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书目名称Graduate Women and Work in Wales, 1880–1939影响因子(影响力)




书目名称Graduate Women and Work in Wales, 1880–1939影响因子(影响力)学科排名




书目名称Graduate Women and Work in Wales, 1880–1939网络公开度




书目名称Graduate Women and Work in Wales, 1880–1939网络公开度学科排名




书目名称Graduate Women and Work in Wales, 1880–1939被引频次




书目名称Graduate Women and Work in Wales, 1880–1939被引频次学科排名




书目名称Graduate Women and Work in Wales, 1880–1939年度引用




书目名称Graduate Women and Work in Wales, 1880–1939年度引用学科排名




书目名称Graduate Women and Work in Wales, 1880–1939读者反馈




书目名称Graduate Women and Work in Wales, 1880–1939读者反馈学科排名

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Graduate Employment and Unemployment,ed some new opportunities for women by the turn of the twentieth century, these remained limited and the range of paid roles available to women did not change significantly throughout the period. Moreover, the overwhelming dominance of teaching, coupled with a bitter economic depression, meant that

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,Midwifery in the ‘Medical Marketplace’,at Aberystwyth, Cardiff, Bangor and Swansea. Through analysis of the student registers, the chapter explores the changing composition of the student body: the proportion of women students, their social backgrounds, funding opportunities and geographical origins. In doing so, it critically assesses t

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https://doi.org/10.1057/9781137052889al service schemes during their college years inspired many to pursue social work in their graduate lives—either in a remunerated or in a voluntary capacity. For women, their education also gave them the platform, networks and resources to assume positions of authority in their communities and regio

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The Present Dilemmas of Medical Care,he mid-1880s through to the post-war period, the establishment of girls’ intermediate schools and women’s university halls was an important institutional focus for women’s educational and feminist networks in Wales. These sites provided new places for women to congregate, socialise and politically o

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,Midwifery in the ‘Medical Marketplace’,ody: the proportion of women students, their social backgrounds, funding opportunities and geographical origins. In doing so, it critically assesses the ‘democratic myth’ of social inclusivity cultivated around education in Wales.

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