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	<id>https://ourhistory.is.ed.ac.uk/api.php?action=feedcontributions&amp;feedformat=atom&amp;user=Pbarnaby</id>
	<title>Our History - User contributions [en-gb]</title>
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	<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Special:Contributions/Pbarnaby"/>
	<updated>2026-04-24T12:37:08Z</updated>
	<subtitle>User contributions</subtitle>
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	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Template:Mainlinks&amp;diff=7453</id>
		<title>Template:Mainlinks</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Template:Mainlinks&amp;diff=7453"/>
		<updated>2024-06-26T16:11:39Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;#039;&amp;#039;&amp;#039;Quick links:&amp;#039;&amp;#039;&amp;#039; [[Special:Categories|Browse by Category]] : [[Our_History:About|About the Project and Contact Us]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7450</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7450"/>
		<updated>2024-06-26T14:20:11Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;= Accessibility Statement for [[Main Page | Our History Website]] =&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website using your browser settings to make it easier to read and navigate:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
*Keyboard navigation does not follow logical ordering&lt;br /&gt;
*Some selection displays on the website lack visibility meaning user may struggle to see where they have navigated to on the site&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or assistive technology&lt;br /&gt;
*Some error messages appear as popups/new browser tabs that do not warn the user before appearing&lt;br /&gt;
*Some hyperlinks open new tabs/windows without warning the user&lt;br /&gt;
*There is some justified text&lt;br /&gt;
*Some elements are not read out correctly by screen readers&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Feedback and contact information==&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We are always looking to improve the accessibility of this website. If you find any problems not listed on this page, or think we’re not meeting accessibility requirements, please contact:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly:&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Contact Scotland BSL runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8.00am to 12.00am, 7 days a week.&lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org/ Contact Scotland BSL service details.]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites and applications accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
==Compliance Status==&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines (WCAG) 2.2 AA standard, due to the non-compliances listed below.&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG22/ Web Content Accessibility Guidelines (WCAG) 2.2 AA standard]&lt;br /&gt;
&lt;br /&gt;
==Non accessible content==&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
===Noncompliance with the accessibility regulations===&lt;br /&gt;
The following items to not comply with the WCAG 2.2 AA success criteria:&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items have alternative text &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#non-text-content 1.1.1 - Non Text Content]&lt;br /&gt;
&lt;br /&gt;
*Keyboard navigation does not always follow a logical order&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#meaningful-sequence 1.3.2 - Meaningful Sequence]&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled up to 400%, and content loss experienced when still within 400% zoom&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#reflow 1.4.10 - Reflow]&lt;br /&gt;
&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or with assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#content-on-hover-or-focus 1.4.13 – Content on Hover or Focus]&lt;br /&gt;
&lt;br /&gt;
*Parts of the website is not displayed in meaningful sequence&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-order 2.4.3. Focus Order]&lt;br /&gt;
&lt;br /&gt;
*When navigating by keyboard it can be unclear where you have tabbed to&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-visible 2.4.7 - Focus Visible]&lt;br /&gt;
&lt;br /&gt;
*Some links open new tab/window/pop ups and the user is not alerted this will happen &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#on-input 3.2.2 - On Input]&lt;br /&gt;
&lt;br /&gt;
*Some website elements do not have their name read out properly by assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#name-role-value 4.1.2 – Name, Role, Value]&lt;br /&gt;
&lt;br /&gt;
We aim to improve our websites accessibility on a regular and continuous basis. See the section below (&amp;#039;What we&amp;#039;re doing to improve accessibility&amp;#039;) on how we are improving our site accessibility. &lt;br /&gt;
&lt;br /&gt;
We are working towards solving these problems and expect significant improvements by April 2025. The site is fully within our control.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Disproportionate burden===&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
===Content that is not within the Scope of the Accessibility Regulations===&lt;br /&gt;
&lt;br /&gt;
At this time we believe no content is outwith the scope of the accessibility regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to address and make significant improvements to the accessibility issues highlighted. Unless specified otherwise, a complete solution or significant improvement will be in place by April 2025. &lt;br /&gt;
&lt;br /&gt;
While we are in the process of resolving these accessibility issues we will ensure reasonable adjustments are in place to make sure no user is disadvantaged. As changes are made, we will continue to review accessibility and retest the accessibility of this website.&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;This statement was prepared on 28th May 2024. It was last reviewed on 29th May 2024.&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;The website was last tested on May 2024. The testing was carried out by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh&amp;#039;&amp;#039;&amp;#039; using both automated and manual methods. The site was tested on a PC, primarily using Microsoft Edge alongside Mozilla Firefox and Google Chrome.&lt;br /&gt;
&lt;br /&gt;
Recent world-wide usage levels survey for different screen readers and browsers shows that Chrome, Mozilla Firefox and Microsoft Edge are increasing in popularity and Google Chrome is now the favoured browser for screen readers:&lt;br /&gt;
&lt;br /&gt;
[https://webaim.org/projects/screenreadersurvey9/ WebAIM: Screen Reader User Survey]&lt;br /&gt;
&lt;br /&gt;
The aforementioned three browsers have been used in certain questions for reasons of breadth and variety.&lt;br /&gt;
&lt;br /&gt;
We ran automated testing using [https://wave.webaim.org/ WAVE WebAIM] and then manual testing that included:&lt;br /&gt;
*Spell check functionality;&lt;br /&gt;
*Scaling using different resolutions and reflow;&lt;br /&gt;
*Options to customise the interface (magnification, font, background colour, etc);&lt;br /&gt;
*Keyboard navigation and keyboard traps;&lt;br /&gt;
*Data validation;&lt;br /&gt;
*Warning of links opening in new tab or window;&lt;br /&gt;
*Information conveyed in the colour or sound only;&lt;br /&gt;
*Flashing, moving or scrolling text;&lt;br /&gt;
*Use with screen reading software (for example JAWS);&lt;br /&gt;
*Assistive software (TextHelp Read and Write, Windows Magnifier, ZoomText, Dragon Naturally Speaking, TalkBack and VoiceOver);&lt;br /&gt;
*Tooltips and text alternatives for any non-text content;&lt;br /&gt;
*Time limits;&lt;br /&gt;
*Compatibility with mobile accessibility functionality (Android and iOS).&lt;br /&gt;
*Any drag functionality and alternatives&lt;br /&gt;
*Consistent help function&lt;br /&gt;
*No need to re enter data already submitted&lt;br /&gt;
*Any cognitive tests&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=MediaWiki:Common.css&amp;diff=7449</id>
		<title>MediaWiki:Common.css</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=MediaWiki:Common.css&amp;diff=7449"/>
		<updated>2024-06-26T14:15:32Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;/* CSS placed here will be applied to all skins */&lt;br /&gt;
body {&lt;br /&gt;
    font-family: &amp;quot;Arial&amp;quot;, sans-serif !important;&lt;br /&gt;
}&lt;br /&gt;
&lt;br /&gt;
h1, h2, h3, h4, h5, h6 {&lt;br /&gt;
    font-family: &amp;quot;Arial&amp;quot;, sans-serif !important;&lt;br /&gt;
}&lt;br /&gt;
&lt;br /&gt;
p {&lt;br /&gt;
    font-family: &amp;quot;Arial&amp;quot;, sans-serif !important;&lt;br /&gt;
}&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=MediaWiki:Common.css&amp;diff=7448</id>
		<title>MediaWiki:Common.css</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=MediaWiki:Common.css&amp;diff=7448"/>
		<updated>2024-06-26T14:13:18Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: Created page with &amp;quot;/* CSS placed here will be applied to all skins */ body {     font-family: &amp;quot;Arial&amp;quot;, sans-serif; }  h1, h2, h3, h4, h5, h6 {     font-family: &amp;quot;Arial&amp;quot;, sans-serif; }  p {     fo...&amp;quot;&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;/* CSS placed here will be applied to all skins */&lt;br /&gt;
body {&lt;br /&gt;
    font-family: &amp;quot;Arial&amp;quot;, sans-serif;&lt;br /&gt;
}&lt;br /&gt;
&lt;br /&gt;
h1, h2, h3, h4, h5, h6 {&lt;br /&gt;
    font-family: &amp;quot;Arial&amp;quot;, sans-serif;&lt;br /&gt;
}&lt;br /&gt;
&lt;br /&gt;
p {&lt;br /&gt;
    font-family: &amp;quot;Arial&amp;quot;, sans-serif;&lt;br /&gt;
}&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7447</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7447"/>
		<updated>2024-06-25T10:38:15Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* How accessible this website is */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website using your browser settings to make it easier to read and navigate:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
*Keyboard navigation does not follow logical ordering&lt;br /&gt;
*Some selection displays on the website lack visibility meaning user may struggle to see where they have navigated to on the site&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or assistive technology&lt;br /&gt;
*Some error messages appear as popups/new browser tabs that do not warn the user before appearing&lt;br /&gt;
*Some hyperlinks open new tabs/windows without warning the user&lt;br /&gt;
*There is some justified text&lt;br /&gt;
*Some elements are not read out correctly by screen readers&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Feedback and contact information===&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We are always looking to improve the accessibility of this website. If you find any problems not listed on this page, or think we’re not meeting accessibility requirements, please contact:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly:&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Contact Scotland BSL runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8.00am to 12.00am, 7 days a week.&lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org/ Contact Scotland BSL service details.]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites and applications accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
===Compliance Status===&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines (WCAG) 2.2 AA standard, due to the non-compliances listed below.&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG22/ Web Content Accessibility Guidelines (WCAG) 2.2 AA standard]&lt;br /&gt;
&lt;br /&gt;
===Non accessible content===&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Noncompliance with the accessibility regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
The following items to not comply with the WCAG 2.2 AA success criteria:&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items have alternative text &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#non-text-content 1.1.1 - Non Text Content]&lt;br /&gt;
&lt;br /&gt;
*Keyboard navigation does not always follow a logical order&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#meaningful-sequence 1.3.2 - Meaningful Sequence]&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled up to 400%, and content loss experienced when still within 400% zoom&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#reflow 1.4.10 - Reflow]&lt;br /&gt;
&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or with assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#content-on-hover-or-focus 1.4.13 – Content on Hover or Focus]&lt;br /&gt;
&lt;br /&gt;
*Parts of the website is not displayed in meaningful sequence&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-order 2.4.3. Focus Order]&lt;br /&gt;
&lt;br /&gt;
*When navigating by keyboard it can be unclear where you have tabbed to&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-visible 2.4.7 - Focus Visible]&lt;br /&gt;
&lt;br /&gt;
*Some links open new tab/window/pop ups and the user is not alerted this will happen &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#on-input 3.2.2 - On Input]&lt;br /&gt;
&lt;br /&gt;
*Some website elements do not have their name read out properly by assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#name-role-value 4.1.2 – Name, Role, Value]&lt;br /&gt;
&lt;br /&gt;
We aim to improve our websites accessibility on a regular and continuous basis. See the section below (&amp;#039;What we&amp;#039;re doing to improve accessibility&amp;#039;) on how we are improving our site accessibility. &lt;br /&gt;
&lt;br /&gt;
We are working towards solving these problems and expect significant improvements by April 2025. The site is fully within our control.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Disproportionate burden===&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
===Content that is not within the Scope of the Accessibility Regulations===&lt;br /&gt;
&lt;br /&gt;
At this time we believe no content is outwith the scope of the accessibility regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to address and make significant improvements to the accessibility issues highlighted. Unless specified otherwise, a complete solution or significant improvement will be in place by April 2025. &lt;br /&gt;
&lt;br /&gt;
While we are in the process of resolving these accessibility issues we will ensure reasonable adjustments are in place to make sure no user is disadvantaged. As changes are made, we will continue to review accessibility and retest the accessibility of this website.&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;This statement was prepared on 28th May 2024. It was last reviewed on 29th May 2024.&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;The website was last tested on May 2024. The testing was carried out by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh&amp;#039;&amp;#039;&amp;#039; using both automated and manual methods. The site was tested on a PC, primarily using Microsoft Edge alongside Mozilla Firefox and Google Chrome.&lt;br /&gt;
&lt;br /&gt;
Recent world-wide usage levels survey for different screen readers and browsers shows that Chrome, Mozilla Firefox and Microsoft Edge are increasing in popularity and Google Chrome is now the favoured browser for screen readers:&lt;br /&gt;
&lt;br /&gt;
[https://webaim.org/projects/screenreadersurvey9/ WebAIM: Screen Reader User Survey]&lt;br /&gt;
&lt;br /&gt;
The aforementioned three browsers have been used in certain questions for reasons of breadth and variety.&lt;br /&gt;
&lt;br /&gt;
We ran automated testing using [https://wave.webaim.org/ WAVE WebAIM] and then manual testing that included:&lt;br /&gt;
*Spell check functionality;&lt;br /&gt;
*Scaling using different resolutions and reflow;&lt;br /&gt;
*Options to customise the interface (magnification, font, background colour, etc);&lt;br /&gt;
*Keyboard navigation and keyboard traps;&lt;br /&gt;
*Data validation;&lt;br /&gt;
*Warning of links opening in new tab or window;&lt;br /&gt;
*Information conveyed in the colour or sound only;&lt;br /&gt;
*Flashing, moving or scrolling text;&lt;br /&gt;
*Use with screen reading software (for example JAWS);&lt;br /&gt;
*Assistive software (TextHelp Read and Write, Windows Magnifier, ZoomText, Dragon Naturally Speaking, TalkBack and VoiceOver);&lt;br /&gt;
*Tooltips and text alternatives for any non-text content;&lt;br /&gt;
*Time limits;&lt;br /&gt;
*Compatibility with mobile accessibility functionality (Android and iOS).&lt;br /&gt;
*Any drag functionality and alternatives&lt;br /&gt;
*Consistent help function&lt;br /&gt;
*No need to re enter data already submitted&lt;br /&gt;
*Any cognitive tests&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7446</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7446"/>
		<updated>2024-06-25T10:37:21Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Preparation of this accessibility statement */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website using your browser settings to make it easier to read and navigate:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
*Keyboard navigation does not follow logical ordering&lt;br /&gt;
*Some selection displays on the website lack visibility meaning user may struggle to see where they have navigated to on the site&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or assistive technology&lt;br /&gt;
*Some error messages appear as popups/new browser tabs that do not warn the user before appearing&lt;br /&gt;
*Some hyperlinks open new tabs/windows without warning the user&lt;br /&gt;
*There is some justified text&lt;br /&gt;
*Some elements are not read out correctly by screen readers&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We are always looking to improve the accessibility of this website. If you find any problems not listed on this page, or think we’re not meeting accessibility requirements, please contact:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly:&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Contact Scotland BSL runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8.00am to 12.00am, 7 days a week.&lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org/ Contact Scotland BSL service details.]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites and applications accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
===Compliance Status===&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines (WCAG) 2.2 AA standard, due to the non-compliances listed below.&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG22/ Web Content Accessibility Guidelines (WCAG) 2.2 AA standard]&lt;br /&gt;
&lt;br /&gt;
===Non accessible content===&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Noncompliance with the accessibility regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
The following items to not comply with the WCAG 2.2 AA success criteria:&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items have alternative text &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#non-text-content 1.1.1 - Non Text Content]&lt;br /&gt;
&lt;br /&gt;
*Keyboard navigation does not always follow a logical order&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#meaningful-sequence 1.3.2 - Meaningful Sequence]&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled up to 400%, and content loss experienced when still within 400% zoom&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#reflow 1.4.10 - Reflow]&lt;br /&gt;
&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or with assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#content-on-hover-or-focus 1.4.13 – Content on Hover or Focus]&lt;br /&gt;
&lt;br /&gt;
*Parts of the website is not displayed in meaningful sequence&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-order 2.4.3. Focus Order]&lt;br /&gt;
&lt;br /&gt;
*When navigating by keyboard it can be unclear where you have tabbed to&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-visible 2.4.7 - Focus Visible]&lt;br /&gt;
&lt;br /&gt;
*Some links open new tab/window/pop ups and the user is not alerted this will happen &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#on-input 3.2.2 - On Input]&lt;br /&gt;
