scholarly journals Editorial

2011 ◽  
Vol 28 (01) ◽  
pp. 5-7
Keyword(s):  
British Journal ◽  
Music Education ◽  
University Of Cambridge ◽  
The World ◽  
Faculty Of Education ◽  
The University

A little over two years ago, as part of the British Journal of Music Education silver jubilee celebrations, a symposium was held at the University of Cambridge, Faculty of Education to which all past editors of the journal were invited. It was a particular honour that, although already physically frail, John Paynter, who has recently died aged 79, agreed to make the long journey from York to be present at this event. In a short but perfectly judged speech, he demonstrated that he had lost none of the intellectual acuity and perceptiveness which had made him one of the most respected figures in the world of music education.

An Essay in Critical Biography—Charles Churchill

PMLA ◽  
1920 ◽  
Vol 35 (2) ◽  
pp. 226-246 ◽  
Author(s):  
Joseph M. Beatty
Keyword(s):  
Personal Information ◽  
Early Career ◽  
Original Material ◽  
University Of Cambridge ◽  
Robert Southey ◽  
The World ◽  
New Material ◽  
Edinburgh Review ◽  
The University ◽  
National Biography

A writer in The Annual Register, soon after the death of Charles Churchill, gave to the world the first account of his life; this was followed by The Genuine Memoirs of Mr. Charles Churchill. To Bell's edition of the poet's works is prefixed a life of the author by Doctor Johnson; this does not add anything new. Kippis, in his Biographia Britannica, followed most of the inaccuracies of the first biographer, but added some new material from his personal information. Anderson used these sources in the British Poets (1795). Robert Southey in his Life of Cowper, and William Tooke in an edition of Churchill's Works (1804) made more elaborate studies of the poet's life, but, unfortunately, were satisfied with earlier biographies or neglected to give careful references to original material. John Forster, in The Edinburgh Review (1845) pointed out many of Tooke's inaccuracies. Every biographer of Churchill from Chalmers in his English Poets to Leslie Stephen in The Dictionary of National Biography, followed Tooke, or Tooke modified by Forster. In 1903, R. F. Scott in his Admissions to the College of St. John the Evangelist in the University of Cambridge, made several valuable contributions to our knowledge about the early career of the satirist. Ferdinand Putschi, in Charles Churchill, sein Leben und seine Werke (1909), had not seen Mr. Scott's book, and followed the earlier biographers.

5 Models of the world: from perception to hallucination

2020 ◽  
Vol 91 (8) ◽  
pp. e2.3-e2
Author(s):  
Paul Fletcher
Keyword(s):  
Model Building ◽  
Processing System ◽  
Human Perception ◽  
Predictive Processing ◽  
External Reality ◽  
Consultant Psychiatrist ◽  
University Of Cambridge ◽  
The World ◽  
The University ◽  
The Brain

Paul Fletcher is Wellcome Investigator and Bernard Wolfe Professor of Health Neuroscience at the University of Cambridge. He is also Director of Studies for Preclinical Medicine at Clare College and Honorary Consultant Psychiatrist with the Cambridgeshire and Peterborough NHS Foundation Trust. He studied Medicine, before carrying out specialist training in Psychiatry and taking a PhD in cognitive neuroscience. He researches human perception, learning and decision-making in health and mental illness.We do not have direct contact with external reality. We must rely on messages from the sense organs, conveying information about the state of the world and our bodies. These messages are not easy to decipher, being noisy and ambiguous, but from them we have to construct models of the world. I will discuss this challenge and how we are very adept at creating a model of reality based on achieving a balance between what our senses are telling us and our expectations of what should be the case. This is often referred to as the predictive processing framework.Relying on this balance comes at a cost, rendering us vulnerable to illusions and biases and, in more extreme cases, to creating a reality that diverges from that experienced by others. This can arise for a variety of reasons but, at the root, I suggest, lies the nature of the brain as a model-building organ. Though this divergence from reality – psychosis – often seems inexplicable and incomprehensible, I suggest that a few core principles can help us to understand it and offers ways of thinking about how phenomena like hallucinations can be understood. Interestingly, the framework suggests ways in which apparently similar phenomena like hallucinations can arise from distinct alterations to the function of a predictive processing system.

English Criminal Justice Administration, 1650–1850: A Historiographic Essay

2007 ◽  
Vol 25 (3) ◽  
pp. 593-634 ◽  
Author(s):  
Bruce P. Smith
Keyword(s):  
Criminal Justice ◽  
Legal History ◽  
University Of Cambridge ◽  
Inaugural Lecture ◽  
The World ◽  
History Of ◽  
English Law ◽  
The University

In his inaugural lecture as Downing Professor of the Laws of England at the University of Cambridge, delivered in October 1888, Frederic Maitland offered a set of provocative and now familiar reflections on “Why the history of English law is not written.” According to Maitland, although English archives possessed “a series of records which for continuity, catholicity, minute detail[,] and authoritative value” had “no equal…in the world,” the “unmanageable bulk” of these sources had “overburdened” aspiring historians of English law. As a result, “large provinces” of English legal history remained to be “reclaimed from the waste.” With few willing to undertake such reclamation efforts, the historiography of English law remained as bleak and barren as the bogs from which Maitland's Cambridgeshire had itself only reluctantly emerged.

