the Cambridge Philosophical Society 145, no. 2 (September 2008): 511. http://dx.doi.org/10.1017/s0305004108001369.
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In this paper, the affiliations and names of the authors were misplaced. The correct information is: V.M. BuchstaberSteklov Mathematical Institute, RAS, Gubkina 8, 119991 Moscowand School of Mathematics, University of Manchester, Manchester M13 9PL.and E.G. ReesSchool of Mathematics, University of Edinburgh, Edinburgh EH9 3JZand Heilbronn Institute for Mathematical Research, University of Bristol, Bristol BS8 1TW. The Editor apologises for this error.
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White, Campbell, and Mike Steel. "Heriot-Watt SCHOOLS physics laboratory." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 33–36. http://dx.doi.org/10.29311/ndtps.v0i1.399.
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A collaborative venture, set up by the Physics Department of Heriot-Watt University, Edinburgh, to provide practical support for school Physics departments in carrying out and assessing the practical elements of SQA Higher and Advanced Higher Physics. The venture allows school students to work in a university environment and in this way strengthens the links between school and university.
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ANDERSON, ROBERT. "Ceremony in Context: The Edinburgh University Tercentenary, 1884." Scottish Historical Review 87, no. 1 (April 2008): 121–45. http://dx.doi.org/10.3366/e0036924108000073.
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Edinburgh introduced Britain to the university centenary, an established form of celebration in continental Europe. The ceremonies in 1884 can be seen in the framework of the late nineteenth-century ‘invention of tradition’. Such events usually asserted the links of the university with national and local communities and with the state. The Edinburgh celebrations marked the opening of a new medical school, after a public appeal which itself strengthened relations with graduates and wealthy donors. The city council, local professional bodies, and the student community all played a prominent part in the events of 1884, which were a significant episode in the development of student representation. Analysis of the speeches given on the occasion suggests that the university sought to promote the image of a great medical and scientific university, with the emphasis on teaching and professional training rather than research, for the ideal of the ‘Humboldtian’ research university was still a novelty in Britain. Tercentenary rhetoric also expressed such themes as international academic cooperation , embodied in the presence of leading scientists and scholars, the harmony of religion and science, and a liberal protestant view of the rise of freedom of thought. The tercentenary coincided with impending legislation on Scottish universities, which encouraged assertions of the public character of these institutions, and of the nation's distinct cultural identity. One striking aspect, however, was the absence of women from the formal proceedings, and failure to acknowledge the then current issue of women's admission to higher education.
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Henry, John. "Historical and other studies of science, technology and medicine in the University of Edinburgh." Notes and Records of the Royal Society 62, no. 2 (March 6, 2008): 223–35. http://dx.doi.org/10.1098/rsnr.2008.0005.
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Considering Edinburgh's prominence in the historical development of the sciences, it might be expected that the formal study of the history of science would appear as a significant feature in its university. Alas, this is not so, although there are signs that things are beginning to improve. If there is a deficit in historical studies of science, however, it is surely outweighed by Edinburgh's remarkable contribution to the sociological study of science and technology, which has even given rise to the designation ‘Edinburgh School’ to refer to a characteristic approach to the study of science that was developed in Edinburgh University. In this report I briefly consider the history of these and other aspects of the study of science, technology and medicine in Edinburgh as well as presenting an outline of the current picture.
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Cockram, Michael S., Kay Aitchison, David D. S. Collie, Gidona Goodman, and Jo-Anne Murray. "Animal-Handling Teaching at the Royal (Dick) School of Veterinary Studies, University of Edinburgh." Journal of Veterinary Medical Education 34, no. 5 (December 2007): 554–60. http://dx.doi.org/10.3138/jvme.34.5.554.
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McCrone, David. "What school did you go to? Education and status in Edinburgh." Scottish Affairs 29, no. 1 (February 2020): 24–49. http://dx.doi.org/10.3366/scot.2020.0305.