&lt;br /&gt;
*Some website elements do not have their name read out properly by assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#name-role-value 4.1.2 – Name, Role, Value]&lt;br /&gt;
&lt;br /&gt;
We aim to improve our websites accessibility on a regular and continuous basis. See the section below (&amp;#039;What we&amp;#039;re doing to improve accessibility&amp;#039;) on how we are improving our site accessibility. &lt;br /&gt;
&lt;br /&gt;
We are working towards solving these problems and expect significant improvements by April 2025. The site is fully within our control.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Disproportionate burden===&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
===Content that is not within the Scope of the Accessibility Regulations===&lt;br /&gt;
&lt;br /&gt;
At this time we believe no content is outwith the scope of the accessibility regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to address and make significant improvements to the accessibility issues highlighted. Unless specified otherwise, a complete solution or significant improvement will be in place by April 2025. &lt;br /&gt;
&lt;br /&gt;
While we are in the process of resolving these accessibility issues we will ensure reasonable adjustments are in place to make sure no user is disadvantaged. As changes are made, we will continue to review accessibility and retest the accessibility of this website.&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;This statement was prepared on 28th May 2024. It was last reviewed on 29th May 2024.&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;The website was last tested on May 2024. The testing was carried out by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh&amp;#039;&amp;#039;&amp;#039; using both automated and manual methods. The site was tested on a PC, primarily using Microsoft Edge alongside Mozilla Firefox and Google Chrome.&lt;br /&gt;
&lt;br /&gt;
Recent world-wide usage levels survey for different screen readers and browsers shows that Chrome, Mozilla Firefox and Microsoft Edge are increasing in popularity and Google Chrome is now the favoured browser for screen readers:&lt;br /&gt;
&lt;br /&gt;
[https://webaim.org/projects/screenreadersurvey9/ WebAIM: Screen Reader User Survey]&lt;br /&gt;
&lt;br /&gt;
The aforementioned three browsers have been used in certain questions for reasons of breadth and variety.&lt;br /&gt;
&lt;br /&gt;
We ran automated testing using [https://wave.webaim.org/ WAVE WebAIM] and then manual testing that included:&lt;br /&gt;
*Spell check functionality;&lt;br /&gt;
*Scaling using different resolutions and reflow;&lt;br /&gt;
*Options to customise the interface (magnification, font, background colour, etc);&lt;br /&gt;
*Keyboard navigation and keyboard traps;&lt;br /&gt;
*Data validation;&lt;br /&gt;
*Warning of links opening in new tab or window;&lt;br /&gt;
*Information conveyed in the colour or sound only;&lt;br /&gt;
*Flashing, moving or scrolling text;&lt;br /&gt;
*Use with screen reading software (for example JAWS);&lt;br /&gt;
*Assistive software (TextHelp Read and Write, Windows Magnifier, ZoomText, Dragon Naturally Speaking, TalkBack and VoiceOver);&lt;br /&gt;
*Tooltips and text alternatives for any non-text content;&lt;br /&gt;
*Time limits;&lt;br /&gt;
*Compatibility with mobile accessibility functionality (Android and iOS).&lt;br /&gt;
*Any drag functionality and alternatives&lt;br /&gt;
*Consistent help function&lt;br /&gt;
*No need to re enter data already submitted&lt;br /&gt;
*Any cognitive tests&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7445</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7445"/>
		<updated>2024-06-25T10:34:16Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* What we&amp;#039;re doing to improve accessibility */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website using your browser settings to make it easier to read and navigate:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
*Keyboard navigation does not follow logical ordering&lt;br /&gt;
*Some selection displays on the website lack visibility meaning user may struggle to see where they have navigated to on the site&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or assistive technology&lt;br /&gt;
*Some error messages appear as popups/new browser tabs that do not warn the user before appearing&lt;br /&gt;
*Some hyperlinks open new tabs/windows without warning the user&lt;br /&gt;
*There is some justified text&lt;br /&gt;
*Some elements are not read out correctly by screen readers&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We are always looking to improve the accessibility of this website. If you find any problems not listed on this page, or think we’re not meeting accessibility requirements, please contact:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly:&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Contact Scotland BSL runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8.00am to 12.00am, 7 days a week.&lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org/ Contact Scotland BSL service details.]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites and applications accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
===Compliance Status===&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines (WCAG) 2.2 AA standard, due to the non-compliances listed below.&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG22/ Web Content Accessibility Guidelines (WCAG) 2.2 AA standard]&lt;br /&gt;
&lt;br /&gt;
===Non accessible content===&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Noncompliance with the accessibility regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
The following items to not comply with the WCAG 2.2 AA success criteria:&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items have alternative text &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#non-text-content 1.1.1 - Non Text Content]&lt;br /&gt;
&lt;br /&gt;
*Keyboard navigation does not always follow a logical order&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#meaningful-sequence 1.3.2 - Meaningful Sequence]&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled up to 400%, and content loss experienced when still within 400% zoom&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#reflow 1.4.10 - Reflow]&lt;br /&gt;
&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or with assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#content-on-hover-or-focus 1.4.13 – Content on Hover or Focus]&lt;br /&gt;
&lt;br /&gt;
*Parts of the website is not displayed in meaningful sequence&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-order 2.4.3. Focus Order]&lt;br /&gt;
&lt;br /&gt;
*When navigating by keyboard it can be unclear where you have tabbed to&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-visible 2.4.7 - Focus Visible]&lt;br /&gt;
&lt;br /&gt;
*Some links open new tab/window/pop ups and the user is not alerted this will happen &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#on-input 3.2.2 - On Input]&lt;br /&gt;
&lt;br /&gt;
*Some website elements do not have their name read out properly by assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#name-role-value 4.1.2 – Name, Role, Value]&lt;br /&gt;
&lt;br /&gt;
We aim to improve our websites accessibility on a regular and continuous basis. See the section below (&amp;#039;What we&amp;#039;re doing to improve accessibility&amp;#039;) on how we are improving our site accessibility. &lt;br /&gt;
&lt;br /&gt;
We are working towards solving these problems and expect significant improvements by April 2025. The site is fully within our control.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Disproportionate burden===&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
===Content that is not within the Scope of the Accessibility Regulations===&lt;br /&gt;
&lt;br /&gt;
At this time we believe no content is outwith the scope of the accessibility regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to address and make significant improvements to the accessibility issues highlighted. Unless specified otherwise, a complete solution or significant improvement will be in place by April 2025. &lt;br /&gt;
&lt;br /&gt;
While we are in the process of resolving these accessibility issues we will ensure reasonable adjustments are in place to make sure no user is disadvantaged. As changes are made, we will continue to review accessibility and retest the accessibility of this website.&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7444</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7444"/>
		<updated>2024-06-25T10:31:30Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Technical information about this website’s accessibility */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website using your browser settings to make it easier to read and navigate:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
*Keyboard navigation does not follow logical ordering&lt;br /&gt;
*Some selection displays on the website lack visibility meaning user may struggle to see where they have navigated to on the site&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or assistive technology&lt;br /&gt;
*Some error messages appear as popups/new browser tabs that do not warn the user before appearing&lt;br /&gt;
*Some hyperlinks open new tabs/windows without warning the user&lt;br /&gt;
*There is some justified text&lt;br /&gt;
*Some elements are not read out correctly by screen readers&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We are always looking to improve the accessibility of this website. If you find any problems not listed on this page, or think we’re not meeting accessibility requirements, please contact:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly:&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Contact Scotland BSL runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8.00am to 12.00am, 7 days a week.&lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org/ Contact Scotland BSL service details.]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites and applications accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
===Compliance Status===&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines (WCAG) 2.2 AA standard, due to the non-compliances listed below.&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG22/ Web Content Accessibility Guidelines (WCAG) 2.2 AA standard]&lt;br /&gt;
&lt;br /&gt;
===Non accessible content===&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Noncompliance with the accessibility regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
The following items to not comply with the WCAG 2.2 AA success criteria:&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items have alternative text &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#non-text-content 1.1.1 - Non Text Content]&lt;br /&gt;
&lt;br /&gt;
*Keyboard navigation does not always follow a logical order&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#meaningful-sequence 1.3.2 - Meaningful Sequence]&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled up to 400%, and content loss experienced when still within 400% zoom&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#reflow 1.4.10 - Reflow]&lt;br /&gt;
&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or with assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#content-on-hover-or-focus 1.4.13 – Content on Hover or Focus]&lt;br /&gt;
&lt;br /&gt;
*Parts of the website is not displayed in meaningful sequence&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-order 2.4.3. Focus Order]&lt;br /&gt;
&lt;br /&gt;
*When navigating by keyboard it can be unclear where you have tabbed to&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#focus-visible 2.4.7 - Focus Visible]&lt;br /&gt;
&lt;br /&gt;
*Some links open new tab/window/pop ups and the user is not alerted this will happen &lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#on-input 3.2.2 - On Input]&lt;br /&gt;
&lt;br /&gt;
*Some website elements do not have their name read out properly by assistive technology&lt;br /&gt;
**[https://www.w3.org/TR/WCAG22/#name-role-value 4.1.2 – Name, Role, Value]&lt;br /&gt;
&lt;br /&gt;
We aim to improve our websites accessibility on a regular and continuous basis. See the section below (&amp;#039;What we&amp;#039;re doing to improve accessibility&amp;#039;) on how we are improving our site accessibility. &lt;br /&gt;
&lt;br /&gt;
We are working towards solving these problems and expect significant improvements by April 2025. The site is fully within our control.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Disproportionate burden===&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
===Content that is not within the Scope of the Accessibility Regulations===&lt;br /&gt;
&lt;br /&gt;
At this time we believe no content is outwith the scope of the accessibility regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7443</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7443"/>
		<updated>2024-06-25T10:23:06Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Contacting us by phone using British Sign Language */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
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We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
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AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
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[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
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If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
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[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
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&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We are always looking to improve the accessibility of this website. If you find any problems not listed on this page, or think we’re not meeting accessibility requirements, please contact:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly:&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Contact Scotland BSL runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8.00am to 12.00am, 7 days a week.&lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org/ Contact Scotland BSL service details.]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines version 2.1]&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Non accessible content&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items may have text alternatives&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#non-text-content 1.1.1 - Non-text Content]&lt;br /&gt;
*There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
**[https://www.w3.org/TR/2008/REC-WCAG20-20081211/#visual-audio-contrast-contrast 1.4.3 -Contrast (Minimum)]&lt;br /&gt;
*Information, [https://www.w3.org/TR/WCAG21/#dfn-structure structure], and [https://www.w3.org/TR/WCAG21/#dfn-relationships relationships] conveyed through [https://www.w3.org/TR/WCAG21/#dfn-presentation presentation] may not be [https://www.w3.org/TR/WCAG21/#dfn-programmatically-determinable programmatically determined] or are available in text.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#info-and-relationships 3.1 Info and Relationships]&lt;br /&gt;
*[https://www.w3.org/TR/WCAG21/#dfn-web-page-s Web pages] may not have titles that describe topic or purpose.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#page-titled 2.4.2 Page Titled]&lt;br /&gt;
*The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#language-of-page 3.1.1 Language of Page]&lt;br /&gt;
*Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#name-role-value4.1.2 Name, Role, Value] &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Disproportionate burden&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Content that is not within the Scope of the Accessibility Regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7442</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7442"/>
		<updated>2024-06-25T10:21:55Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Enforcement procedure */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website using your browser settings to make it easier to read and navigate:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
*Keyboard navigation does not follow logical ordering&lt;br /&gt;
*Some selection displays on the website lack visibility meaning user may struggle to see where they have navigated to on the site&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or assistive technology&lt;br /&gt;
*Some error messages appear as popups/new browser tabs that do not warn the user before appearing&lt;br /&gt;
*Some hyperlinks open new tabs/windows without warning the user&lt;br /&gt;
*There is some justified text&lt;br /&gt;
*Some elements are not read out correctly by screen readers&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We are always looking to improve the accessibility of this website. If you find any problems not listed on this page, or think we’re not meeting accessibility requirements, please contact:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly:&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org British Sign Language Scotland service details]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines version 2.1]&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Non accessible content&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items may have text alternatives&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#non-text-content 1.1.1 - Non-text Content]&lt;br /&gt;
*There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
**[https://www.w3.org/TR/2008/REC-WCAG20-20081211/#visual-audio-contrast-contrast 1.4.3 -Contrast (Minimum)]&lt;br /&gt;
*Information, [https://www.w3.org/TR/WCAG21/#dfn-structure structure], and [https://www.w3.org/TR/WCAG21/#dfn-relationships relationships] conveyed through [https://www.w3.org/TR/WCAG21/#dfn-presentation presentation] may not be [https://www.w3.org/TR/WCAG21/#dfn-programmatically-determinable programmatically determined] or are available in text.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#info-and-relationships 3.1 Info and Relationships]&lt;br /&gt;
*[https://www.w3.org/TR/WCAG21/#dfn-web-page-s Web pages] may not have titles that describe topic or purpose.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#page-titled 2.4.2 Page Titled]&lt;br /&gt;
*The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#language-of-page 3.1.1 Language of Page]&lt;br /&gt;
*Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#name-role-value4.1.2 Name, Role, Value] &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Disproportionate burden&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Content that is not within the Scope of the Accessibility Regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7441</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7441"/>
		<updated>2024-06-25T10:20:24Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Reporting accessibility problems with this website */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website using your browser settings to make it easier to read and navigate:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
*Keyboard navigation does not follow logical ordering&lt;br /&gt;
*Some selection displays on the website lack visibility meaning user may struggle to see where they have navigated to on the site&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or assistive technology&lt;br /&gt;
*Some error messages appear as popups/new browser tabs that do not warn the user before appearing&lt;br /&gt;
*Some hyperlinks open new tabs/windows without warning the user&lt;br /&gt;
*There is some justified text&lt;br /&gt;
*Some elements are not read out correctly by screen readers&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We are always looking to improve the accessibility of this website. If you find any problems not listed on this page, or think we’re not meeting accessibility requirements, please contact:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org British Sign Language Scotland service details]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines version 2.1]&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Non accessible content&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items may have text alternatives&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#non-text-content 1.1.1 - Non-text Content]&lt;br /&gt;
