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Although General Practice is the commonest career choice for medical graduates, and the majority of encounters between doctors and patients take place in general practice, there was no formal teaching in or about the subject before the start of the NHS in 1948. Nor were there any staff trained in the discipline in a paid university position. This Book traces the revolution in medical education that took place between 1948 and 2000 resulting in every one of the then 31 established medical schools having a professorial appointment in the discipline, and some 15% of the medical curriculum nationally being taught in the general practice setting by general practitioners. Each of the 21 chapters describes how this change came about (the London chapter describes the process across 11 different schools), and captures the struggles of visionary doctors (most but not all of whom were general practitioners) to establish a new discipline against a mix of protectionism, apathy and sometimes hostility from the existing medical establishment. The Book includes a more general analysis of the recurrent themes which were common across the university system, and of the long process of trying to establish the financial parity with existing clinical disciplines which was critical to allowing the new discipline first to survive and more recently to thrive.

This volume brings together the best of the author's recent articles and contributions to books and journals on the topic of environmental history and offers them as a collection of ‘explorations’. The author's interests are multi-faceted and, though often focussed on post-1600 Scotland, by no means restricted to that area.

This book, which is an introduction to the photography of Victorian Scotland, provides an understanding of the multi-faceted nature of photography and its inter-relationship with other activities in the society and culture of the time. It focuses on early Scottish photography and the fact that Scottish photography was in the vanguard of many international trends. The material has been structured and the topics organised, with illustrations that emphasise the quality of the image-making, as both a readable narrative and a foundation text for the subject.