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The question ‘Which school did you go to?’ is an attempt to ‘place’ respondents in Edinburgh in terms of social status. This article examines the social and educational origins of fee-paying schools in a city with a significantly higher proportion of secondary pupils in such schools than elsewhere in Scotland. It asks what the perceived ‘pay-off’ is as regards social and educational mobility in the context of a significant decline since the 1960s in the numbers attending their ‘local’ university, and in a city with a much higher percentage of residents born furth of Scotland. The key question is to what extent being educated privately still makes a difference.
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Du Plessis, Paul, and Willemien Du Plessis. "Editorial: Engaging with African Customary Law: Legal History in Contemporary South Africa." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 20 (October 18, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2017/v20i0a3266.
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This special edition consists of a selection of the contributions delivered an event on Custom, Oral History and Law: Writing South African Legal History, co-hosted by the Law School, University of Edinburgh and the Faculty of Law, North-West University.
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Croxford, Linda, Gemma Docherty, Rebecca Gaukroger, and Kathleen Hood. "Widening Participation at the University of Edinburgh: Contextual Admissions, Retention, and Degree Outcomes." Scottish Affairs 23, no. 2 (May 2014): 192–216. http://dx.doi.org/10.3366/scot.2014.0017.
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In Scotland, as in the rest of the UK, there is growing recognition that prior qualifications may not provide an adequate indication of the ‘potential’ of applicants from educationally-disadvantaged backgrounds to succeed at university. Universities are being encouraged to use contextual data on neighbourhood characteristics and school performance to identify disadvantaged applicants in the admissions process. Contextualised admissions have been pioneered at the University of Edinburgh since 2004, and this article reports findings on the prior qualifications, retention and degree outcomes of a sample of students who entered the University in 2004–2006. The article describes the distribution of contextual data and discusses the limitations of indicators based on geographical area and school characteristics. Differences in average prior qualifications, retention and degree outcomes associated with indicators of widening participation are small. Statistical models suggest that after taking account of prior qualifications WP-indicated students were as likely to complete an HE qualification and achieve an Honours degree as non-WP students, but they had a lower probability of achieving a higher classification of degree. The findings raise questions for the University about possible causes for lower achievement by disadvantaged students.
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Amos, Amanda. "Hospital smoking policies: examples of good practice? From Amanda Amos (University of Edinburgh Medical School, Scotland)." Addiction 86, no. 6 (June 1991): 704–6. http://dx.doi.org/10.1111/j.1360-0443.1991.tb03095.x.
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Laurie, Graeme. "News and Views." European Journal of Health Law 17, no. 3 (2010): 295–98. http://dx.doi.org/10.1163/157180910x504108.
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AbstractThe second conference of the European Association of Health Law took place in the Royal College of Physicians in Edinburgh, Scotland on 15-16 October 2009. The event was generously sponsored by the British Academy and the AHRC/SCRIPT research centre based in the School of Law at the University of Edinburgh.<xref ref-type="fn" rid="FN2">2</xref> The meeting was attended by 115 delegates from 26 countries and preceded by a public debate on assisted dying. This report gives an account of these events and the future direction of the work of the Association.
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Ahmad Sabri. "Trends of “Tahfidz House” Program in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 71–86. http://dx.doi.org/10.21009/jpud.141.06.
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The enthusiasm in the Tahfidz House (TH) education program especially for children shows an increasing trend in Padang, a modeling city in developing Islāmic character for children. The purpose of this study was to investigate the Tahfidz House program trends development in early childhood in Padang. This study uses qualitative methods with data collection tools, namely inter- views, direct observation, and document analysis. The results showed that: First, the Tahfidz House program attracted public interest because it offered dimensions of character formation such as in- creasing Intelligence Quotient, Emotional Quotient, and Spiritual Quotient. Second, there is a theo- logical reason in the landscape of local people to think that the Qur'an offers a blessing concept in our lives. Third, Tahfidz House existences as non-formal education has two dominant affiliations, namely pure education and based on market interests or capitalization.
Keywords: Early Childhood Education, Tahfidz House Program, Market Interest
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&NA;. "Northwestern University Medical School." JPO Journal of Prosthetics and Orthotics 2, no. 3 (1990): 231???233. http://dx.doi.org/10.1097/00008526-199004000-00019.