*There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
**[https://www.w3.org/TR/2008/REC-WCAG20-20081211/#visual-audio-contrast-contrast 1.4.3 -Contrast (Minimum)]&lt;br /&gt;
*Information, [https://www.w3.org/TR/WCAG21/#dfn-structure structure], and [https://www.w3.org/TR/WCAG21/#dfn-relationships relationships] conveyed through [https://www.w3.org/TR/WCAG21/#dfn-presentation presentation] may not be [https://www.w3.org/TR/WCAG21/#dfn-programmatically-determinable programmatically determined] or are available in text.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#info-and-relationships 3.1 Info and Relationships]&lt;br /&gt;
*[https://www.w3.org/TR/WCAG21/#dfn-web-page-s Web pages] may not have titles that describe topic or purpose.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#page-titled 2.4.2 Page Titled]&lt;br /&gt;
*The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#language-of-page 3.1.1 Language of Page]&lt;br /&gt;
*Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#name-role-value4.1.2 Name, Role, Value] &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Disproportionate burden&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Content that is not within the Scope of the Accessibility Regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7440</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7440"/>
		<updated>2024-06-25T10:19:20Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* How accessible this website is */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability. This is an external site with suggestions to make your computer more accessible:&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website using your browser settings to make it easier to read and navigate:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of University staff or a student, you can use the free SensusAccess accessible document conversion service:&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology Information on SensusAccess]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*Reflow is not enabled to 400%&lt;br /&gt;
*Some images are missing alt text&lt;br /&gt;
*Keyboard navigation does not follow logical ordering&lt;br /&gt;
*Some selection displays on the website lack visibility meaning user may struggle to see where they have navigated to on the site&lt;br /&gt;
*Tooltips cannot be reached by keyboard navigation or assistive technology&lt;br /&gt;
*Some error messages appear as popups/new browser tabs that do not warn the user before appearing&lt;br /&gt;
*Some hyperlinks open new tabs/windows without warning the user&lt;br /&gt;
*There is some justified text&lt;br /&gt;
*Some elements are not read out correctly by screen readers&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format, including accessible PDF, large print, audio recording or braille please contact us:&lt;br /&gt;
&lt;br /&gt;
*By using the IS Helpline online contact form:&amp;lt;br&amp;gt;[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
*Or phoning:&amp;lt;br&amp;gt;+44 (0)131 651 5151&lt;br /&gt;
*Or email:&amp;lt;br&amp;gt;[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
British Sign Language (BSL) users can contact us via Contact Scotland BSL, the on-line BSL interpreting service:&amp;lt;br&amp;gt;&lt;br /&gt;
*[https://contactscotland-bsl.org/ Contact Scotland BSL]&amp;lt;br&amp;gt;&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org British Sign Language Scotland service details]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines version 2.1]&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Non accessible content&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items may have text alternatives&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#non-text-content 1.1.1 - Non-text Content]&lt;br /&gt;
*There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
**[https://www.w3.org/TR/2008/REC-WCAG20-20081211/#visual-audio-contrast-contrast 1.4.3 -Contrast (Minimum)]&lt;br /&gt;
*Information, [https://www.w3.org/TR/WCAG21/#dfn-structure structure], and [https://www.w3.org/TR/WCAG21/#dfn-relationships relationships] conveyed through [https://www.w3.org/TR/WCAG21/#dfn-presentation presentation] may not be [https://www.w3.org/TR/WCAG21/#dfn-programmatically-determinable programmatically determined] or are available in text.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#info-and-relationships 3.1 Info and Relationships]&lt;br /&gt;
*[https://www.w3.org/TR/WCAG21/#dfn-web-page-s Web pages] may not have titles that describe topic or purpose.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#page-titled 2.4.2 Page Titled]&lt;br /&gt;
*The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#language-of-page 3.1.1 Language of Page]&lt;br /&gt;
*Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#name-role-value4.1.2 Name, Role, Value] &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Disproportionate burden&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Content that is not within the Scope of the Accessibility Regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7439</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7439"/>
		<updated>2024-06-25T10:10:46Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Customising the website */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
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We know some parts of this website are not fully accessible:&lt;br /&gt;
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If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org British Sign Language Scotland service details]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines version 2.1]&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Non accessible content&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items may have text alternatives&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#non-text-content 1.1.1 - Non-text Content]&lt;br /&gt;
*There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
**[https://www.w3.org/TR/2008/REC-WCAG20-20081211/#visual-audio-contrast-contrast 1.4.3 -Contrast (Minimum)]&lt;br /&gt;
*Information, [https://www.w3.org/TR/WCAG21/#dfn-structure structure], and [https://www.w3.org/TR/WCAG21/#dfn-relationships relationships] conveyed through [https://www.w3.org/TR/WCAG21/#dfn-presentation presentation] may not be [https://www.w3.org/TR/WCAG21/#dfn-programmatically-determinable programmatically determined] or are available in text.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#info-and-relationships 3.1 Info and Relationships]&lt;br /&gt;
*[https://www.w3.org/TR/WCAG21/#dfn-web-page-s Web pages] may not have titles that describe topic or purpose.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#page-titled 2.4.2 Page Titled]&lt;br /&gt;
*The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#language-of-page 3.1.1 Language of Page]&lt;br /&gt;
*Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#name-role-value4.1.2 Name, Role, Value] &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Disproportionate burden&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Content that is not within the Scope of the Accessibility Regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7438</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7438"/>
		<updated>2024-06-25T10:08:36Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Accessibility Statement for  Our History Website */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History Website]] ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This accessibility statement applies to:&lt;br /&gt;
[[Main_Page|https://ourhistory.is.ed.ac.uk/index.php?title=Main_Page]]&lt;br /&gt;
&lt;br /&gt;
This website is run by the Library and University Collections Directorate which is part of Information Services Group at the University of Edinburgh. We want as many people as possible to be able to use this application. For example, that means you should be able to:&lt;br /&gt;
&lt;br /&gt;
* Change colours, contrast levels and fonts&lt;br /&gt;
* Navigate most of the website using just a keyboard&lt;br /&gt;
* Navigate most of the website using speech recognition software &lt;br /&gt;
* Listen to most of the website using a screen reader (including the most recent versions of Job Access with Speech (JAWS), NonVisual Desktop Access (NVDA) and VoiceOver); &lt;br /&gt;
* Experience no time limits when using the site&lt;br /&gt;
* Not encounter any flashing, scrolling or moving text&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand. However, some of our content is technical, and we use technical terms where there is no easier wording we could use without changing what the text means.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability.&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website to make it easier to read and navigate.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of the University staff or a student you can use the free Sensus Access accessible document conversion service.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology SenusAccess Information]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*For all non- text content such as images and icons there may not be text descriptions&lt;br /&gt;
*The colours on are pages may not meet current colour contrast recommendations&lt;br /&gt;
*The pages may not be fully compatible with screen readers e.g. a screen reader may not be able to determine what the content is and how it relates to other content&lt;br /&gt;
*All our web pages may not have a title that clearly describes their purpose&lt;br /&gt;
*The default language of each page may not be identified&lt;br /&gt;
*User interface elements may not be compatible with assistive technology&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org British Sign Language Scotland service details]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines version 2.1]&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Non accessible content&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items may have text alternatives&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#non-text-content 1.1.1 - Non-text Content]&lt;br /&gt;
*There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
**[https://www.w3.org/TR/2008/REC-WCAG20-20081211/#visual-audio-contrast-contrast 1.4.3 -Contrast (Minimum)]&lt;br /&gt;
*Information, [https://www.w3.org/TR/WCAG21/#dfn-structure structure], and [https://www.w3.org/TR/WCAG21/#dfn-relationships relationships] conveyed through [https://www.w3.org/TR/WCAG21/#dfn-presentation presentation] may not be [https://www.w3.org/TR/WCAG21/#dfn-programmatically-determinable programmatically determined] or are available in text.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#info-and-relationships 3.1 Info and Relationships]&lt;br /&gt;
*[https://www.w3.org/TR/WCAG21/#dfn-web-page-s Web pages] may not have titles that describe topic or purpose.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#page-titled 2.4.2 Page Titled]&lt;br /&gt;
*The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#language-of-page 3.1.1 Language of Page]&lt;br /&gt;
*Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#name-role-value4.1.2 Name, Role, Value] &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Disproportionate burden&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Content that is not within the Scope of the Accessibility Regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=School_of_Social_and_Political_Science&amp;diff=7437</id>
		<title>School of Social and Political Science</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=School_of_Social_and_Political_Science&amp;diff=7437"/>
		<updated>2024-05-10T09:39:11Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The School of Social and Political Science in the [[College of Humanities and Social Science]] was founded in 2001 as part of a [[Reconstitution of Faculties into Colleges, 2002|major restructuring]] of Edinburgh University. This saw the university&amp;#039;s nine Faculties reconstituted as three Colleges, while Departments were reorganised and replaced by Schools. The subject areas covered in the new School of Social and Political Science had previously been taught within the [[Faculty of Social Sciences]].&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=James_Reid&amp;diff=7419</id>
		<title>James Reid</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=James_Reid&amp;diff=7419"/>
		<updated>2023-01-23T11:57:38Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;#039;&amp;#039;&amp;#039;James Reid&amp;#039;&amp;#039;&amp;#039; was appointed Public Professor of Metaphysics at Edinburgh University in 1620. &lt;br /&gt;
&lt;br /&gt;
== Biography ==&lt;br /&gt;
Reid studied under [[John Adamson (1576–1651?)]] at Edinburgh University and graduated MA in July 1600. He returned to the University as a [[Opening of Edinburgh University, 1583#The Regenting System|Regent]] on 21 December 1603, and became one of the fledgling University&amp;#039;s longest-serving teachers. He tutored no fewer than six classes through to graduation in 1606, 1610, 1614, 1618, 1622, and 1626. According to [[Thomas Craufurd]], this was a &amp;#039;flourishing time of the Universitie’, as Reid and his fellow regents were &amp;#039;both able and painful [i.e. conscientious]&amp;#039;. They acquired ‘much authority’ through the combination of &amp;#039;long experience&amp;#039; and &amp;#039;knowledge&amp;#039;.  As the country itself was enjoying &amp;#039;a deep calme of peace&amp;#039;, the &amp;#039;followers of learning&amp;#039; were offered &amp;#039;many great occasions of encouragement&amp;#039;.  On 19 July 1617, Reid was one of the regents commanded by [[James VI and I|King James]] to participate in a disputation before him at Stirling Castle. Craufurd writes that Reid disputed &amp;#039;anent the Original of Fountains&amp;#039;, prompting the King to pun that &amp;#039;Mr. Reid needs not be red with blushing for his acting to-day&amp;#039;. In 1620, Reid was appointed Public Professor of Metaphysics, which required him to give two public lectures a week, in addition to his duties as Regent of Philosophy. At the same time [[Andrew Ramsay]] was appointed Professor of Divinity and Reid&amp;#039;s long-standing colleague [[Andrew Young]] was appointed Public Professor of Mathematics. This was a small but significant step towards specialization and the creation of a faculty system.  &lt;br /&gt;
&lt;br /&gt;
Reid left the University in controversial circumstances. One of the Ministers of Edinburgh, William Struthers, had referred disparagingly to Philosophy in a public address as &amp;#039;the dish-clout of Divinity&amp;#039;. Reid responded in a thesis propounded at a graduation ceremony in which he noted that &amp;#039;Aristippus said he would rather be a Christian philosopher, than an unphilosophical divine&amp;#039;. Struthers was highly offended and persuaded his fellow Ministers to support him in a complaint to the [[Town Council]]. Although Reid was well-liked by the Council, and obtained a mandate from the Privy Council ordering them to retain him in office, he was forced to resign. Craufurd writes that he was still living in his seventy-fifth year, and opines that &amp;#039;if he had been painful [conscientious] in study, he had proved an eminent philosopher; and was beyond few in oeconomical and civil abilities&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
== Archives at Edinburgh University ==&lt;br /&gt;
&lt;br /&gt;
*Signatures, 29 July 1600 (as student), 30 June 1606, 28 July 1610, 30 July 1614, 25 July 1618, 27 July 1622, 29 July 1626 (as regent), [[First Laureation &amp;amp; Degrees Album]], Edinburgh University Archives (EUA IN1/ADS/STA/1/1)&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
*&amp;#039;&amp;#039;A Catalogue of the Graduates in the Faculties of Arts, Divinity, and Law, of the University of Edinburgh since its Foundation&amp;#039;&amp;#039; (Edinburgh: Printed by Neill and Company, 1858)&lt;br /&gt;
*[[Thomas Craufurd]], &amp;#039;&amp;#039;History of the University of Edinburgh, from 1580 to 1646: To Which is Prefixed the Charter Granted to the College by James VI of Scotland, in 1582&amp;#039;&amp;#039; (Edinburgh: Printed by A. Neill &amp;amp; Co., 1808)&lt;br /&gt;
*[[Sir Alexander Grant]], &amp;#039;&amp;#039;The Story of the University of Edinburgh during its First Three Hundred Years&amp;#039;&amp;#039;, 2 vols (London: Longmans, Green, and Co., 1884)&lt;br /&gt;
&lt;br /&gt;
[[Category:Academics|Reid, James]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=James_Reid&amp;diff=7418</id>
		<title>James Reid</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=James_Reid&amp;diff=7418"/>
		<updated>2023-01-23T09:44:12Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;#039;&amp;#039;&amp;#039;James Reid&amp;#039;&amp;#039;&amp;#039; was appointed Public Professor of Metaphysics at Edinburgh University in 1620. &lt;br /&gt;
&lt;br /&gt;
== Biography ==&lt;br /&gt;
Reid studied under [[John Adamson (1576–1651?)]] at Edinburgh University and graduated MA in July 1600. He returned to the University as a [[Opening of Edinburgh University, 1583#The Regenting System|Regent]] on 21 December 1603, and became one of the fledgling University&amp;#039;s longest-serving teachers. He tutored no fewer than six classes through to graduation in 1606, 1610, 1614, 1618, 1622, and 1626. According to [[Thomas Craufurd]], this was a &amp;#039;flourishing time of the Universitie’, as Reid and his fellow regents were &amp;#039;both able and painful [i.e. conscientious]&amp;#039;. They acquired ‘much authority’ through the combination of &amp;#039;long experience&amp;#039; and &amp;#039;knowledge&amp;#039;.  As the country itself was enjoying &amp;#039;a deep calme of peace&amp;#039;, the &amp;#039;followers of learning&amp;#039; were offered &amp;#039;many great occasions of encouragement&amp;#039;.  On 19 July 1617, Reid was one of the regents commanded by [[James VI and I|King James]] to participate in a disputation before him at Stirling Castle. Craufurd writes that Reid disputed &amp;#039;anent the Original of Fountains&amp;#039;, prompting the King to pun that &amp;#039;Mr. Reid needs not be red with blushing for his acting to-day&amp;#039;. In 1620, Reid was appointed Public Professor of Metaphysics, which required him to give two public lectures a week, in addition to his duties as Regent of Philosophy. At the same time [[Andrew Ramsay]] was appointed Professor of Divinity and Reid&amp;#039;s long-standing colleague [[Andrew Young]] was appointed Public Professor of Metaphysics. This was a small but significant step towards specialization and the creation of a faculty system.  &lt;br /&gt;
&lt;br /&gt;
Reid left the University in controversial circumstances. One of the Ministers of Edinburgh, William Struthers, had referred disparagingly to Philosophy in a public address as &amp;#039;the dish-clout of Divinity&amp;#039;. Reid responded in a thesis propounded at a graduation ceremony in which he noted that &amp;#039;Aristippus said he would rather be a Christian philosopher, than an unphilosophical divine&amp;#039;. Struthers was highly offended and persuaded his fellow Ministers to support him in a complaint to the [[Town Council]]. Although Reid was well-liked by the Council, and obtained a mandate from the Privy Council ordering them to retain him in office, he was forced to resign. Craufurd writes that he was still living in his seventy-fifth year, and opines that &amp;#039;if he had been painful [conscientious] in study, he had proved an eminent philosopher; and was beyond few in oeconomical and civil abilities&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
== Archives at Edinburgh University ==&lt;br /&gt;
&lt;br /&gt;
*Signatures, 29 July 1600 (as student), 30 June 1606, 28 July 1610, 30 July 1614, 25 July 1618, 27 July 1622, 29 July 1626 (as regent), [[First Laureation &amp;amp; Degrees Album]], Edinburgh University Archives (EUA IN1/ADS/STA/1/1)&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
*&amp;#039;&amp;#039;A Catalogue of the Graduates in the Faculties of Arts, Divinity, and Law, of the University of Edinburgh since its Foundation&amp;#039;&amp;#039; (Edinburgh: Printed by Neill and Company, 1858)&lt;br /&gt;