Teacher research: Making a difference in music education. A one-day symposium to celebrate 25 years of the British Journal of Music Education

2009 ◽  
Vol 26 (1) ◽  
pp. 5-6
Author(s):  
PAMELA BURNARD ◽  
GARY SPRUCE
Keyword(s):  
Music Education ◽  
Teacher Research ◽  
Teacher Educators ◽  
25Th Anniversary ◽  
University Of Cambridge ◽  
Education Community ◽  
Making A Difference ◽  
The Usa ◽  
Faculty Of Education ◽  
The Uk

On 1st November 2008, more than 50 people gathered in the Faculty of Education, University of Cambridge to celebrate the 25th anniversary of the BJME. The attendees represented the whole spectrum of the music education community including teachers, researchers, students and teacher-educators as well as BJME past editors. We were delighted to welcome colleagues not only from the UK but also from Ireland, Norway, Italy and the USA.

An ancient ozone catastrophe?

2007 ◽  
Author(s):  
David Beerling
Keyword(s):  
Life Cycle ◽  
Rank Order ◽  
Intensive Study ◽  
University Of Cambridge ◽  
The World ◽  
The University ◽  
Natural Life ◽  
Test Of Knowledge

The University of Cambridge is one of the oldest seats of learning in the world and is, as befits such an august institution, steeped in tradition and history. One of the more curious traditions, which survived until 1909, was that of publicly ranking undergraduates who had taken the Mathematical Tripos, the oldest and most demanding examination of its kind. Candidates concluded 10 (now 9) semesters of intensive study by sitting a gruelling series of eight lengthy papers, each more difficult than the last, undertaken over a period of nine days. In rank order, the first 30–40 were called wranglers; the man gaining the highest marks of the year held the enviable position of Senior Wrangler. By tradition the positions were published in the London Times, with the accompanying list carrying pictures and short biographies of the top finishers; being a wrangler conveyed a certain degree of national honour and university distinction. Competition to become Senior Wrangler was intense. The examinations involved a test of knowledge, power of recall, concentration, and nerves, and a system of private coaching developed in response to the demands among the elite mathematicians to be Senior Wrangler. Coaches were often those who had previously placed well in the wrangler competition, with good ones able to teach essential mathematics and an ability to produce stock answers concisely so that as many problems as possible could be solved in the time available. The wrangler system evolved its own natural life cycle, ensuring its perpetuity, for a good coach could charge a tidy sum for seeing a student twice weekly over a year and usually had several candidates on his books. A certain William Hopkins was a superlative tutor who had, by 1849, coached 17 Senior Wranglers and 44 top three places. Wranglers in the top few places had the opportunity to take up a pleasant college fellowship or work as a coach fashioning a career to produce more wranglers. Women in the days of Victorian and Edwardian Cambridge were not awarded a degree but were, from 1870 onwards, permitted to sit the Tripos examination.

Bioscience enterprise: Postgraduate education at Cambridge and Auckland

1969 ◽  
Vol 15 (3) ◽  
Author(s):  
Linda Allan ◽  
Joerg Kistler ◽  
Chris Lowe ◽  
Wendell Dunn ◽  
Claire McGowan ◽  
...  
Keyword(s):  
United Kingdom ◽  
New Zealand ◽  
Postgraduate Education ◽  
Employment Opportunities ◽  
The United Kingdom ◽  
University Of Cambridge ◽  
The World ◽  
The University

Leading universities around the world are addressing the demand for science-business-skilled professionals with a variety of novel programmes. The University of Cambridge (the United Kingdom) and University of Auckland (New Zealand) have each developed a Master's in Bioscience Enterprise programme providing specialist business and legal skills relevant to employment in the bio-economy. The biotechnology contexts in which these programmes were developed are significantly different and are reflected in the internship choices, thesis topics and postgraduate employment opportunities. In each case, industry feedback has been excellent to date as evidenced by the increasing engagements of companies in these programmes.

scholarly journals Editorial

2013 ◽  
Vol 30 (1) ◽  
pp. 5-6
Author(s):  
MARTIN FAUTLEY ◽  
REGINA MURPHY
Keyword(s):  
British Journal ◽  
Music Education ◽  
The World ◽  
Significant Figures

Although not the first activity that we have undertaken as incoming editors, nonetheless this editorial marks our first published statement of recognition of this, and of how we see out responsibilities and policies with regard to our custodianship of the British Journal of Music Education. We would like to begin by playing tribute to our immediate predecessors, Pamela Burnard and Gary Spruce, in whose hands the journal has flourished, with increasing contributions from all corners of the world. Together they have steered the journal through to its current internationally recognised form. We are also aware that we step into positions held by very significant figures in music education, from the early days of John Paynter and Keith Swanwick onwards. We therefore approach this task with both humility and awe, but also firm resolve to take the journal and its role in music education onwards.

John Paynter, 1931–2010: an appreciation

2010 ◽  
Vol 27 (3) ◽  
pp. 221-223
Author(s):  
Piers Spencer
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
20Th Century ◽  
Older Students ◽  
Music Department ◽  
British Music ◽  
The World ◽  
Trained Teachers ◽  
The 1960S ◽  
The University

John Paynter's death this year has deprived British music education of its most inspirational advocate during the second half of the 20th century. John's teaching in primary and secondary schools during the 1950s played a major role in shaping his vision of music at the heart of the curriculum. With his ear for an apt phrase, John loved to quote American novelist Toni Morrison's description of the wonderful presence and power of music as ‘a way of being in the world’. During the 1960s, John trained teachers in colleges in Liverpool and Chichester, before joining the innovative music department at the University of York, where he remained until his retirement in 1997. It was with the publication in 1970 of Sound and Silence that his years of pioneering work with children and older students came to fruition and the force and originality of his ideas about music education made their first big impact.

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