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&NA;, &NA;. "Northwestern University Medical School." JPO Journal of Prosthetics and Orthotics 4, no. 5 (October 1992): 249–50. http://dx.doi.org/10.1097/00008526-199210000-00010.
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Gardner, Dugald. "James Bell Pettigrew (1832–1908) MD, LLD, FRS, comparative anatomist, physiologist and aerobiologist." Journal of Medical Biography 25, no. 3 (September 18, 2015): 169–78. http://dx.doi.org/10.1177/0967772015605238.
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After leaving Glasgow University, Pettigrew joined the Edinburgh Medical School in 1856. Professor Goodsir determined Pettigrew’s entire future by awarding him the Anatomy Gold Medal for an essay on cardiac muscle. The essay was accompanied by dissections of such high quality that they led to the Croonian Lecture of the Royal Society of London in 1860. After graduating, Pettigrew’s time as House Surgeon to James Syme was followed by a position in the Hunterian Museum, London. Intensive studies of urinary and alimentary muscle, and observations of insects and animals, with lectures on flight to distinguished societies, contributed to disabling illness and a long convalescence but in 1869 Pettigrew became Conservator of the Royal College of Surgeons of Edinburgh and then Pathologist to the Royal Infirmary of Edinburgh. The publication of Physiology of the Circulation and of Animal Locomotion, with its emphasis on aeronautics, ensured international fame. Fellowship of both London and Edinburgh Royal Societies was another factor contributing to Pettigrew’s election to the Chandos Chair at St Andrews University in 1875. The construction and abortive flying of a motor-driven aeroplane came near the end of his life and Pettigrew gave his remaining years to completing his monumental Design in Nature.
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Wu, Osmond C., Sunil Manjila, Nima Malakooti, and Alan R. Cohen. "The remarkable medical lineage of the Monro family: contributions of Alexander primus, secundus, and tertius." Journal of Neurosurgery 116, no. 6 (June 2012): 1337–46. http://dx.doi.org/10.3171/2012.2.jns111366.
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Among the families that have influenced the development of modern medicine into what it is today, the Monro lineage stands as one of the most notable. Alexander Monro primus (1697–1767) was the first of 3 generations with the same name, a dynasty that spanned 126 years occupying the Chair of Anatomy one after the other at the University of Edinburgh. After becoming Professor of Anatomy at the University of Edinburgh in 1719, Monro primus played a principal role in the establishment of the University of Edinburgh School of Medicine and the Edinburgh Royal Infirmary. In 1726, he published The Anatomy of the Humane Bones, of which 8 editions were printed during his lifetime. His son, Alexander Monro secundus (1733–1817), arguably the most notable of the 3 men, succeeded him as Professor of Anatomy. A highly regarded lecturer and anatomist, Monro secundus studied under many great physicians, including William Hunter and Johann Friedrich Meckel the Elder, and was also teacher to other well-known figures at the time, such as Joseph Black and Thomas Trotter. His most notable contributions include his work with the lymphatic system, the interventricular foramen (of Monro), and the Monro-Kellie doctrine. Alexander Monro tertius (1773–1859), the last of the dynasty, also succeeded his father as Professor of Anatomy. His work included insights into abdominal aortic aneurysms and the anatomy of the genitourinary system. The prominent association of the Monro family with the University of Edinburgh and the effects of a tenured professorship under the concept of “Ad vitam aut culpam” over successive generations are also described. To the best of the authors' knowledge, this historical review of the Monro family is among the few published in neurosurgical literature. A vivid historical overview of the medical contributions of the most famous and influential dynasty of physicians in Edinburgh at that time is provided, with relevant excerpts from original publications.
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Swan, Harold T. "Edinburgh Medical Students Peculiarly Described as ‘Occasional Auditors’." Journal of Medical Biography 13, no. 4 (November 2005): 207–17. http://dx.doi.org/10.1177/096777200501300407.