*[[Thomas Craufurd]], &amp;#039;&amp;#039;History of the University of Edinburgh, from 1580 to 1646: To Which is Prefixed the Charter Granted to the College by James VI of Scotland, in 1582&amp;#039;&amp;#039; (Edinburgh: Printed by A. Neill &amp;amp; Co., 1808)&lt;br /&gt;
*[[Sir Alexander Grant]], &amp;#039;&amp;#039;The Story of the University of Edinburgh during its First Three Hundred Years&amp;#039;&amp;#039;, 2 vols (London: Longmans, Green, and Co., 1884)&lt;br /&gt;
&lt;br /&gt;
[[Category:Academics|Reid, James]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Bequest_of_Laing_Collection,_1878&amp;diff=7397</id>
		<title>Bequest of Laing Collection, 1878</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Bequest_of_Laing_Collection,_1878&amp;diff=7397"/>
		<updated>2021-01-26T11:28:58Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;In 1878 scholar and antiquarian [[David Laing (1793-1878)]] donated Edinburgh University Library&amp;#039;s most important manuscript collection.&lt;br /&gt;
&lt;br /&gt;
Laing was a friend of the University over many years. His first publication was a reprint of the catalogue of the library of [[William Drummond of Hawthornden]], given to the University in 1626, and it may be that Drummond’s example inspired Laing to make his later, even more generous gift. Before 1878 Edinburgh University Library had only a handful of manuscripts - since then, building on the Laing bequest, it has become an internationally important centre for Special Collections.&lt;br /&gt;
&lt;br /&gt;
*Some of the highlights of the Collection include &lt;br /&gt;
*Western medieval manuscript books&lt;br /&gt;
*Early Islamic letters&lt;br /&gt;
*Letters by Kings and Queens of Scotland&lt;br /&gt;
*Poetic manuscripts by Robert &lt;br /&gt;
*Manuscripts on the arts and performance, including dance and theatre&lt;br /&gt;
*Early manuscripts in Gaelic and Middle Scots&lt;br /&gt;
*Early manuscript music books &lt;br /&gt;
*Manuscripts on science, alchemy and medicine &lt;br /&gt;
*Manuscripts on European heraldry and travel&lt;br /&gt;
*Early writing by women, such as the 17th century poet Elizabeth Melville&lt;br /&gt;
*Laing’s personal papers, journals and 9,000 letters&lt;br /&gt;
*Crucial Scottish governmental and legal documents&lt;br /&gt;
&lt;br /&gt;
== External Links ==&lt;br /&gt;
&lt;br /&gt;
*[http://www.ed.ac.uk/polopoly_fs/1.123948!/fileManager/0029854e.pdf Laing Collection handlist]&lt;br /&gt;
&lt;br /&gt;
For further information please contact staff at the Centre for Research Collections.&lt;br /&gt;
[[Category:Events|Bequest of Laing Collection, 1878]][[Category:Incomplete|Bequest of Laing Collection, 1878]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7394</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7394"/>
		<updated>2020-09-22T09:57:03Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History]] Website ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
[[Main Page | Our History]] is a website hosted by the University of Edinburgh Library on behalf of the University of Edinburgh. It holds collection information and images from our collections about the history of the University.&lt;br /&gt;
&lt;br /&gt;
We want as many people as possible to be able to use our website. For example, this means you should be able to:&lt;br /&gt;
&lt;br /&gt;
*change colours, contrast levels and fonts&lt;br /&gt;
*experience no time limits to content&lt;br /&gt;
*navigate most of the website using just a keyboard&lt;br /&gt;
*magnify up to 200%&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability.&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website to make it easier to read and navigate.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of the University staff or a student you can use the free Sensus Access accessible document conversion service.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology SenusAccess Information]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*For all non- text content such as images and icons there may not be text descriptions&lt;br /&gt;
*The colours on are pages may not meet current colour contrast recommendations&lt;br /&gt;
*The pages may not be fully compatible with screen readers e.g. a screen reader may not be able to determine what the content is and how it relates to other content&lt;br /&gt;
*All our web pages may not have a title that clearly describes their purpose&lt;br /&gt;
*The default language of each page may not be identified&lt;br /&gt;
*User interface elements may not be compatible with assistive technology&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org British Sign Language Scotland service details]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines version 2.1]&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Non accessible content&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items may have text alternatives&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#non-text-content 1.1.1 - Non-text Content]&lt;br /&gt;
*There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
**[https://www.w3.org/TR/2008/REC-WCAG20-20081211/#visual-audio-contrast-contrast 1.4.3 -Contrast (Minimum)]&lt;br /&gt;
*Information, [https://www.w3.org/TR/WCAG21/#dfn-structure structure], and [https://www.w3.org/TR/WCAG21/#dfn-relationships relationships] conveyed through [https://www.w3.org/TR/WCAG21/#dfn-presentation presentation] may not be [https://www.w3.org/TR/WCAG21/#dfn-programmatically-determinable programmatically determined] or are available in text.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#info-and-relationships 3.1 Info and Relationships]&lt;br /&gt;
*[https://www.w3.org/TR/WCAG21/#dfn-web-page-s Web pages] may not have titles that describe topic or purpose.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#page-titled 2.4.2 Page Titled]&lt;br /&gt;
*The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#language-of-page 3.1.1 Language of Page]&lt;br /&gt;
*Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#name-role-value4.1.2 Name, Role, Value] &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Disproportionate burden&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Content that is not within the Scope of the Accessibility Regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7393</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7393"/>
		<updated>2020-09-22T09:54:58Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Technical information about this website’s accessibility */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History]] Website ==&lt;br /&gt;
&lt;br /&gt;
=== Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 ===&lt;br /&gt;
&lt;br /&gt;
[[Main Page | Our History]] is a website hosted by the University of Edinburgh Library on behalf of the University of Edinburgh. It holds collection information and images from our collections about the history of the University.&lt;br /&gt;
&lt;br /&gt;
We want as many people as possible to be able to use our website. For example, this means you should be able to:&lt;br /&gt;
&lt;br /&gt;
*change colours, contrast levels and fonts&lt;br /&gt;
*experience no time limits to content&lt;br /&gt;
*navigate most of the website using just a keyboard&lt;br /&gt;
*magnify up to 200%&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability.&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website to make it easier to read and navigate.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of the University staff or a student you can use the free Sensus Access accessible document conversion service.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology SenusAccess Information]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*For all non- text content such as images and icons there may not be text descriptions&lt;br /&gt;
*The colours on are pages may not meet current colour contrast recommendations&lt;br /&gt;
*The pages may not be fully compatible with screen readers e.g. a screen reader may not be able to determine what the content is and how it relates to other content&lt;br /&gt;
*All our web pages may not have a title that clearly describes their purpose&lt;br /&gt;
*The default language of each page may not be identified&lt;br /&gt;
*User interface elements may not be compatible with assistive technology&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org British Sign Language Scotland service details]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines version 2.1]&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Non accessible content&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
*Not all non-text items may have text alternatives&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#non-text-content 1.1.1 - Non-text Content]&lt;br /&gt;
*There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
**[https://www.w3.org/TR/2008/REC-WCAG20-20081211/#visual-audio-contrast-contrast 1.4.3 -Contrast (Minimum)]&lt;br /&gt;
*Information, [https://www.w3.org/TR/WCAG21/#dfn-structure structure], and [https://www.w3.org/TR/WCAG21/#dfn-relationships relationships] conveyed through [https://www.w3.org/TR/WCAG21/#dfn-presentation presentation] may not be [https://www.w3.org/TR/WCAG21/#dfn-programmatically-determinable programmatically determined] or are available in text.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#info-and-relationships 3.1 Info and Relationships]&lt;br /&gt;
*[https://www.w3.org/TR/WCAG21/#dfn-web-page-s Web pages] may not have titles that describe topic or purpose.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#page-titled 2.4.2 Page Titled]&lt;br /&gt;
*The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#language-of-page 3.1.1 Language of Page]&lt;br /&gt;
*Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
**[https://www.w3.org/TR/WCAG21/#name-role-value4.1.2 Name, Role, Value] &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Disproportionate burden&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Content that is not within the Scope of the Accessibility Regulations&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
&lt;br /&gt;
== What we&amp;#039;re doing to improve accessibility ==&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
Information Services and accessibility&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/information-services/help-consultancy/accessibility Assistive technology, creating accessible documents, and services IS provides for disabled users]&lt;br /&gt;
&lt;br /&gt;
== Preparation of this accessibility statement ==&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7392</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7392"/>
		<updated>2020-09-22T09:40:28Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for [[Main Page | Our History]] Website ==&lt;br /&gt;
&lt;br /&gt;
=== Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 ===&lt;br /&gt;
&lt;br /&gt;
[[Main Page | Our History]] is a website hosted by the University of Edinburgh Library on behalf of the University of Edinburgh. It holds collection information and images from our collections about the history of the University.&lt;br /&gt;
&lt;br /&gt;
We want as many people as possible to be able to use our website. For example, this means you should be able to:&lt;br /&gt;
&lt;br /&gt;
*change colours, contrast levels and fonts&lt;br /&gt;
*experience no time limits to content&lt;br /&gt;
*navigate most of the website using just a keyboard&lt;br /&gt;
*magnify up to 200%&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability.&lt;br /&gt;
&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website to make it easier to read and navigate.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
&lt;br /&gt;
If you are a member of the University staff or a student you can use the free Sensus Access accessible document conversion service.&lt;br /&gt;
&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology SenusAccess Information]&lt;br /&gt;
&lt;br /&gt;
== How accessible this website is ==&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
*For all non- text content such as images and icons there may not be text descriptions&lt;br /&gt;
*The colours on are pages may not meet current colour contrast recommendations&lt;br /&gt;
*The pages may not be fully compatible with screen readers e.g. a screen reader may not be able to determine what the content is and how it relates to other content&lt;br /&gt;
*All our web pages may not have a title that clearly describes their purpose&lt;br /&gt;
*The default language of each page may not be identified&lt;br /&gt;
*User interface elements may not be compatible with assistive technology&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Feedback and contact information&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Reporting accessibility problems with this website ==&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
[https://www.ishelpline.ed.ac.uk/forms/ IS Helpline contact form]&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
[mailto:Information.systems@ed.ac.uk Information.systems@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
&lt;br /&gt;
== Enforcement procedure ==&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
[https://www.equalityadvisoryservice.com/ Contact details for the Equality Advisory and Support Service (EASS)]&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
[https://www.gov.uk/reporting-accessibility-problem-public-sector-website Reporting an accessibility problem on a public sector website]&lt;br /&gt;
&lt;br /&gt;
== Contacting us by phone using British Sign Language ==&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;British Sign Language service&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
[https://contactscotland-bsl.org British Sign Language Scotland service details]&lt;br /&gt;
&lt;br /&gt;
== Technical information about this website’s accessibility ==&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Compliance Status&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
 Web Content Accessibility Guidelines version 2.1&lt;br /&gt;
Non accessible content&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
    Not all non-text items may have text alternatives&lt;br /&gt;
        1.1.1 - Non-text Content&lt;br /&gt;
    There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
        1.4.3 -Contrast (Minimum)&lt;br /&gt;
    Information, structure, and relationships conveyed through presentation may not be programmatically determined or are available in text.&lt;br /&gt;
        3.1 Info and Relationships&lt;br /&gt;
    Web pages may not have titles that describe topic or purpose.&lt;br /&gt;
        2.4.2 Page Titled&lt;br /&gt;
    The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
        3.1.1 Language of Page&lt;br /&gt;
    Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
        4.1.2 Name, Role, Value &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
Disproportionate burden&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
Content that is not within the Scope of the Accessibility Regulations&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
What we&amp;#039;re doing to improve accessibility&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
Information Services and accessibility&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
Assistive technology, creating accessible documents, and services IS provides for disabled users&lt;br /&gt;
Preparation of this accessibility statement&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7391</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7391"/>
		<updated>2020-09-22T09:23:13Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for Our History website ==&lt;br /&gt;
&lt;br /&gt;
=== Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 ===&lt;br /&gt;
&lt;br /&gt;
[[Main Page | Our History]] is a website hosted by the University of Edinburgh Library on behalf of the University of Edinburgh. It holds collection information and images from our collections about the history of the University.&lt;br /&gt;
&lt;br /&gt;
We want as many people as possible to be able to use our website. For example, this means you should be able to:&lt;br /&gt;
&lt;br /&gt;
*change colours, contrast levels and fonts&lt;br /&gt;
*experience no time limits to content&lt;br /&gt;
*navigate most of the website using just a keyboard&lt;br /&gt;
*magnify up to 200%&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability.&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
With a few simple steps you can customise the appearance of our website to make it easier to read and navigate.&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
If you are a member of the University staff or a student you can use the free Sensus Access accessible document conversion service.&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology SenusAccess Information]&lt;br /&gt;
&lt;br /&gt;
How accessible this website is&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
    For all non- text content such as images and icons there may not be text descriptions&lt;br /&gt;
    The colours on are pages may not meet current colour contrast recommendations&lt;br /&gt;
    The pages may not be fully compatible with screen readers e.g. a screen reader may not be able to determine what the content is and how it relates to other content&lt;br /&gt;
    All our web pages may not have a title that clearly describes their purpose&lt;br /&gt;
    The default language of each page may not be identified&lt;br /&gt;
    User interface elements may not be compatible with assistive technology&lt;br /&gt;
&lt;br /&gt;
Feedback and contact information&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
IS Helpline contact form&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
Information.systems@ed.ac.uk&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
Reporting accessibility problems with this website&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
IS Helpline contact form&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
Information.systems@ed.ac.uk&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
Enforcement procedure&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
Contact details for the Equality Advisory and Support Service (EASS)&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
Reporting an accessibility problem on a public sector website&lt;br /&gt;
Contacting us by phone using British Sign Language&lt;br /&gt;
British Sign Language service&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland service details&lt;br /&gt;
Technical information about this website’s accessibility&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
Compliance Status&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
 Web Content Accessibility Guidelines version 2.1&lt;br /&gt;
Non accessible content&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
    Not all non-text items may have text alternatives&lt;br /&gt;
        1.1.1 - Non-text Content&lt;br /&gt;
    There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
        1.4.3 -Contrast (Minimum)&lt;br /&gt;
    Information, structure, and relationships conveyed through presentation may not be programmatically determined or are available in text.&lt;br /&gt;
        3.1 Info and Relationships&lt;br /&gt;
    Web pages may not have titles that describe topic or purpose.&lt;br /&gt;
        2.4.2 Page Titled&lt;br /&gt;
    The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
        3.1.1 Language of Page&lt;br /&gt;
    Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
        4.1.2 Name, Role, Value &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
Disproportionate burden&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
Content that is not within the Scope of the Accessibility Regulations&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
What we&amp;#039;re doing to improve accessibility&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
Information Services and accessibility&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
Assistive technology, creating accessible documents, and services IS provides for disabled users&lt;br /&gt;
Preparation of this accessibility statement&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7390</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7390"/>
