1,359,449 research outputs found
H. Ingham
No full text"Gnr. H. Ingham 2nd Hvy AA Bty Berrima Late December 1941 to March 1944".Gunner H. Ingham. 2nd Heavy Anti Aircraft Battery, Berrimah. Late December 1941 to March 1944
For and against; should doctors advise young people to abstain from sex?
No full textAgainst a background of high rates of teenage pregnancy and an increasing prevalence of sexually transmitted infections, the sexual conduct of young people is vigorously debated. Many teenagers later say that they had sexual intercourse "too early" but should doctors be advising young people to abstain from sex? Trevor Stammers, who is a tutor in general practice and an author and broadcaster on sexual health, and Roger Ingham, who has done research on sexual conduct and sex education in Britain and other countries, consider whether advising abstinence is an effective response to declining teenage sexual health
Oral history interview with Billie Ingham
No full textBillie Anne 'Neely' Ingham was born on a farm three miles north of Glencoe, Oklahoma in August of 1931. She attended Whitehall, a one-room country school in Noble County, for seven grades and then attended Glencoe public schools. Her parents farmed for over 20 years and her father ran the cotton gin in Glencoe for a number of years
Championing condoms
No full textProfessors Cynthia Graham and Roger Ingham of the University ofSouthampton, UK are working to promote the use of condoms amongst youngpeople, who have often expressed a dislike of their use. Negative attitudes toward condoms, often linked to incorrect and inconsistent use, have almost certainly led to an increase in the incidence of sexually transmitted infection
A vectorial Ingham-Beurling type theorem
No full textInternational audienceBaiocchi et al. generalized a few years ago a classical theorem of Ingham and Beurling by means of divided differences. The optimality of their assumption has been proven by the third author of this note. The purpose of this note to extend these results to vector coefficient sum
Are there disciplinary differences in writing about pornography?: A trialogue for two voices
No full textIn 2016, Professors Alan McKee (a humanities researcher) and Roger Ingham (a psychology researcher) submitted a successful grant application for a project entitled ‘Pornography's Effects on Audiences: Explaining Contradictory Research Data’ (DP170100808). We were approached by Feona Attwood, who knew of the grant and asked whether we could provide a piece for this special issue that explored ‘writing about porn across disciplines’. The process of writing the grant application had already provided plenty of rich data about differences in disciplinary vocabularies and the ways in which various words implied different objects of study and different relationships to objects of study. Rather than trying to hide these differences we decided to make them the focus of the article. This piece presents three voices – Alan (AM), Roger (RI) and the original grant application (GA) – in trialogue, as a tentative beginning to the exploration of some potential differences between academic disciplines in conceptualizing, researching and writing about pornography.</p
Teenage pregnancy policy in England
No full textThis article provides an account of the development and early stages of the implementation of the teenage pregnancy policy introduced in England in 1999 (Social Exclusion Unit). The historical background of the policy is briefly outlined, followed by summaries of the processes involved, some of the key data that were drawn upon in its development, the content of the policy, evaluation data, critiques, and concluding comments. The policy is shown to have been based within a wider framework of attempts to reduce the number of young people who were thought to become socially excluded from society as a result of early childbearing. Emphasis in the policy was placed on both improved prevention of early conceptions through comprehensive sex and relationships education, improved services, and more open communication between parents and children and through improved support for those women who choose to have children in their teenage years
Relationships between unreinforced masonry material properties
No full textUnreinforced masonry (URM) construction contributes to a high percentage of New Zealand’s building stock (Russell and Ingham 2010). Whilst the vulnerability of this type of construction when subjected to lateral loads is widely known, many of the existing URM buildings have not yet been seismically strengthened. A New Zealand guideline specifically addressing seismic assessment and improvement techniques for URM buildings is currently under revision, and the research conducted to develop a revised version of the URM material properties section of the guideline is presented here. Individual brick units, irregular mortar samples and masonry prisms were tested and the relationships between different material properties are discussed
School work of Kathryn Ingham, 1965-66
No full textKathryn Ingham attneded Pontefract Girls' High School, in West Yorkshire from 1963-70. She has also been interviewed. Her first book covers the third year of history, beginning at the end of the Tudor period and covering the Stuarts and the eighteenth century, including the creation of the British Empire. The work includes some imaginative tasks, such as the letter written during the Plague. There are also colourful maps and drawings especially for the sections on the Empire and the eighteenth century, for instance a wonderful teapot on a section about the Staffordshire pottery industry. The second book contains O level notes and begins with the Corn Laws, although it covers mainly European political history in the nineteenth century, but also includes the American Civil War
Interview with Kathryn Ingham, 24 March 2010
No full textKathryn Ingham was born in 1952 and went to primary school in West Yorkshire, where she remembered history as being about personalities and stories. She passed the 11+ and went to a girls’ grammar school in Pontefract. Again she mainly remembered the personalities in the history she studied in the early years but she did a project on Fountains Abbey and described a trip to Chatsworth. The teaching was mainly ‘chalk and talk’. Kathryn enjoyed history and did it for O level and then for A level which she found very different as it was much more about doing your own reading and interpretation of events. She really enjoyed the discussion and stimulating teaching she had in the sixth form. She went on to do a degree and now works as a part-time primary school teacher. Interviewed by Jenny Keating
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