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The phrase ‘occasional auditor’ appears to have been coined by a Royal Commission of 1826–32 to describe students who attended classes but did not intend to graduate. ‘Occasional’ meant ‘infrequent’, ‘auditor’ meant ‘listener’, and the Commission paid scant attention to these students. At the Edinburgh Medical School, however, such non-graduating students significantly outnumbered the graduates, and this can be shown to have been the case from as early as 1726 and to have continued until 1858, particular attention being paid here to the last two decades (i.e. 1839–58). There is no existing Edinburgh University list of ‘occasional auditors’, but a methodology of cross-referencing is described which makes it possible to identify the ‘occasional auditors' by name. ‘Occasional auditors' in the Faculty of Medicine can now be redefined as serious students who had assembled their own course of study in order to further their personal careers, and it is possible to show that very many of these careers were in medicine, largely in the emerging field of general practice.
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McGregor, M. S., A. Tomlinson, and O. K. Tan. "Experiences of SOLO 1000 in Research at the University of Edinburgh." International Journal of Electrical Engineering & Education 26, no. 1-2 (January 1989): 182–84. http://dx.doi.org/10.1177/002072098902600129.
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Clarkson, L. A. "James Eadie Todd and the school of history at the Queen’s University of Belfast." Irish Historical Studies 41, no. 159 (May 2017): 22–40. http://dx.doi.org/10.1017/ihs.2017.2.
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AbstractJames Eadie Todd was appointed to the chair of modern history in Queen’s University, Belfast in 1919, aged thirty-four, having previously held academic posts in Edinburgh, Montreal and Halifax, Nova Scotia. Todd published almost nothing but spent his career as a teacher, and his carefully prepared formal lectures guided generations of Queen’s students to a pass degree. But he also had the ability to inspire a minority of students to the further study of history and several of his pupils went on to occupy chairs of history in Ireland and Great Britain. During the 1930s, with his former pupil T. W. Moody, he created an honours and graduate school with a strong emphasis on Irish history. Todd stressed the importance of the objective study of the sources. Behind the scenes he was instrumental, with others, in founding the Ulster Society for Irish Historical Studies and establishing Irish Historical Studies. His later years were plagued by ill health and personal bereavement. He retired in 1945 and died four years later. The article concludes with an assessment of Todd’s importance to the professionalisation of Irish historical scholarship.
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McPhillips, Kathleen. "Revisiting BISFT Summer School 2006, Harriot-Watt University, Edinburgh, ‘What’s God got to do with it? – Politics, Economics, Theology’." Feminist Theology 27, no. 3 (May 2019): 339–51. http://dx.doi.org/10.1177/0966735019834000.
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This article addresses research that deals with approaches to psychological and social trauma and ways to manage its disruptive power. In the first instance I apply this to the life of my great-grandmother in order to help understand why her life became unbearably difficult, the treatment she received as a female ‘hysteric’ in the 1940s and most importantly the impact that her life has continued to have through four generations of family life. In the second instance, I apply trauma theory to the history of forgetting women and its implications for feminist action and recovery with specific reference to Feminist Theology. I suggest that there are powerful connections between the individual and collective forgetting of women’s lives, and that this forgetting is premised on forms of symbolic violence. I turn to the work of psychiatrists Judith Herman, and Russell Meares and feminist theologian Elisabeth Schüssler Fiorenza, in order to provide an account of forgetting, remembering and finally recovery.
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Goldenberg, Naomi. "Revisiting BISFT Summer School 2006, Harriot-Watt University, Edinburgh, ‘What’s God got to do with it? – Politics, Economics, Theology’." Feminist Theology 27, no. 3 (May 2019): 329–38. http://dx.doi.org/10.1177/0966735019834003.
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The article reflects on a 2006 keynote about sex and religion discussing a topic the author has addressed as a central issue. Although the author has been involved in what has been known as the field of women and religion for decades, theory that is now emerging under the rubric of what is at times called ‘critical religion’, has led her to a different approach to the topic. The article reflects on the past and moves forward to introduce this trajectory of theory. The hope is to convince the reader that thinking critically about sex and religion together is a new and necessary adventure.
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Cairns, Liam, Seamus Byrne, John M. Davis, Robert Johnson, Kristina Konstantoni, and Marlies Kustatscher. "Children’s Rights to Education – Where is the Weight for Children’s Views?" International Journal of Children’s Rights 26, no. 1 (March 7, 2018): 38–60. http://dx.doi.org/10.1163/15718182-02601007.