		<updated>2020-09-22T09:22:20Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for Our History website ==&lt;br /&gt;
&lt;br /&gt;
=== Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 ===&lt;br /&gt;
&lt;br /&gt;
[[Main Page Our History]] is a website hosted by the University of Edinburgh Library on behalf of the University of Edinburgh. It holds collection information and images from our collections about the history of the University.&lt;br /&gt;
&lt;br /&gt;
We want as many people as possible to be able to use our website. For example, this means you should be able to:&lt;br /&gt;
&lt;br /&gt;
*change colours, contrast levels and fonts&lt;br /&gt;
*experience no time limits to content&lt;br /&gt;
*navigate most of the website using just a keyboard&lt;br /&gt;
*magnify up to 200%&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability.&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
With a few simple steps you can customise the appearance of our website to make it easier to read and navigate.&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
If you are a member of the University staff or a student you can use the free Sensus Access accessible document conversion service.&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology SenusAccess Information]&lt;br /&gt;
&lt;br /&gt;
How accessible this website is&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
    For all non- text content such as images and icons there may not be text descriptions&lt;br /&gt;
    The colours on are pages may not meet current colour contrast recommendations&lt;br /&gt;
    The pages may not be fully compatible with screen readers e.g. a screen reader may not be able to determine what the content is and how it relates to other content&lt;br /&gt;
    All our web pages may not have a title that clearly describes their purpose&lt;br /&gt;
    The default language of each page may not be identified&lt;br /&gt;
    User interface elements may not be compatible with assistive technology&lt;br /&gt;
&lt;br /&gt;
Feedback and contact information&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
IS Helpline contact form&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
Information.systems@ed.ac.uk&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
Reporting accessibility problems with this website&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
IS Helpline contact form&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
Information.systems@ed.ac.uk&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
Enforcement procedure&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
Contact details for the Equality Advisory and Support Service (EASS)&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
Reporting an accessibility problem on a public sector website&lt;br /&gt;
Contacting us by phone using British Sign Language&lt;br /&gt;
British Sign Language service&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland service details&lt;br /&gt;
Technical information about this website’s accessibility&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
Compliance Status&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
 Web Content Accessibility Guidelines version 2.1&lt;br /&gt;
Non accessible content&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
    Not all non-text items may have text alternatives&lt;br /&gt;
        1.1.1 - Non-text Content&lt;br /&gt;
    There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
        1.4.3 -Contrast (Minimum)&lt;br /&gt;
    Information, structure, and relationships conveyed through presentation may not be programmatically determined or are available in text.&lt;br /&gt;
        3.1 Info and Relationships&lt;br /&gt;
    Web pages may not have titles that describe topic or purpose.&lt;br /&gt;
        2.4.2 Page Titled&lt;br /&gt;
    The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
        3.1.1 Language of Page&lt;br /&gt;
    Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
        4.1.2 Name, Role, Value &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
Disproportionate burden&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
Content that is not within the Scope of the Accessibility Regulations&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
What we&amp;#039;re doing to improve accessibility&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
Information Services and accessibility&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
Assistive technology, creating accessible documents, and services IS provides for disabled users&lt;br /&gt;
Preparation of this accessibility statement&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7389</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7389"/>
		<updated>2020-09-22T09:19:31Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Accessibility Statement for Our History website ==&lt;br /&gt;
&lt;br /&gt;
=== Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 ===&lt;br /&gt;
&lt;br /&gt;
Our History - http://ourhistory.is.ed.ac.uk/index.php/Main_Page is a website hosted by the University of Edinburgh Library on behalf of the University of Edinburgh. It holds collection information and images from our collections about the history of the University.&lt;br /&gt;
&lt;br /&gt;
We want as many people as possible to be able to use our website. For example, this means you should be able to:&lt;br /&gt;
&lt;br /&gt;
*change colours, contrast levels and fonts&lt;br /&gt;
*experience no time limits to content&lt;br /&gt;
*navigate most of the website using just a keyboard&lt;br /&gt;
*magnify up to 200%&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand.&lt;br /&gt;
&lt;br /&gt;
== Customising the website ==&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability.&lt;br /&gt;
[https://mcmw.abilitynet.org.uk/ AbilityNet - My computer my way]&lt;br /&gt;
With a few simple steps you can customise the appearance of our website to make it easier to read and navigate.&lt;br /&gt;
[https://www.ed.ac.uk/about/website/accessibility/customising-site Additional information on how to customise our website appearance]&lt;br /&gt;
If you are a member of the University staff or a student you can use the free Sensus Access accessible document conversion service.&lt;br /&gt;
[https://www.ed.ac.uk/student-disability-service/staff/supporting-students/accessible-technology SenusAccess Information]&lt;br /&gt;
&lt;br /&gt;
How accessible this website is&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
    For all non- text content such as images and icons there may not be text descriptions&lt;br /&gt;
    The colours on are pages may not meet current colour contrast recommendations&lt;br /&gt;
    The pages may not be fully compatible with screen readers e.g. a screen reader may not be able to determine what the content is and how it relates to other content&lt;br /&gt;
    All our web pages may not have a title that clearly describes their purpose&lt;br /&gt;
    The default language of each page may not be identified&lt;br /&gt;
    User interface elements may not be compatible with assistive technology&lt;br /&gt;
&lt;br /&gt;
Feedback and contact information&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
IS Helpline contact form&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
Information.systems@ed.ac.uk&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
Reporting accessibility problems with this website&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
IS Helpline contact form&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
Information.systems@ed.ac.uk&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
Enforcement procedure&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
Contact details for the Equality Advisory and Support Service (EASS)&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
Reporting an accessibility problem on a public sector website&lt;br /&gt;
Contacting us by phone using British Sign Language&lt;br /&gt;
British Sign Language service&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland service details&lt;br /&gt;
Technical information about this website’s accessibility&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
Compliance Status&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
 Web Content Accessibility Guidelines version 2.1&lt;br /&gt;
Non accessible content&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
    Not all non-text items may have text alternatives&lt;br /&gt;
        1.1.1 - Non-text Content&lt;br /&gt;
    There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
        1.4.3 -Contrast (Minimum)&lt;br /&gt;
    Information, structure, and relationships conveyed through presentation may not be programmatically determined or are available in text.&lt;br /&gt;
        3.1 Info and Relationships&lt;br /&gt;
    Web pages may not have titles that describe topic or purpose.&lt;br /&gt;
        2.4.2 Page Titled&lt;br /&gt;
    The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
        3.1.1 Language of Page&lt;br /&gt;
    Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
        4.1.2 Name, Role, Value &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
Disproportionate burden&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
Content that is not within the Scope of the Accessibility Regulations&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
What we&amp;#039;re doing to improve accessibility&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
Information Services and accessibility&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
Assistive technology, creating accessible documents, and services IS provides for disabled users&lt;br /&gt;
Preparation of this accessibility statement&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pronunciation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Change on Request&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (All)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Orientation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7388</id>
		<title>Accessibility</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Accessibility&amp;diff=7388"/>
		<updated>2020-09-22T08:56:17Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: Created page with &amp;quot;Accessibility statement for Our History website  Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regul...&amp;quot;&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Accessibility statement for Our History website&lt;br /&gt;
&lt;br /&gt;
Website accessibility statement in line with Public Sector Body (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018&lt;br /&gt;
&lt;br /&gt;
Our History - http://ourhistory.is.ed.ac.uk/index.php/Main_Page is a website hosted by the University of Edinburgh Library on behalf of the University of Edinburgh. It holds collection information and images from our collections about the history of the University.&lt;br /&gt;
&lt;br /&gt;
We want as many people as possible to be able to use our website. For example, this means you should be able to:&lt;br /&gt;
&lt;br /&gt;
    change colours, contrast levels and fonts.&lt;br /&gt;
    experience no time limits to content&lt;br /&gt;
    navigate most of the website using just a keyboard&lt;br /&gt;
    magnify up to 200%&lt;br /&gt;
&lt;br /&gt;
We’ve also made the website text as simple as possible to understand.&lt;br /&gt;
Customising the website&lt;br /&gt;
&lt;br /&gt;
AbilityNet has advice on making your device easier to use if you have a disability.&lt;br /&gt;
&lt;br /&gt;
AbilityNet - My computer my way&lt;br /&gt;
&lt;br /&gt;
With a few simple steps you can customise the appearance of our website to make it easier to read and navigate.&lt;br /&gt;
&lt;br /&gt;
Additional information on how to customise our website appearance&lt;br /&gt;
&lt;br /&gt;
If you are a member of the University staff or a student you can use the free Sensus Access accessible document conversion service.&lt;br /&gt;
&lt;br /&gt;
SenusAccess Information&lt;br /&gt;
How accessible this website is&lt;br /&gt;
&lt;br /&gt;
We know some parts of this website are not fully accessible:&lt;br /&gt;
&lt;br /&gt;
    For all non- text content such as images and icons there may not be text descriptions&lt;br /&gt;
    The colours on are pages may not meet current colour contrast recommendations&lt;br /&gt;
    The pages may not be fully compatible with screen readers e.g. a screen reader may not be able to determine what the content is and how it relates to other content&lt;br /&gt;
    All our web pages may not have a title that clearly describes their purpose&lt;br /&gt;
    The default language of each page may not be identified&lt;br /&gt;
    User interface elements may not be compatible with assistive technology&lt;br /&gt;
&lt;br /&gt;
Feedback and contact information&lt;br /&gt;
&lt;br /&gt;
If you need information on this website in a different format like accessible PDF, large print, audio recording or braille please contact the website team by contacting us:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
IS Helpline contact form&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
Information.systems@ed.ac.uk&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
Reporting accessibility problems with this website&lt;br /&gt;
&lt;br /&gt;
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements please let us know by contacting:&lt;br /&gt;
&lt;br /&gt;
By using the IS Helpline online contact form&lt;br /&gt;
&lt;br /&gt;
IS Helpline contact form&lt;br /&gt;
&lt;br /&gt;
Or phoning&lt;br /&gt;
&lt;br /&gt;
+44 (0)131 651 5151&lt;br /&gt;
&lt;br /&gt;
Or email&lt;br /&gt;
&lt;br /&gt;
Information.systems@ed.ac.uk&lt;br /&gt;
&lt;br /&gt;
We’ll consider your request and get back to you in 5 working days.&lt;br /&gt;
Enforcement procedure&lt;br /&gt;
&lt;br /&gt;
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint please contact the Equality Advisory and Support Service (EASS) directly.&lt;br /&gt;
&lt;br /&gt;
Contact details for the Equality Advisory and Support Service (EASS)&lt;br /&gt;
&lt;br /&gt;
The government has produced information on how to report accessibility issues:&lt;br /&gt;
&lt;br /&gt;
Reporting an accessibility problem on a public sector website&lt;br /&gt;
Contacting us by phone using British Sign Language&lt;br /&gt;
British Sign Language service&lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland runs a service for British Sign Language users and all of Scotland’s public bodies using video relay. This enables sign language users to contact public bodies and vice versa. The service operates from 8am to 12 midnight, 7 days a week. &lt;br /&gt;
&lt;br /&gt;
British Sign Language Scotland service details&lt;br /&gt;
Technical information about this website’s accessibility&lt;br /&gt;
&lt;br /&gt;
The University of Edinburgh is committed to making its websites accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.&lt;br /&gt;
Compliance Status&lt;br /&gt;
&lt;br /&gt;
This website is partially compliant with the Web Content Accessibility Guidelines 2.1 AA standard, due to the non-compliances listed below&lt;br /&gt;
&lt;br /&gt;
The full guidelines are available at&lt;br /&gt;
&lt;br /&gt;
 Web Content Accessibility Guidelines version 2.1&lt;br /&gt;
Non accessible content&lt;br /&gt;
&lt;br /&gt;
The content listed below is non-accessible for the following reasons.&lt;br /&gt;
&lt;br /&gt;
The following items to not comply with the WCAG 2.1 AA success criteria&lt;br /&gt;
&lt;br /&gt;
    Not all non-text items may have text alternatives&lt;br /&gt;
        1.1.1 - Non-text Content&lt;br /&gt;
    There may not be sufficient colour contrast between font and background colours especially where the text size is very small.&lt;br /&gt;
        1.4.3 -Contrast (Minimum)&lt;br /&gt;
    Information, structure, and relationships conveyed through presentation may not be programmatically determined or are available in text.&lt;br /&gt;
        3.1 Info and Relationships&lt;br /&gt;
    Web pages may not have titles that describe topic or purpose.&lt;br /&gt;
        2.4.2 Page Titled&lt;br /&gt;
    The default human language of each Web page may not be programmatically determined.&lt;br /&gt;
        3.1.1 Language of Page&lt;br /&gt;
    Some input elements do not have a name available to an accessibility API.&lt;br /&gt;
        4.1.2 Name, Role, Value &lt;br /&gt;
&lt;br /&gt;
Unless specified otherwise, wherever possible a complete solution or significant improvement will be in place by March 2021 where the issues are within our control.&lt;br /&gt;
Disproportionate burden&lt;br /&gt;
&lt;br /&gt;
We are not currently claiming that any accessibility problems would be a disproportionate burden to fix. &lt;br /&gt;
Content that is not within the Scope of the Accessibility Regulations&lt;br /&gt;
&lt;br /&gt;
At this time we are not claiming that any content is out with the scope of the regulations.&lt;br /&gt;
What we&amp;#039;re doing to improve accessibility&lt;br /&gt;
&lt;br /&gt;
We will continue to work with our in house developers and the external host supplier to address these issues and deliver a solution or suitable workaround and correct issues directly where they are under our control. This site is hosted within the University and developed by open source MediaWiki.&lt;br /&gt;
&lt;br /&gt;
We will continue to monitor accessibility and will carry out further accessibility testing if significant changes are made to the user interface or if a service user raises an issue. To plan to resolve the issues that are within our control by December 2021. We plan to manual review the accessibility of the site and make improvements and update this statement before December 2021. Whilst we are resolving issues or where we are unable to resolve an issue we will ensure reasonable adjustments are in place to ensure no user is placed at a disadvantage.&lt;br /&gt;
Information Services and accessibility&lt;br /&gt;
&lt;br /&gt;
Information Services (IS) has further information on accessibility including assistive technology, creating accessible documents, and services IS provides for disabled users.&lt;br /&gt;
&lt;br /&gt;
Assistive technology, creating accessible documents, and services IS provides for disabled users&lt;br /&gt;
Preparation of this accessibility statement&lt;br /&gt;
&lt;br /&gt;
This statement was prepared on 7th August 2020. It was last reviewed on 9th September 2020.&lt;br /&gt;
&lt;br /&gt;
This website was last tested on 7th August 2020. The test was carried out by The University Library and University Collections Digital Library team using the automated LittleForest tool. The website is scheduled for manual testing by December 2021.&lt;br /&gt;
&lt;br /&gt;
We did not use sample pages for testing - all pages were run through LittleForest.&lt;br /&gt;
&lt;br /&gt;
Little Forrest claims it tests the following WCAG criteria either partially or wholly&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Non-text Content&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only and Video-only (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description or Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Info and Relationships&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Meaningful Sequence&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sensory Characteristics&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Use of Color&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Control&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Keyboard Trap&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Timing Adjustable&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Pause, Stop, Hide&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes or Below Threshold&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Bypass Blocks&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Page Titled&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Order&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (In Context)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Page&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Focus&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
On Input&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Labels or Instructions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Parsing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.0&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
A&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
4.4.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Name, Role, Value&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Captions (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Minimum)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Resize Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Multiple Ways&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Headings and Labels&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Focus Visible&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Language of Parts&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Navigation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Consistent Identification&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Suggestion&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.3.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Error Prevention (Legal, Financial, Data)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Sign Language (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Extended Audio Description (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Media Alternative (Prerecorded)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.2.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Audio-only (Live)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.6&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Contrast (Enhanced)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.7&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Low or No Background Audio&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Visual Presentation&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
1.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Images of Text (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Keyboard (No Exception)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
No Timing&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Interruptions&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.2.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Re-authenticating&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.3.2&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Three Flashes&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.8&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Location&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.9&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Link Purpose (Link Only)&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
2.4.10&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Section Headings&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.3&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Unusual Words&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.4&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Abbreviations&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.5&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
Reading&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
AAA&lt;br /&gt;
	&lt;br /&gt;
&lt;br /&gt;
3.1.6&lt;br /&gt;
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Pronunciation&lt;br /&gt;
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WCAG 2.1&lt;br /&gt;
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AAA&lt;br /&gt;
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3.2.5&lt;br /&gt;
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Change on Request&lt;br /&gt;
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WCAG 2.1&lt;br /&gt;
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AAA&lt;br /&gt;
	&lt;br /&gt;
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3.3.5&lt;br /&gt;
	&lt;br /&gt;
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Help&lt;br /&gt;
&lt;br /&gt;
WCAG 2.1&lt;br /&gt;
	&lt;br /&gt;
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AAA&lt;br /&gt;
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3.3.6&lt;br /&gt;
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Error Prevention (All)&lt;br /&gt;
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WCAG 2.1&lt;br /&gt;
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AA&lt;br /&gt;
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1.3.4&lt;br /&gt;
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Orientation&lt;br /&gt;
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WCAG 2.1&lt;br /&gt;
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AA&lt;br /&gt;
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1.3.5&lt;br /&gt;
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Identify Input Purpose&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Template:Mainlinks&amp;diff=7387</id>
		<title>Template:Mainlinks</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Template:Mainlinks&amp;diff=7387"/>
		<updated>2020-09-22T08:53:59Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;#039;&amp;#039;&amp;#039;Quick links:&amp;#039;&amp;#039;&amp;#039; [[Special:Categories|Browse by Category]] : [[Our_History:About|About the Project and Contact Us]] : [[Accessibility]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Bibliography_of_Published_Sources&amp;diff=7386</id>
		<title>Bibliography of Published Sources</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Bibliography_of_Published_Sources&amp;diff=7386"/>
		<updated>2020-03-20T11:18:16Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Published sources are often useful background reading before &amp;#039;plunging&amp;#039; into in-depth, archives-based research. The following list is not exhaustive but is being added to as we identify useful texts to direct people towards.&lt;br /&gt;
&lt;br /&gt;
Some have begun to appear online at the [http://www.archive.org/ Internet Archive] and links are provided to these. Others can be consulted here and links are given to the main Library Catalogue.&lt;br /&gt;
&lt;br /&gt;
== Institutional Histories ==&lt;br /&gt;
&lt;br /&gt;
* &amp;lt;u&amp;gt;History of the University of Edinburgh, from 1580 to 1646 : to which is prefixed the charter granted to the college by James VI of Scotland, in 1582&amp;lt;/u&amp;gt; ([http://archive.org/details/historyuniversi00craugoog View]) - Thomas Craufurd (1808)&lt;br /&gt;
* &amp;lt;u&amp;gt;The History of the University of Edinburgh: Chiefly Compiled from Original Papers and Records ... &amp;lt;/u&amp;gt; ([http://archive.org/details/historyuniversi02bowegoog View]) - Alexander Bower (1830)&lt;br /&gt;
* &amp;lt;u&amp;gt;History of the University of Edinburgh from its foundation&amp;lt;/u&amp;gt; ([http://archive.org/details/historyofunivers01dalzuoft Volume 1] :: [http://archive.org/details/historyofunivers02dalzuoft Volume 2]) - Andrew Dalzel (1862)&lt;br /&gt;
* &amp;lt;u&amp;gt;The story of the University of Edinburgh during its first three hundred years&amp;lt;/u&amp;gt; ([http://archive.org/details/storyuniversity07grangoog Volume 1] :: [http://archive.org/details/storyuniversity06grangoog Volume 2]) - Sir Alexander Grant&amp;lt;br /&amp;gt;&amp;#039;&amp;#039;covers the period 1583-1883&amp;#039;&amp;#039;&lt;br /&gt;
* &amp;lt;u&amp;gt;Edinburgh University, A Sketch of its Life for 300 Years&amp;lt;/u&amp;gt; ([http://archive.org/details/edinburghuniver00univgoog View]) (1884)&lt;br /&gt;
* &amp;lt;u&amp;gt;University of Edinburgh : Charters, statutes, and acts of the Town council and the Senatus, 1583-1858&amp;lt;/u&amp;gt; (1937) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21126035010002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;History of the University of Edinburgh, 1883-1933&amp;lt;/u&amp;gt; - Sir Arthur Logan Turner (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2177621630002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;A Short History of the University of Edinburgh, 1556-1889&amp;lt;/u&amp;gt; - David Bayne Horn (1967) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21122390150002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Four Centuries: Edinburgh University Life, 1583-1983&amp;lt;/u&amp;gt; - Gordon Donaldson, Ed. (1983) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21130310890002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;The University of Edinburgh : an illustrated history&amp;lt;/u&amp;gt; - Anderson, Lynch &amp;amp;amp; Phillipson (2003) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21127331050002466 local copies])&lt;br /&gt;
&lt;br /&gt;
== Subject areas, Divisions, Departments ==&lt;br /&gt;
&lt;br /&gt;
* &amp;lt;u&amp;gt;Britain&amp;#039;s first Chair of Agriculture at the University of Edinburgh,1790-1990 : a history of the Chair founded by William Johnstone Pulteney&amp;lt;/u&amp;gt; - Fleming &amp;amp;amp; Robertson (1990) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21117803020002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Engineering at Edinburgh University : a short history, 1673-1983&amp;lt;/u&amp;gt; - Ronald M. Birse (1983) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21130318830002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Science at the University of Edinburgh 1583-1993 : an illustrated history to mark the centenary of the Faculty of Science and Engineering 1893-1993&amp;lt;/u&amp;gt; - Ronald M. Birse (1994) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2182449610002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Edinburgh University Library 1580-1980&amp;lt;/u&amp;gt; - Guild &amp;amp;amp; Law, Eds. (1982) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21130386260002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;The Polish School of Medicine at the University of Edinburgh : an album&amp;lt;/u&amp;gt; - Wiktor Tomaszewski (1983) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21130445780002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Fifty years of the Polish School of Medicine, the University of Edinburgh : 1941-1991 ; jubilee publication&amp;lt;/u&amp;gt; - Wiktor Tomaszewski (1992) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2199447350002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Moray House and professional education : papers to mark the college&amp;#039;s 150th anniversary&amp;lt;/u&amp;gt; - Gordon Kirk (1985) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21108926180002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;New College Edinburgh: A Centenary History&amp;lt;/u&amp;gt; - Hugh Watt and A. Mitchell Turner (1946) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2176716720002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Edinburgh University Library : an account of its origin with a description of its rarer books and manuscripts&amp;lt;/u&amp;gt; - David Cuthbertson (1910) ([http://archive.org/details/cu31924029534975 View])&lt;br /&gt;
* &amp;lt;u&amp;gt;Revelations of a library life, 1876-1922 : including recollections of Edinburgh professors; student life, past and present, with many personal adventures and anecdotes&amp;lt;/u&amp;gt; - David Cuthbertson (1923) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2183344700002466 local copies])&lt;br /&gt;
&lt;br /&gt;
== People ==&lt;br /&gt;
&lt;br /&gt;
* &amp;lt;u&amp;gt;A catalogue of the graduates in the faculties of arts, divinity, and law, of the University of Edinburgh since its foundation&amp;lt;/u&amp;gt; (1858) ([http://archive.org/details/catalogueofgradu00bann View])&amp;lt;br /&amp;gt;&amp;#039;&amp;#039;a list of all graduates (except Medicine), 1587-1858&amp;#039;&amp;#039;&lt;br /&gt;
* &amp;lt;u&amp;gt;Alphabetical list of graduates of the University of Edinburgh from 1859 to 1888 (both years included) with historical appendix (including present and past office bearers) and separate lists of honorary graduates and graduates with honours&amp;lt;/u&amp;gt; (1889) ([http://archive.org/details/alphabeticallist00univrich View])&amp;lt;br /&amp;gt;&amp;#039;&amp;#039;a list of all graduates, 1859-1888 with various appendices&amp;#039;&amp;#039;&lt;br /&gt;
* &amp;lt;u&amp;gt;Nomina Eorum Qui Gradum MedicinÃ¦ Doctoris in Academia Jacobi Sexti Scoturum Regis .... (Graduates in Medicine 1705-1845)&amp;lt;/u&amp;gt; (1846) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2193293200002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;List of Graduates in Medicine in the University of Edinburgh 1705-1866&amp;lt;/u&amp;gt; (1867) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21111678670002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Quasi cursores; portraits of the high officers and professors of the University of Edinburgh at its tercentenary festival&amp;lt;/u&amp;gt; ([http://archive.org/details/quasicursorespor00holeuoft View]) - William Hole (1884)&lt;br /&gt;
* &amp;lt;u&amp;gt;Medical women; a thesis and a history&amp;lt;/u&amp;gt; - Sophia Jex-Blake (1886) ([http://archive.org/details/medicalwomenthes00jexb View])&amp;lt;br /&amp;gt;&amp;#039;&amp;#039;the battle for women&amp;#039;s right to attend and graduate&amp;#039;&amp;#039;&lt;br /&gt;
* &amp;lt;u&amp;gt;Roll of honour, 1914-1919&amp;lt;/u&amp;gt; (1921) ([http://archive.org/details/rollofhonour191400univuoft View])&amp;lt;br /&amp;gt;&amp;#039;&amp;#039;Roll of the fallen and of war service - staff, students, alumni&amp;#039;&amp;#039;&lt;br /&gt;
* &amp;lt;u&amp;gt;Roll of Honour 1939-1945&amp;lt;/u&amp;gt; (2015) ([https://www.uega.co.uk/copy-of-volume-18-chalmer-s-applica View]) &amp;lt;br /&amp;gt;&amp;#039;&amp;#039;Compiled and hosted by the Graduates&amp;#039; Association&amp;#039;&amp;#039;&lt;br /&gt;
* &amp;lt;u&amp;gt;The University Portraits&amp;lt;/u&amp;gt;, with biographies (1957 &amp;amp;amp; 1986) (not available online - local copies: [http://catalogue.lib.ed.ac.uk/vwebv/holdingsInfo?bibId=57799 Vol. 1], [http://catalogue.lib.ed.ac.uk/vwebv/holdingsInfo?bibId=201727 Vol. 2]&lt;br /&gt;
* &amp;lt;u&amp;gt;Edinburgh University worthies : biographies of selected pre-1901 alumni and staff of the University of Edinburgh&amp;lt;/u&amp;gt; (1999) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2186396370002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Medical education in the Age of Improvement : Edinburgh students and apprentices, 1760-1826&amp;lt;/u&amp;gt; - Lisa Rosner (1991) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2192741740002466 local copies])&lt;br /&gt;
&lt;br /&gt;
== Campus and Buildings ==&lt;br /&gt;
&lt;br /&gt;
* &amp;lt;u&amp;gt;The past hundred years : the buildings of the University of Edinburgh&amp;lt;/u&amp;gt; - Charles H. Stewart (1973) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2176831420002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;The Building of Old College: Adam, Playfair and the University of Edinburgh&amp;lt;/u&amp;gt; - Andrew Fraser (1989) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21125780490002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Saint Cecilia&amp;#039;s Hall in the Niddry Wynd; a chapter in the history of the music of the past in Edinburgh&amp;lt;/u&amp;gt; - David Fraser Harris (1899) ([http://archive.org/details/saintceciliashal00harruoft View]) &amp;#039;&amp;#039;See also the 1984 reprint with foreward by Peter Williams&amp;#039;&amp;#039;&lt;br /&gt;
* &amp;lt;u&amp;gt;The Temple of Harmony: A New Architectural History of St Cecilia&amp;#039;s Hall, Edinburgh&amp;lt;/u&amp;gt; - Joe Rock, Martin Hillman &amp;amp;amp; Antonia J Bunch (2011) in [http://www.euppublishing.com/doi/abs/10.3366/E1350752409000193 Architectural Heritage, Volume 20, Page 55-74]&lt;br /&gt;
* &amp;lt;u&amp;gt;University of Edinburgh : walking tours of university buildings&amp;lt;/u&amp;gt; - Andrew G. Fraser (1983) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA2181658030002466 local copies])&lt;br /&gt;
*&amp;#039;&amp;#039;The development of King&amp;#039;s Buildings campus is covered in some detail in &amp;lt;u&amp;gt;Science at the University of Edinburgh 1583-1993&amp;lt;/u&amp;gt; (see above)&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
== Student Life, Clubs and Societies ==&lt;br /&gt;
&lt;br /&gt;
* &amp;lt;u&amp;gt;College echoes : sketches and scenes of university life at Edinburgh&amp;lt;/u&amp;gt; - David Cuthbertson (1890) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21103916300002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;The Story of Edinburgh University Athletic Club&amp;lt;/u&amp;gt; - C. M. Usher (1966) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21109142760002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Edinburgh University Tea Club 1920-45&amp;lt;/u&amp;gt; - Clara Ashworth (1946) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21116958450002466 local copies])&lt;br /&gt;
* &amp;lt;u&amp;gt;Atlanta&amp;#039;s Garland, Being the Book of Edinburgh University Women&amp;#039;s Union&amp;lt;/u&amp;gt; - Lorraine E. Smith (Ed.) (1926) (not available online - [http://discovered.ed.ac.uk/44UOE_VU1:default_scope:44UOE_ALMA21126572980002466 local copies])&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Guides]] [[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Rector_(office_of)&amp;diff=7383</id>
		<title>Rector (office of)</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Rector_(office_of)&amp;diff=7383"/>
		<updated>2019-06-10T10:07:33Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The original office of Rector dates from 1585 when [[Robert Rollock (1555-1599)]] was given the title of &amp;quot;Principal and Rector&amp;quot;.  He was succeeded in this role by [[Henry Charteris (c1565–1628)]]. The appointment of [[Andrew Ramsay]] as Rector in 1620, distinct from [[Principal]], saw the two roles separated.&lt;br /&gt;
&lt;br /&gt;
*1620-1626 - [[Andrew Ramsay]]&lt;br /&gt;
*1627-1631 - [[Sir Alexander Morison (1579-1631)|Sir Alexander Morison]]&lt;br /&gt;
*1631-1640 - Vacant&lt;br /&gt;
*1640-1646 - [[Alexander Henderson (c1583–1646)|Alexander Henderson]]&lt;br /&gt;
*1646-1648 - [[Andrew Ramsay]]&lt;br /&gt;
*1649-1665 - [[Robert Douglas (1594-1674)|Robert Douglas]]&lt;br /&gt;
&lt;br /&gt;
The Rector in this period was the [[Town Council]]&amp;#039;s Supervisor, leaving discipline, moral/religious control and college administration with the Principal.&lt;br /&gt;
&lt;br /&gt;
In 1665 the Town Council of Edinburgh resolved that the role of Rector should rest thereafter with the Lord Provost of Edinburgh in an &amp;#039;&amp;#039;ex officio&amp;#039;&amp;#039; capacity but in real terms had little or no involvement. By 1838 the then Lord Provost, Sir James Forrest of Comiston, was unclear whether he was the Rector or not.&lt;br /&gt;
&lt;br /&gt;
== Formally re-constituted ==&lt;br /&gt;
&lt;br /&gt;
Along with the [[Chancellor (office of)]] and [[Principal|Vice-Chancellor]], the current office of Rector was formally constituted following the [[Universities (Scotland) Act 1858]] and is elected by the staff and matriculated students.&lt;br /&gt;
&lt;br /&gt;
Since then, the office has been held by:&lt;br /&gt;
&lt;br /&gt;
*1859 - Rt. Hon. [[William Ewart Gladstone (1809-1898)|William Ewart Gladstone]]&lt;br /&gt;
*1865 - [[Thomas Carlyle (1795-1881)|Thomas Carlyle]]&lt;br /&gt;
*1868 - Lord Moncreiff&lt;br /&gt;
*1871 - Sir W. Stirling Maxwell, Bart.,&lt;br /&gt;
*1874 - Earl of Derby&lt;br /&gt;
*1877 - The Marquis of Hartington&lt;br /&gt;
*1880 - Earl of Roseberry&lt;br /&gt;
*1883 - Earl of Iddesleigh&lt;br /&gt;
*1887 - The Marquess of Lothian&lt;br /&gt;
*1890 - Rt. Hon. George Joachim Goschen&lt;br /&gt;
*1893 - Rt. Hon. J.P.B. Robertson&lt;br /&gt;
*1896 - Lord Balfour of Burleigh&lt;br /&gt;
*1899 - The Marquess of Dufferin and Ava&lt;br /&gt;
*1902 - Sir Robert Bannatyne Finlay&lt;br /&gt;
*1905 - Rt. Hon. Richard Burdon Haldane&lt;br /&gt;
*1908 - Rt. Hon. Geo.Wyndham&lt;br /&gt;
*1911 - The Earl of Minto&lt;br /&gt;
*1914 - [[Horatio Herbert Kitchener, 1st Earl Kitchener (1850-1916)]]&lt;br /&gt;
*1917 - [[Sir David Richard Beatty, 1st Earl Beatty (1871-1936)]]&lt;br /&gt;
*1920 - [[David Lloyd George, 1st Earl Lloyd-George of Dwyfor (1863-1945)]]&lt;br /&gt;
*1923 - [[Stanley Baldwin, 1st Earl Baldwin of Bewdley (1867-1947)]]&lt;br /&gt;
*1926 - Rt. Hon. Sir John Gilmour&lt;br /&gt;
*1929 - [[Sir Winston Leonard Spencer-Churchill (1874-1965)]]&lt;br /&gt;
*1932 - [[Sir Ian Standish Monteith Hamilton (1853-1947)]]&lt;br /&gt;
*1935 - [[Edmund Henry Hynman Allenby, 1st Viscount Allenby (1861-1936)]]&lt;br /&gt;
*1936 - [[Sir Herbert John Clifford Grierson (1866-1960)]]&lt;br /&gt;