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This paper analyses the views and preferences of children and young people who experience barriers when attempting to engage with schools and schooling. It specifically considers processes of formal and informal exclusion and the manner in which “stigmatised” children are treated within a system where attendance to children’s rights is, at best, sketchy and at worst – downright discriminatory. The paper poses a number of critical questions concerning the extent to which the views of children are given due weight in decision-making processes in schools, whether the background a child comes from affects the way school staff listen to them and whether school rules act as a barrier or enabler for children’s rights. In turn, these questions are related to what educational processes might look like that place due weight on the views of children, what cultures create barriers to listening in practice, and what we can learn from children’s overall experiences. The paper presents findings from a participatory empirical peer research project (funded by a Carnegie Research Incentive Grant and the University of Edinburgh Challenge Investment Fund), conducted with and by young people in schools in Scotland and the north of England. This paper is innovative as it is the product of collaborative working between academics at the University of Edinburgh, staff at Investing in Children and the young researchers who co-authored this article for publication.
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Fletcher, Liz, Susan Rosser, and Alistair Elfick. "Exploring Synthetic and Systems Biology at the University of Edinburgh." Biochemical Society Transactions 44, no. 3 (June 9, 2016): 692–95. http://dx.doi.org/10.1042/bst20160006.
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The Centre for Synthetic and Systems Biology ('SynthSys') was originally established in 2007 as the Centre for Integrative Systems Biology, funded by the Biotechnology and Biological Sciences Research Council (BBSRC) and the Engineering and Physical Sciences Research Council (EPSRC). Today, SynthSys embraces an extensive multidisciplinary community of more than 200 researchers from across the University with a common interest in synthetic and systems biology. Our research is broad and deep, addressing a diversity of scientific questions, with wide ranging impact. We bring together the power of synthetic biology and systems approaches to focus on three core thematic areas: industrial biotechnology, agriculture and the environment, and medicine and healthcare. In October 2015, we opened a newly refurbished building as a physical hub for our new U.K. Centre for Mammalian Synthetic Biology funded by the BBSRC/EPSRC/MRC as part of the U.K. Research Councils' Synthetic Biology for Growth programme.
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&NA;. "Southern Illinois University School of Medicine." JPO Journal of Prosthetics and Orthotics 2, no. 3 (1990): 249???252. http://dx.doi.org/10.1097/00008526-199004000-00026.
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&NA;, &NA;. "Southern Illinois University School of Medicine." JPO Journal of Prosthetics and Orthotics 4, no. 5 (October 1992): 265–67. http://dx.doi.org/10.1097/00008526-199210000-00017.
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KAWAHARA, Genta. "The Action and Plan in School/Graduate School of Engineering Science, Osaka University." Proceedings of Mechanical Engineering Congress, Japan 2016 (2016): W261004. http://dx.doi.org/10.1299/jsmemecj.2016.w261004.
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Girdwood, R. H. "On Being a Medical Student in the 1930s." Scottish Medical Journal 43, no. 1 (February 1998): 26–28. http://dx.doi.org/10.1177/003693309804300109.
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From a Minute Book which has survived the years, an account is given of matters discussed by the Clinical Medicine Board of the Royal Infirmary of Edinburgh in the 1930s. This Board consisted of the senior physicians in the hospital and the records give an indication of the excessively large number of students who were all having their clinical experience in the wards of the one hospital. In addition to the University students there were others studying for the Triple Qualification of the Royal Colleges. The pressure of this teaching on staff and patients was considerable. It was decided to transfer some of the tuition to Craigleith Hospital which became the Western General. In 1939 the male house doctors were awaiting their call-up. The administrators had to consider arrangements for the continuation of teaching if bombing took place. In March 1941 the Polish Medical School was organised in Edinburgh
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Tucker, Eric. "The impact of CAL in a university engineering school." Education + Training 39, no. 7 (October 1997): 271–74. http://dx.doi.org/10.1108/00400919710185672.