*1939 - [[Sir John Donald Pollock (1868-1962)]] (re-elected 1942)&lt;br /&gt;
*1945 - [[Andrew Browne Cunningham, 1st Viscount Cunningham of Hyndhope (1883-1963)]]&lt;br /&gt;
*1948 - [[Alastair George Bell Sim (1900-1976)]]&lt;br /&gt;
*1951 - [[Sir Alexander Fleming (1881-1955)]]&lt;br /&gt;
*1954 - [[Sir Sydney Alfred Smith (1883-1969)]]&lt;br /&gt;
*1957 - [[James Robertson Justice]]&lt;br /&gt;
*1960 - [[Joseph Grimond]]&lt;br /&gt;
*1963 - [[James Robertson Justice]] Dr.Phil., LL.D.,&lt;br /&gt;
*1966 - [[Thomas Malcolm Muggeridge (1903-1990)]]&lt;br /&gt;
*1968 - [[Kenneth Allsop (1920-1973)]]&lt;br /&gt;
*1971 - [[Jonathan W. G. Wills (1947- )]]&lt;br /&gt;
*1972 - [[James Gordon Brown (1951- )]] &lt;br /&gt;
*1975 - [[Magnus Magnusson (1929-2007)]]&lt;br /&gt;
*1979 - [[Ian Anthony Ross (1917-1993)]]&lt;br /&gt;
*1982 - [[David Martin Scott Steel, Baron Steel of Aikwood (1938- )]]&lt;br /&gt;
*1985 - [[Archibald MacPherson (1937- )]]&lt;br /&gt;
*1988 - [[Muriel Gray (1958- )]]&lt;br /&gt;
*1991 - Donnie Munro DA&lt;br /&gt;
*1994 - Malcolm Macleod B.Sc., MB., CH.B., MRCP&lt;br /&gt;
*1997 - John Colqhoun, footballer, Heart of Midlothian&lt;br /&gt;
*2000 - Robin Harper MSP&lt;br /&gt;
*2003 - Tam Dalyell MP&lt;br /&gt;
&lt;br /&gt;
[[Category:Governance]] [[Category:Rectors]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=First_Election_of_Rector_by_Student_Body,_1859&amp;diff=7381</id>
		<title>First Election of Rector by Student Body, 1859</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=First_Election_of_Rector_by_Student_Body,_1859&amp;diff=7381"/>
		<updated>2019-06-06T11:34:57Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;In 1859, the Liberal politician [[William Ewart Gladstone (1809-1898)]] was the first [[Rector]] to be elected by the students of Edinburgh University.&lt;br /&gt;
&lt;br /&gt;
By the mid-nineteenth century, the office of Rector at Edinburgh University had fallen into disuse. When the University first opened in 1583, the roles of Rector and Principal had been united in the same person. They were separated in 1620, but the Rectorship remained a largely symbolical role until the appointment of [[Alexander Henderson (c1583–1646)]] in 1640. With Henderson, the Rector became &amp;#039;the eye of the Council of the Town&amp;#039;. He acted as supervisor or inspector on the Council’s behalf, but also as the spokesman for the College when making overtures to the Council. The Rectorship survived in this form until 1665, when the [[Town Council]] resolved that the role of Rector should be held &amp;#039;&amp;#039;ex officio&amp;#039;&amp;#039; by the Lord Provost of Edinburgh. It again rapidly dwindled to a ceremonial title. By 1838, Lord Provost Sir James Forrest of Comiston declared himself uncertain whether he was Rector or not at the trial of students following a &amp;#039;snow riot&amp;#039;. &lt;br /&gt;
&lt;br /&gt;
The [[Universities (Scotland) Act 1858]] reconstituted the Rectorship as a discrete post at all the universities of Scotland. The Rector&amp;#039;s principal role would be to chair the [[University Court]], which, in Edinburgh&amp;#039;s case, would replace the Town Council of Edinburgh as the University&amp;#039;s principal governing body. Consistently with the 1858 Act&amp;#039;s commitment to involving students and alumni in university governance, the Rector was to be elected by the matriculated students of the university.&lt;br /&gt;
&lt;br /&gt;
The Act came into force on 15 October 1859. On 12 November 1859, polling was conducted in the class-rooms of Edinburgh University, and the students, divided alphabetically, cast their votes, which were taken and counted by the Professors. As with the Chancellorship, there were two candidates, representing the two main political parties. The Whig candidate was Gladstone, former Chancellor of the Exchequer and future Prime Minister. His Tory rival was [[Charles Neaves, Lord Neaves (1800–1876)]], a lawyer and man of letters. Gladstone was much the more prominent candidate and had greater cross-party appeal. He subsequently polled 643 votes to Neaves&amp;#039;s 527, and accordingly elected Rector.&lt;br /&gt;
&lt;br /&gt;
== Other University Events in 1859 ==&lt;br /&gt;
&lt;br /&gt;
*[[Appointment of Sir David Brewster as Principal of Edinburgh University, 1859|Appointment of Sir David Brewster as Principal of Edinburgh University]]&lt;br /&gt;
*[[First Meeting of General Council, 1859|First Meeting of General Council]]&lt;br /&gt;
*[[First Meeting of University Court, 1859|First Meeting of University Court]]&lt;br /&gt;
*[[Appointment of Curators of Patronage, 1859|Appointment of Curators of Patronage]]&lt;br /&gt;
*[[Building of Reid Concert Hall, 1859|Building of Reid Concert Hall]]&lt;br /&gt;
&lt;br /&gt;
== Related Pages ==&lt;br /&gt;
&lt;br /&gt;
*[[Separation of Roles of Principal and Professor of Divinity, 1620]]&lt;br /&gt;
*[[Transfer of Rectorship to Lord Provost of Edinburgh, 1665]]&lt;br /&gt;
*[[Election of Lord Kitchener as Rector, 1914]]&lt;br /&gt;
*[[First &amp;#039;Non-Political&amp;#039; Rectorial Election, 1932]]&lt;br /&gt;
*[[Rectorial Election, 1936]]&lt;br /&gt;
*[[First Celebrity Rector, 1948]]&lt;br /&gt;
*[[Election of Sir Alexander Fleming as Rector, 1951]]&lt;br /&gt;
*[[Resignation of Rector Malcolm Muggeridge, 1968]]&lt;br /&gt;
*[[Election of Gordon Brown as Rector, 1972]]&lt;br /&gt;
*[[First Woman Rector, 1988]]&lt;br /&gt;
&lt;br /&gt;
[[Category:Events|First Election of Rector by Student Body, 1859]][[Category:Incomplete|First Election of Rector by Student Body, 1859]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=First_Meeting_of_General_Council,_1859&amp;diff=7380</id>
		<title>First Meeting of General Council, 1859</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=First_Meeting_of_General_Council,_1859&amp;diff=7380"/>
		<updated>2019-06-06T11:33:08Z</updated>

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&lt;div&gt;The first Meeting of the [[General Council]] of Edinburgh University took place on 28 October 1859.&lt;br /&gt;
&lt;br /&gt;
One of the principal measures of the [[Universities (Scotland) Act 1858]] was the setting up of General Councils, designed to involve graduates in the governance of their &amp;#039;&amp;#039;alma mater&amp;#039;&amp;#039;. After the Act became law on 2 August 1858, an Executive Commission was set up to implement it and to frame ordinances for regulating the revenues, curricula, degree-systems, election of officers, and all other important features of the life of the four Scottish universities. The Commissioners ordained that the Act should come into force from 15 October 1859. It was immediately evident that instituting a General Council was the first step that Edinburgh University had to take to conform to the Act. Under the Act, ultimate authority was to lie with a [[University Court]], but membership of the Court was to include [[Assessors]] appointed by the General Council and by the [[Chancellor]], a new office which was to be elected by the General Council. The University Court could not, then, be constituted until the General Council had met.&lt;br /&gt;
&lt;br /&gt;
A problem facing the Executive Commission was the Arts graduation had fallen out of use and that graduation in Law and Divinity had not yet been introduced. So, if the new General Councils were to consist entirely of graduates, almost all would be Doctors of Medicine. To enable wider representations, the Commissioners therefore opened admission to all alumni who had regularly attended university classes as matriculated students for four full sessions. A total of 1964 former students applied to be made Members of the General Council of Edinburgh University, of whom the Commission admitted 1862.&lt;br /&gt;
&lt;br /&gt;
The first Meeting of the General Council was held in a hired concert room, as no academical assembly hall then existed. It was presided over by [[Sir David Brewster (1781-1868)]], the newly appointed [[Principal]]. The main purpose of the first meeting was the election of a Chancellor. Two candidates were proposed, representing different party political interests. The Whig members of the council proposed [[Henry Peter Brougham, 1st Baron Brougham and Vaux (1778-1868)]], co-founder of the &amp;#039;&amp;#039;Edinburgh Review&amp;#039;&amp;#039; and former Lord Chancellor of Great Britain. The Tories put up [[Walter Francis Montagu Douglas Scott, 5th Duke of Buccleuch (1806-1884)]]. There was probably a Whig majority on the council but Lord Brougham&amp;#039;s scientific interests also drew cross party support, and he was duly elected as the University&amp;#039;s first Chancellor.&lt;br /&gt;
&lt;br /&gt;
== Other University Events in 1859 ==&lt;br /&gt;
&lt;br /&gt;
*[[Appointment of Sir David Brewster as Principal of Edinburgh University, 1859|Appointment of Sir David Brewster as Principal of Edinburgh University]]&lt;br /&gt;
*[[First Election of Rector by Student Body, 1859|First Election of Rector by Student Body]]&lt;br /&gt;
*[[First Meeting of University Court, 1859|First Meeting of University Court]]&lt;br /&gt;
*[[Appointment of Curators of Patronage, 1859|Appointment of Curators of Patronage]]&lt;br /&gt;
*[[Building of Reid Concert Hall, 1859|Building of Reid Concert Hall]]&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
*[[Universities (Scotland) Act 1858]]]&lt;br /&gt;
[[Category:Events|First Meeting of General Council, 1859]][[Category:Incomplete|First Meeting of General Council, 1859]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Appointment_of_Sir_David_Brewster_as_Principal_of_Edinburgh_University,_1859&amp;diff=7379</id>
		<title>Appointment of Sir David Brewster as Principal of Edinburgh University, 1859</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Appointment_of_Sir_David_Brewster_as_Principal_of_Edinburgh_University,_1859&amp;diff=7379"/>
		<updated>2019-06-06T11:31:29Z</updated>

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&lt;div&gt;[[File:0010737d.jpg | border | 300 px | right | thumb | Calotype portrait of Sir David Brewster (1781-1868) by D. O. Hill and Robert Adamson]] In 1859 [[Sir David Brewster (1781-1868)]] became the first layman since 1622 and the first member of a church other than the Church of Scotland to be appointed [[Principal]] of Edinburgh University.&lt;br /&gt;
&lt;br /&gt;
The Principalship of Edinburgh University fell vacant on 2 May 1859 upon the death of [[John Lee (1779-1859)]]. The previous year the [[Universities (Scotland) Act 1858]] had been passed, which transferred the power to elect a new Principal from the [[Town Council]] of Edinburgh to seven [[Curators of Patronage]]. An Executive Commission was set up to implement the Act and ordained that it should come into force from 15 October 1859.&lt;br /&gt;
&lt;br /&gt;
Lee&amp;#039;s death placed the Commissioners and the University in a paradoxical position. Three of the seven Curators of Patronage were to be elected by the [[University Court]], the new supreme governing body of the University as established by the Universities (Scotland) Act 1858. The University Court itself, though, was to consist of the Principal, the Lord Provost of Edinburgh, and of [[Assessors]] appointed by the [[Rector]], the [[Chancellor]], the Town Council, [[General Council]], and the [[Senatus Academicus]]. The Chancellor was to be elected by the General Council, whose first meeting was to be chaired by the Principal. Clearly, then, none of the new administrative measures introduced by the Act could be effected unless a Principal was already in post.&lt;br /&gt;
&lt;br /&gt;
The only choice, therefore, was to retain the traditional system whereby the Town Council elected a Principal. This they did on 28 October 1859, a fortnight after the Act depriving them of theirs powers came into force. Their choice fell upon the eminent scientist and mathematician [[Sir David Brewster (1781-1868)]]. The appointment was epoch-making in two senses. Firstly, Brewster, like the majority of the Town Council, was a Free Churchman. Until the passing of the Test Act in 1853, the Principal of Edinburgh University had been required by law to be a member of the established Church of Scotland. Secondly, the Principal had traditionally been a practising Minister of the Church of Scotland. Brewster was the first layman to hold the post since [[Patrick Sands (c1567-1635)]].&lt;br /&gt;
&lt;br /&gt;
== Other University Events in 1859 ==&lt;br /&gt;
&lt;br /&gt;
*[[First Meeting of General Council, 1859|First Meeting of General Council]]&lt;br /&gt;
*[[First Election of Rector by Student Body, 1859|First Election of Rector by Student Body]]&lt;br /&gt;
*[[First Meeting of University Court, 1859|First Meeting of University Court]]&lt;br /&gt;
*[[Appointment of Curators of Patronage, 1859|Appointment of Curators of Patronage]]&lt;br /&gt;
*[[Building of Reid Concert Hall, 1859|Building of Reid Concert Hall]]&lt;br /&gt;
&lt;br /&gt;
== See also ==&lt;br /&gt;
&lt;br /&gt;
*[[Refusal of Charles MacDouall as Professor of Hebrew, 1847]]&lt;br /&gt;
*[[Universities (Scotland) Act 1858]]&lt;br /&gt;
&lt;br /&gt;
[[Category:Events|Appointment of Sir David Brewster as Principal of Edinburgh University, 1859]][[Category:Incomplete|Appointment of Sir David Brewster as Principal of Edinburgh University, 1859]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=First_American_Graduate,_1749&amp;diff=7378</id>
		<title>First American Graduate, 1749</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=First_American_Graduate,_1749&amp;diff=7378"/>
		<updated>2019-06-06T11:14:26Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
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&lt;div&gt;[[File:Moultrie.jpg | border | 200 px | right | thumb | [[John Moultrie (1729-1798)]]]]In 1749 [[John Moultrie (1729-1798)]] became the first US-born graduate of Edinburgh University.&lt;br /&gt;
&lt;br /&gt;
== Moultrie in Edinburgh ==&lt;br /&gt;
&lt;br /&gt;
Moultrie was born in South Carolina to a Scottish father, [[John Moultrie (1702-1771)]], himself a graduate of Edinburgh University. He arrived in Edinburgh on 25 August 1746 in a state of some trepidation. The [[The University and the &amp;#039;45|1745-46 Jacobite Uprising]] was barely over and he had heard that &amp;#039;poor Scotland is in a bad condition&amp;#039; and &amp;#039;whole familys die famished&amp;#039;. The city, however, was &amp;#039;easyer than I thought it would be after the Rebellion, only the ladys are always squabling for there is a number of them Jacobites&amp;#039;. The one hardship that Moultrie suffered as a result of the conflict was the impossibility of finding a &amp;#039;surgeon lad&amp;#039; to act as his assistant, as all had left the capital to serve the warring armies. &lt;br /&gt;
&lt;br /&gt;
Moultrie took up lodgings with &amp;#039;seven, sober young students&amp;#039; on the advice of the recently retired Professor [[Andrew Sinclair (c1698-1760)]] who &amp;#039;takes some pains about me&amp;#039;. He studied [[Anatomy]] under [[Alexander Monro &amp;#039;&amp;#039;primus&amp;#039;&amp;#039; (1697-1767)]], the Practice of Physic under [[John Rutherford (1695-1779)]] and [[Institutes of Medicine]] under Sinclair&amp;#039;s replacement [[Robert Whytt (1714-1766)]]  who &amp;#039;gives great satisfaction to all his hearers&amp;#039;. Moultire was among the first students to benefit when Rutherford innovatively introduced clinical lectures into the curriculum in 1748. He writes (2 February 1748): &lt;br /&gt;
&lt;br /&gt;
&amp;lt;blockquote&amp;gt;&amp;#039;We have a new Class set on footing here this winter, by our Professor of ye Practice of Physic, which  is to lecture on the Cases of ye Patients in the Infirmary, in which he gives the Diagnosis, Prognosis and Method of Cure, which Lectures are reckon&amp;#039;d very valuable and serviceable.&amp;#039;&amp;lt;/blockquote&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Thesis ==&lt;br /&gt;
&lt;br /&gt;
Moutrie graduated in 1749 with a thesis on yellow fever: &amp;#039;De Febre maligna biliosa Americae&amp;#039;. His name appears on the printed roll as &amp;#039;Joannes Moultrie, ex Carolina Meridionali provincia&amp;#039;. Moutrie&amp;#039;s thesis was soon recognized as the most authoritative work on yellow fever to date and a study for which there was a pressing need. Known as the &amp;#039;the Terror of the South&amp;#039;, yellow fever ravaged the Atlantic coastline for over a century. Moultrie himself had already survived three epidemics of the disease before travelling to Edinburgh. A further edition of Moultrie&amp;#039;s thesis was published in Langensalza, Germany, in 1768, and it was subsequently translated into French and German.&lt;br /&gt;
&lt;br /&gt;
== Later US Graduates ==&lt;br /&gt;
&lt;br /&gt;
Moultrie junior was the first of 117 American students to graduate from Edinburgh&amp;#039;s [[Faculty of Medicine|Medical School]] by the end of the eighteenth century. Other distinguished US alumni of Edinburgh&amp;#039;s medical school include:&lt;br /&gt;
&lt;br /&gt;
*[[Samuel Bard (1742-1821)]], founder of New York Medical School&lt;br /&gt;
*[[James Blair (1656-1743)]], Scots-born founder of the second-oldest US university (College of William and Mary)&lt;br /&gt;
*[[John Morgan (1735-1789)]] and [[William Shippen (1736-1808)]], founders of Philadelphia Medical School&lt;br /&gt;
*[[Benjamin Rush (1746-1813)]], signatory of the Declaration of Independence&lt;br /&gt;
*[[Benjamin Waterhouse (1754-1846)]], co-founder of Harvard Medical School&lt;br /&gt;
*[[John Knox Witherspoon (1723-1794)]], Scots-born signatory of the Declaration of Independence and President of Princeton University&lt;br /&gt;
&lt;br /&gt;
== Related Pages ==&lt;br /&gt;
&lt;br /&gt;
*[[Foundation of Faculty of Medicine, 1726]]&lt;br /&gt;
*[[The University and the &amp;#039;45]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*John Z. Bowers, &amp;#039;The Influence of Edinburgh on American Medicine&amp;#039;, in &amp;#039;&amp;#039;Medical Education and Medical Care: A Scottish-American Symposium&amp;#039;&amp;#039;, ed. Gordon McLachlan (Oxford: Oxford University Press, 1977), pp. 1-23.&lt;br /&gt;
*&amp;#039;Letters from a Colonial Student of Medicine in Edinburgh to his Parents in South Carolina, 1746-1749&amp;#039;, &amp;#039;&amp;#039;University of Edinburgh Journal&amp;#039;&amp;#039;, 4 (1930-31), 270-74.&lt;br /&gt;
*J. B. Morrell, &amp;#039;Medicine and Science in the Eighteenth Century&amp;#039;, in &amp;#039;&amp;#039;Four Centuries: Edinburgh University Life, 1583-1983&amp;#039;&amp;#039;, ed. Gordon Donaldson (Edinburgh: University of Edinburgh Press, 1983), pp. 38-52.&lt;br /&gt;
*Eleanor Winthrop Townsend, &amp;#039;John Moultrie, Junior, M.D., 1729-1798, Royal Lieutenant-Governor of East Florida&amp;#039;, &amp;#039;&amp;#039;Annals of Medical History&amp;#039;&amp;#039;, 3rd Ser., II (1940), 98-109.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Events|First American Graduate, 1749]][[Category:Incomplete|First American Graduate, 1749]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Bequest_of_Clement_Litill%27s_Library,_1580&amp;diff=7377</id>
		<title>Bequest of Clement Litill&#039;s Library, 1580</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Bequest_of_Clement_Litill%27s_Library,_1580&amp;diff=7377"/>
		<updated>2019-06-06T09:58:24Z</updated>

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&lt;div&gt;[[File:0007133c.jpg |border | 500 px | right | thumb | Book stamp and seal from the library of [[Clement Litill]], Edinburgh University Library]]The theological library bequeathed by [[Clement Litill]] to the Town and Kirk of Edinburgh in 1580 is the founding collection of [[Library|Edinburgh University Library]].&lt;br /&gt;
== Clement Litill and Edinburgh University ==&lt;br /&gt;
Advocate and book-collector Clement Litill showed a constant interest in the promotion of learning in Edinburgh, and was an early supporter of the scheme to set up a college of higher learning in the capital. Having been called to the bar in 1553, he developed close professional and personal contacts with Bishop [[Robert Reid]], President of the Court of Session, whose [[Will of Bishop Robert Reid, 1557 | will]] provided for the foundation of Edinburgh University. Following Reid’s death, he was appointed curator to John Reid of Aikenhead, a relative and heir of the Bishop. In 1564, Litill was one of the judges on the Commissary Court when John Reid appeared with the Bishop’s nephew Walter Reid to acknowledge their role as executors of the Bishop’s will. He was therefore familiar with the terms of the Bishop’s bequest, and believed that they were consistent with the Protestant Reformers’ commitment, set out in the First Book of Discipline (1560), to establish colleges in the principal towns of Scotland.&lt;br /&gt;