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EDDY, M. D. "Scottish chemistry, classification and the early mineralogical career of the ‘ingenious’ Rev. Dr John Walker (1746 to 1779)." British Journal for the History of Science 35, no. 4 (December 2002): 411–38. http://dx.doi.org/10.1017/s0007087402004806.
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The Rev. Dr John Walker was the Professor of Natural History at the University of Edinburgh from 1779 to 1803. Although his time in this position has been addressed by several studies, the previous thirty years that he spent ‘mineralizing’ have been virtually ignored. The situation is similar for many of the well-known mineralogists of the eighteenth century and there is a lack of studies that address how a mineralogist actually became a mineralogist. Using Walker's early career as a guide, this essay seeks to detail the making of an eighteenth-century Scottish mineralogist. The time frame under examination begins with Walker's matriculation at the University of Edinburgh in 1746 and it ends with his being appointed professor in 1779. The first section demonstrates that Walker's early mineralogical education at the Medical School and under William Cullen was closely linked to chemistry. The second section shows how he used chemical characters to classify minerals and to criticize the systems of Linnaeus, Da Costa, Wallerius and Cronstedt. Because Walker needed many ‘fossil’ samples to test the viability of his chemical mineralogy, the final section details how he used tours, patrons and correspondents to build his mineral collection.
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MacBride, George, E. Louise Hayward, Gordon Hayward, Ernest Spencer, Elsa Ekevall, Jane Magill, Ann Catrina Bryce, and Brian Stimpson. "Engineering the Future: Embedding Engineering Permanently Across the School–University Interface." IEEE Transactions on Education 53, no. 1 (February 2010): 120–27. http://dx.doi.org/10.1109/te.2009.2025368.
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Sedley, Stephen. "Human Rights and the Whirligig of Time." Edinburgh Law Review 20, no. 1 (January 2016): 1–17. http://dx.doi.org/10.3366/elr.2016.0319.
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Sir Stephen Sedley, former Judge of the Court of Appeal of England and Wales, considers the nature of human rights in this article, which is based on the text of the annual Ruth Adler Memorial Lecture delivered at Edinburgh University Law School in 2015. Sir Stephen undertakes a comparative study of the concept of human rights, one which takes in discussion of human rights culture in the non-Western world as well as the proposal for a British “bill of rights” to replace the European Convention on Human Rights.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 2." Higher Education Studies 8, no. 2 (May 30, 2018): 107. http://dx.doi.org/10.5539/hes.v8n2p107.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil
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Duff, Alistair S. "Teaching the Information Society: A One-day Symposium, hosted by the School of Communication Arts, Napier University, Edinburgh, 18th May 2001." Education for Information 19, no. 3 (November 19, 2001): 227–29. http://dx.doi.org/10.3233/efi-2001-19303.
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Sim, Myre. "An occasional series in which contributors reflect on their careers and interests in psychiatry." Psychiatric Bulletin 17, no. 12 (December 1993): 705–10. http://dx.doi.org/10.1192/pb.17.12.705.
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I have had a very busy professional career and have not been much concerned with its formative influences. I was born in Edinburgh on 2 October 1915 into an orthodox Jewish family which migrated to Scotland from Lithuania at the turn of the century. As my father was serving in the army during World War One I did not see him till he was ‘demobbed’ and as my mother had the responsibility of bringing up a family and running a small business on her own I did not see very much of her either. Yet, I consider that I was brought up in a very caring home. I attended Boroughmuir Secondary School where the standard was first-class and I concentrated on modern languages (French, German and English) and mathematics and was offered a place at Edinburgh University when I was 16 years old. I had also acquired a better than average knowledge of Hebrew as well as of Holy Writ and a smattering of Talmud. I then decided to study medicine so I spent an extra year at school to get the necessary grades in physics and chemistry and enrolled in the Faculty of Medicine at 17 years and qualified in July 1938 at 22 years.
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Catford, J. C. "On the classification of stop consonants (1939)." Journal of the International Phonetic Association 40, no. 3 (December 2010): 287–91. http://dx.doi.org/10.1017/s0025100311000065.
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The reprinted text entitled ‘On the classification of stop consonants’ was written by J. C. Catford, in original phonetic transcription, for the 1939 January–March issue (vol. 65) of Le Maître Phonétique and is an example of the article de fond type of contribution. J. C. (Ian) Catford (1917–2009) studied phonetics with Daniel Jones, Pierre Fouché and Marguerite Durand. He founded the School of Applied Linguistics in Edinburgh in the early 1950s. In 1964, he was invited to the University of Michigan, where he headed the English Language Institute and the Laboratory of Communication Studies until his retirement in 1985.
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Obafunwa, J. O., A. Busuttil, and B. Purdue. "Deaths of Amateur Scuba Divers." Medicine, Science and the Law 34, no. 2 (April 1994): 123–29. http://dx.doi.org/10.1177/002580249403400207.
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Four scuba diving deaths investigated by the Forensic Medicine Unit, University of Edinburgh Medical School, are reported. The pathological investigation of such deaths requires that a detailed history of the events prior to death is obtained and that the site of the accident is fully examined with underwater photographic recording where possible. The diving suits, breathing apparatus and other diving accessories also have to be examined carefully by experts and a complete autopsy with toxicological and histological examination is essential. The causes and mechanisms of death are discussed, as are the importance of special autopsy techniques and investigations. Possible interpretative problems are highlighted.
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Morris, Peter, R. G. W. Anderson, A. D. C. Simpson, A. D. Morrison-Low, and J. R. R. Christie. "The Playfair Collection: And the Teaching of Chemistry at the University of Edinburgh 1713-1858." Technology and Culture 28, no. 3 (July 1987): 693. http://dx.doi.org/10.2307/3105008.
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Smith, Robert. "Reviewer Acknowledgements." Journal of Education and Training Studies 9, no. 1 (December 23, 2020): 89. http://dx.doi.org/10.11114/jets.v9i1.5111.
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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 9, Number 1 Akın Metli, Bilkent Erzurum Laboratory School (BELS), TurkeyFrancisca Serrano, University of Granada, SpainJohn Cowan, Edinburgh Napier University, UKMan-fung Lo, The Hong Kong Polytechnic University, Hong KongMichael Baron, University of Melbourne, AustraliaNiveen M. Zayed, MENA College of Management, JordanSadia Batool, Preston University Islamabad, PakistanShu-wen Lin, Sojo University, JapanVeronica Velasco Gonzalez, University of Valladolid, SpainVjacheslav Ivanovich Babich, Luhansk Taras Shevchenko National University, Ukraine Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL: http://jets.redfame.com
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Amagai, Kenji, and Masato Funatsu. "Graduate School of Engineering, Gunma University 1st Laboratory of Energy System Engineering." Marine Engineering 47, no. 1 (2012): 127–30. http://dx.doi.org/10.5988/jime.47.127.
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Smith, Robert. "Reviewer Acknowledgements." Journal of Education and Training Studies 8, no. 9 (August 30, 2020): 64. http://dx.doi.org/10.11114/jets.v8i9.4988.
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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 8, Number 9 Daniel Shorkend, University of the People Wizo School of Design, IsraelJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMary Sciaraffa, Eastern Kentucky University, USANiveen M. Zayed, MENA College of Management, JordanRichard Penny, University of Washington Bothell, USAThada Jantakoon, Rajabhat Maha Sarakham University, ThailandVeronica Velasco Gonzalez, University of Valladolid, SpainRobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL: http://jets.redfame.com
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Yamashita, Kiichi. "Yamashita Laboratory, Graduate School of Science and Engineering, Kagoshima University." Journal of Japan Institute of Electronics Packaging 13, no. 1 (2010): 78. http://dx.doi.org/10.5104/jiep.13.78.
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Biddlestone, A. J. "The school of chemical engineering at the university of birmingham." Process Biochemistry 26, no. 5 (October 1991): 261–63. http://dx.doi.org/10.1016/0032-9592(91)85011-c.
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KINARI, Toshiyasu, Yuichi KANJIN, Toru FURUHATA, and Yukio TADA. "First Year Experiences in School of Mechanical Engineering Kanazawa University." Journal of JSEE 57, no. 5 (2009): 29–33. http://dx.doi.org/10.4307/jsee.57.5_29.
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