&lt;br /&gt;
Litill was joined in his efforts to establish a university by his brother William, an energetic Councillor and businessman. On 25 January 1579, William was one of three Councillors empowered to enter into negotiations with the Reverend Robert Pont, Provost of Trinity College, with a view to establishing a university on the College site. On 24 April 1579, both brothers were part of a committee appointed to meet with the Reverend [[James Lawson (1538–1584)]], Minister of St Giles, ‘for taking of ordour anentis the founding ane universitie’.&lt;br /&gt;
&lt;br /&gt;
== Bequest of Litill&amp;#039;s Theological Library ==&lt;br /&gt;
Discussions were still ongoing when Litill died on 1 April 1580. In his will, he left his collection of 268 theological books ‘to the kirk of Edinburgh to be usit and kepit be the said kirk to the use of the ministeris, elderis and decanes thairof’. William Litill, his sole executor, persuaded the [[Town Council]] in August 1580 that Clement had wished his bequest to form the nucleus of a public theological library, accessible not only to the clergy of Edinburgh but to divinity students and all legitimate scholars. It was agreed that the collection should be housed in the minister’s lodging adjoining the Church of St Giles and access to the books controlled by the minister himself. The attic of this building was converted to provide shelf space and a reading room, and in October 1580, the books were handed over to James Lawson, who became &amp;#039;&amp;#039;ex officio&amp;#039;&amp;#039; librarian of Litill’s collection.&lt;br /&gt;
&lt;br /&gt;
== Transfer of Litill&amp;#039;s Library to Edinburgh University ==&lt;br /&gt;
[[File:0001296c.jpg |border | 250 px | right | thumb | The Catechisme of Archbishop John Hamilton, 1552, the first book printed at St. Andrews, from the library of [[Clement Litill]] (Edinburgh University Library, Dd.2.33)]]When Edinburgh University finally [[Opening of Edinburgh University, 1583 | opened]] in October 1583, fear of provoking the notoriously fiery James Lawson may have prevented the Town Council from suggesting that Litill’s library be transferred to the university’s premises at Kirk o’ Field. A change of political regime, however, forced Lawson to flee to England in May 1584. When news reached Edinburgh that Lawson was fatally ill, the Town Council felt sufficiently emboldened to transfer the books and library fittings to Kirk o’ Field on 17 September 1584. The act making the Minister of St Giles perpetual custodian was annulled, and the Principal of the College made &amp;#039;&amp;#039;ex officio&amp;#039;&amp;#039; librarian. Despite a formal protest from Lawson’s successor, the Rev. James Hamilton, Litill’s bequest now constituted the founding collection of [[Library|Edinburgh University Library]].&lt;br /&gt;
&lt;br /&gt;
== Treasures of Litill&amp;#039;s Collection ==&lt;br /&gt;
The volumes bequeathed by Clement Litill cover both Catholic and Protestant theology and humanist scholarship. There are outstanding individual items such as the unique copy of the Sarum breviary printed at Rouen in 1496 (Dd.1.24) and the first book printed at St. Andrews, the &amp;#039;&amp;#039;Catechisme&amp;#039;&amp;#039; of Archbishop John Hamilton, 1552 (Dd.2.33). Inscriptions record the provenance of many of the books. Many were once owned by contemporary bishops like  Henry Sinclair and William Scheves, and others came from the monastic libraries of the Edinburgh Franciscans and Dominicans. William Litill had each book stamped on its title page with a circular seal bearing Clement&amp;#039;s initials and arms, and also with the inscription: &lt;br /&gt;
&lt;br /&gt;
I AM GEVIN TO EDINBURGH &amp;amp; KIRK OF GOD BE MAISTER CLEMENT LITIL THAIR TO REMAN. 1580&lt;br /&gt;
&lt;br /&gt;
A catalogue with full bibliographical details is in [[Charles Pringle Finlayson (1911-1985)|Charles P. Finlayson]], &amp;#039;&amp;#039;Clement Litill and his Library: The Origins of Edinburgh University Library&amp;#039;&amp;#039; (1980). 243 of the original volumes are still in the library. All appear in the Library&amp;#039;s pre-1985 main catalogue and many are now catalogued online. The collection was reconstructed in the early 19th century by [[David Laing (1793-1878)]] and many of the volumes handsomely rebound.&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
*[[Charles Pringle Finlayson (1911-1985)|Charles P. Finlayson]], &amp;#039;&amp;#039;Clement Litill and his Library: The Origins of Edinburgh University Library&amp;#039;&amp;#039; (Edinburgh: Printed for Edinburgh Bibliographical Society and The Friends of Edinburgh University Library, 1980) &lt;br /&gt;
*[[Sir Alexander Grant]], &amp;#039;&amp;#039;The Story of the University of Edinburgh during its First Three Hundred Years&amp;#039;&amp;#039;, 2 vols (London: Longmans, Green, and Co., 1884)&lt;br /&gt;
*James Kirk, ‘Little, Clement (c.1527–1580)’, Oxford Dictionary of National Biography (Oxford: Oxford University Press, 2006) [[http://www.oxforddnb.com/view/article/95012], accessed 21 April 2014]&lt;br /&gt;
*James Kirk, &amp;#039;Clement Little&amp;#039;s Edinburgh&amp;#039;, in &amp;#039;&amp;#039;Edinburgh University Library, 1580–1980: A Collection of Historical Essays&amp;#039;&amp;#039;, ed. J. R. Guild and A. Law (Edinburgh: Edinburgh University Library, 1982), pp. 1-42.&lt;br /&gt;
[[Category:Events|Bequest of Clement Litill&amp;#039;s Library, 1580]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=John_Robison_(1739-1805)&amp;diff=7376</id>
		<title>John Robison (1739-1805)</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=John_Robison_(1739-1805)&amp;diff=7376"/>
		<updated>2018-05-02T11:20:22Z</updated>

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&lt;div&gt;&amp;#039;&amp;#039;&amp;#039;Professor of [[Physics|Natural Philosophy]], 1773-1805&amp;#039;&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
== Occupation, Sphere of Activity ==&lt;br /&gt;
&lt;br /&gt;
John Robison studied at the University of Glasgow where he graduated Master of Arts in 1756. Robison travelled to London in 1758, and a year later he became tutor to the son of Admiral Knowles whom he accompanied to Quebec. In Canada Robison was employed to make surveys of the St Lawrence and neighbouring country. Upon his return to England in 1762 Robison was appointed by the Board of Longitude to travel to Jamaica on a trial voyage to take charge of the chronometer completed by the horologist John Harrison (1693-1776).&lt;br /&gt;
&lt;br /&gt;
Once back in Britain, Robison proceeded to Glasgow where he met up with the engineer James Watt, who at that stage was mathematical instrument maker to the university. In 1766 Robison was appointed lecturer of chemistry at the University of Glasgow, upon the recommendation of [[Joseph Black (1728-1799)]]. In 1770 upon the appointment of Admiral Knowles as president of the Russian board of admiralty Robison accompanied him to St Petersburg as private secretary. Two years later he was offered the chair of mathematics attached to the imperial sea cadet corps of nobles at St Petersburg, with the rank of colonel.&lt;br /&gt;
&lt;br /&gt;
Bolstered in no small amount by the support of [[William Cullen (1710-1790)]] and Joseph Black, Robison became Professor of Natural Philosophy at the University of Edinburgh in 1773. He lectured on the following subjects: hydrodynamics, astronomy and optics as well as electricity and magnetism. In 1783 Robison was elected the general secretary of the Royal Society of Edinburgh, a position that he occupied until within a few years of his death. In 1799 he published the lectures of Joseph Black. &lt;br /&gt;
 &lt;br /&gt;
== Notable publications ==&lt;br /&gt;
&lt;br /&gt;
*&amp;#039;&amp;#039;Outlines of a Course of Lectures on Mechanical Philosophy&amp;#039;&amp;#039;, (1797)&lt;br /&gt;
*&amp;#039;&amp;#039;Elements of Mechanical Philosophy&amp;#039;&amp;#039;, (1804)&lt;br /&gt;
*&amp;#039;&amp;#039;A System of Mechanical Philosophy with Notes by David Brewster&amp;#039;&amp;#039;, (1822)&lt;br /&gt;
&lt;br /&gt;
== Honours, Qualifications and Appointments ==&lt;br /&gt;
 &lt;br /&gt;
1783: Appointed First General Secretary, Royal Society of Edinburgh&lt;br /&gt;
&lt;br /&gt;
1898: Awarded Honorary Doctor of Laws (LLD)&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*&amp;#039;&amp;#039;Dictionary of National Biography, Vol. XVIII&amp;#039;&amp;#039;, (University of Edinburgh, London, 1909)&lt;br /&gt;
*Gillispie, Charles C (ed), &amp;#039;&amp;#039;Dictionary of Scientific Biography&amp;#039;&amp;#039;, (United States of America, 1972)&lt;br /&gt;
*Birse, Ronald M, &amp;#039;&amp;#039;Science at the University of Edinburgh 1583-1993&amp;#039;&amp;#039;, (Edinburgh, University of Edinburgh, 1994)&lt;br /&gt;
*Grant, Alexander, &amp;#039;&amp;#039;The Story of the University of Edinburgh During its First 300 Years, vol.2&amp;#039;&amp;#039;, (London, Longmans, Green &amp;amp;amp; Co, 1884)&lt;br /&gt;
*Talbot Rice, D, &amp;#039;&amp;#039;University Portraits&amp;#039;&amp;#039;, (Edinburgh, Edinburgh University Press, 1957)&lt;br /&gt;
[[Category:Academics|Robison, John]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Chemistry&amp;diff=7375</id>
		<title>Chemistry</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Chemistry&amp;diff=7375"/>
		<updated>2018-04-27T09:29:40Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Professors of Chemistry */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
The &amp;#039;Chair of Physik and Chymistry&amp;#039; was established in 1713, with [[James Crawford (1682-1731)]] as first professor. A Chair of Chemistry at Cambridge predated Edinburgh by a decade. Oxford was not to have one until the 19th century. Under [[Andrew Plummer (1697-1756)]] and [[John Innes (d1773)]] the course was offered as being taught &amp;#039;according to the Method of the celebrated Herman Boerhaave, at Leyden&amp;#039;. The College Physik Garden was also well utilised. Amongst the students of this period was [[James Hutton (1726-1797)]] who went on to be recognised as one of science&amp;#039;s great innovators and a founder member of the Royal Society of Edinburgh.&lt;br /&gt;
&lt;br /&gt;
[[William Cullen (1710-1790)]] became joint professor with Plummer in 1755 and then third professor the following year. He developed the teaching mechanisms within the department, moving away from that of Boerhaave, developing the teaching laboratory and the application of chemistry to industry. His lectures were also in English rather than Latin.&lt;br /&gt;
&lt;br /&gt;
Cullen&amp;#039;s successor was [[Joseph Black (1728-1799)]]. He had assisted Cullen earlier in Glasgow. Black was the discoverer of &amp;#039;fixed air&amp;#039; (carbon dioxide), a correspondent of Antoine Laurent Lavoisier (1743-1794) and close friend of James Watt (1736-1819). Black&amp;#039;s research gave way to his development of teaching at Edinburgh. He successfully used practical demonstrations during lectures and his class sizes exceeded 200. His successor had also been his student. [[Thomas Charles Hope (1766-1844)]] became fifth professor of Chemistry and Chemical Pharmacy in 1795. His lecturing skills led him to become the &amp;#039;most popular teacher of chemistry in Britain&amp;#039;. Lecture attendances rose from 293 in 1799 to 559 in 1823. He kept his lectures up to date and was also the first to expound Lavoisier&amp;#039;s ideas in Britain.&lt;br /&gt;
&lt;br /&gt;
[[William Gregory (1803-1858)]] became sixth professor in 1844 amidst unprecedented competition for the post. This was the first time that the position was solely the Chair of Chemistry. During his term he published his textbook Outlines of Chemistry, (1845). His successor was one of the previously unsuccessful candidates [[Sir Lyon Playfair, 1st Baron Playfair (1818-1898)|Lyon Playfair (1818-1898)]], who held the post until he was elected MP for the Universities of Edinburgh and St Andrews in 1869.&lt;br /&gt;
&lt;br /&gt;
[[Alexander Crum Brown (1838-1922)]] succeeded to the post, shortly after the BSc and DSc degrees had been established. His major contribution to chemistry was the development of the graphical illustration of chemical formulae. During his term he was involved in the development of the Medical School building, into which department he moved. The period also saw the introduction of salaries and the appointment of lecturers. Crum Brown also became part of the newly created [[Faculty of Science]] in 1893 (although the Chemistry chair remained within the [[Faculty of Medicine]]).&lt;br /&gt;
&lt;br /&gt;
== Within the Faculty of Science ==&lt;br /&gt;
&lt;br /&gt;
(Sir) [[Sir James Walker (1863-1935)|James Walker (1863-1935)]], formerly private assistant to Crum Brown, was his successor. He found laboratory resources stretched but the outbreak of the First World War prevented any immediate resolution. The war saw Walker using graduates, students and staff in production of TNT. The immediate post-war period saw the transfer of chemistry to the Faculty of Science and the physical move to the new [[King&amp;#039;s Buildings]] campus. The four year BSc degree in Chemistry was introduced in 1921 and a year later the degree in Technical Chemistry was introduced in conjunction with Heriot-Watt College. The latter to develop into the Department of Chemical Engineering by 1960.&lt;br /&gt;
&lt;br /&gt;
Former Edinburgh graduate [[James Pickering Kendall (1889-1978]]) became tenth professor in 1928. This was a period of diverse research work. Lecturers included future Nobel Prize winner [[Heinrich Wieland (1877-1957)]] and [[Sir Edmund Langley Hirst (1898-1975)|Edmund Langley Hirst (1898-1975]]) joined the department, appointed to the new Forbes Chair of Organic Chemistry. (The Forbes Chair was one of a number of ‘Forbes Chairs’ established in the University, funded by a bequest by Daniel Mackintosh Forbes, East India merchant and alumnus.  He had bequeathed £100,000 at his death in 1916).  The department increasingly became a source of advice to government and industry and also saw its medical dimension moved to the Department of Biochemistry (initially the Department of Chemistry Relating to Medicine).&lt;br /&gt;
&lt;br /&gt;
Hirst succeeded Kendall as head of department in 1959, with [[Tom Leadbetter Cottrell (1923-1973)]] becoming eleventh chair. The latter was a former Edinburgh graduate who had done extensive research work within the industrial sector. These research skills were developed into &amp;#039;a flourishing research school in physical chemistry&amp;#039; at Edinburgh. He published extensively and he set up the first British group to invesigate molecular beams.&lt;br /&gt;
&lt;br /&gt;
The 1960s saw [[Charles Kemball (1923-1998)]] become twelfth professor and the appointments of [[Evelyn Algernon Valentine Ebsworth (b1933)]] to the new Crum Brown Chair of Chemistry, and [[Neil Campbell (1903-1996)]] to a Personal Chair of Chemistry. All gained large degrees of professional recognition for their research work and publications. In 1969, [[Sir John Ivan George Cadogan (b1930)]], amongst whose innovations was the introduction of Evironmental Chemistry to Edinburgh, was appointed to the Forbes Chair, a position he held for a decade during which time the department gained a £92,500 award to fund a Unit for High Speed Liquid Chromatography. [[John Knox (b1927)]] was appointed to the position of director of the unit and to a Personal Chair in Physical Chemistry.&lt;br /&gt;
&lt;br /&gt;
[[Robert Donovan (b1941)]], internationally acclaimed for work on spectroscopy and photochemical studies, was appointed to a Personal Chair in Physical Chemistry in 1979 and took over as thirteenth professor in 1986. His research group secured the necessary funding to acquire for the department laser equipment which met the current highest international standards. Sufficient funding was also acquired to purchase a Nuclear Magetic Response (NMR) spectrometer. Grants were also obtained from the Science (and Engineering) Research Council for research and upgrading equipment.&lt;br /&gt;
&lt;br /&gt;
In 1980 [[Alistair Ian Scott (b1928)]] was appointed to the Forbes Chair and in 1984 [[Robert Ramage (b1934)]] was appointed to the same. Ramage&amp;#039;s interests in the field of antibiotics were reflected in developing work in biological sciences. A research grant of £119,000 was achieved from the Science and Engineering Research Council for collagen research and of £90,000 for the Vitamin Research Group. There was also support from the Wellcome Trust for work on DNA. In 1989 [[David WH Rankin (1945-:)]], already a research fellow within the department, was appointed to a Personal Chair in Structural Chemistry and devoloped the NMR Unit.&lt;br /&gt;
&lt;br /&gt;
== Professors of Chemistry ==&lt;br /&gt;
&lt;br /&gt;
=== Chair of Chemistry ===&lt;br /&gt;
&lt;br /&gt;
[[James Crawford (1692-1731)]], 1713-&lt;br /&gt;
 &lt;br /&gt;
[[Andrew Plummer (1697-1756)]], 1726-1755&lt;br /&gt;
&lt;br /&gt;
&amp;#039;&amp;#039;jointly with&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
[[John Innes (d1773)]], 1726-&lt;br /&gt;
 &lt;br /&gt;
[[William Cullen (1710-1790)]], 1755-&lt;br /&gt;
 &lt;br /&gt;
[[Joseph Black (1728-1799)]], 1766-&lt;br /&gt;
 &lt;br /&gt;
[[Thomas Charles Hope (1766-1844)]], 1795-&lt;br /&gt;
 &lt;br /&gt;
[[William Gregory (1803-1858)]], 1844-&lt;br /&gt;
 &lt;br /&gt;
[[Lyon Playfair, 1st Baron Playfair (1818-1898)]], 1858-&lt;br /&gt;
&lt;br /&gt;
[[Alexander Crum Brown (1838-1922)]], 1869-&lt;br /&gt;
&lt;br /&gt;
[[Sir James Walker (1863-1935)]], 1908&lt;br /&gt;
&lt;br /&gt;
[[James Pickering Kendall (1889-1978)]], 1928-&lt;br /&gt;
&lt;br /&gt;
[[Tom Leadbetter Cottrell (1923-1973)]]&lt;br /&gt;
&lt;br /&gt;
[[Charles Kemball (1923-1998)]], 1966-&lt;br /&gt;
&lt;br /&gt;
[[Robert Donovan (b1941)]], 1986-present&lt;br /&gt;
&lt;br /&gt;
=== Personal Chairs ===&lt;br /&gt;
&lt;br /&gt;
[[Neil Campbell (1903-1996)]], 1967-&lt;br /&gt;
&lt;br /&gt;
[[John Knox (b1927)]]&lt;br /&gt;
&lt;br /&gt;
[[Robert Donovan (b1941)]], 1979-1986 &amp;#039;&amp;#039;(Physical Chemistry)&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
[[David WH Rankin (1945-:)]], 1989- &amp;#039;&amp;#039;(Structural Chemistry)&amp;#039;&amp;#039;&lt;br /&gt;
&lt;br /&gt;
=== Crum Brown Chair ===&lt;br /&gt;
&lt;br /&gt;
[[Evelyn Algernon Valentine Ebsworth (b1933)]], 1967-&lt;br /&gt;
&lt;br /&gt;
=== Forbes Chair of Organic Chemistry ===&lt;br /&gt;
&lt;br /&gt;
[[Sir Edmund Langley Hirst (1898-1975)]], 1947-1968&lt;br /&gt;
&lt;br /&gt;
[[Sir John Ivan George Cadogan (b1930)]], 1969-&lt;br /&gt;
&lt;br /&gt;
[[Alistair Ian Scott (b1928)]], 1980-&lt;br /&gt;
&lt;br /&gt;
[[Robert Ramage (b1934)]], 1984&lt;br /&gt;
&lt;br /&gt;
== Other People ==&lt;br /&gt;
&lt;br /&gt;
[[Christina Cruickshank Miller (1899-2001)]], lecturer&lt;br /&gt;
&lt;br /&gt;
[[Heinrich Wieland (1877-1957)]], lecturer&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]] [[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Astronomy&amp;diff=7374</id>
		<title>Astronomy</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Astronomy&amp;diff=7374"/>
		<updated>2018-04-25T14:20:40Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;From the earliest days, Astronomy was studied in the University as a component of [[Mathematics]] and [[Physics|Natural Philosophy]].  The Regius Chair of (Practical) Astronomy was founded within the [[Faculty of Arts]] in 1785, with [[Robert Blair (1748-1828)]] appointed as the first professor, though he gave no lectures as he lacked both observatory and instruments.  Instead he focused on research.  On his death, it was decided to leave the Chair vacant until an observatory was available.  The University was given unlimited use of the [[Royal Observatory]] on Calton Hill in 1834 and [[Thomas Henderson (1798-1844)]] was appointed jointly Regius Professor and Astronomer Royal for Scotland the same year.  He too failed to lecture.&lt;br /&gt;
&lt;br /&gt;
The third professor (and second Astronomer Royal for Scotland) was [[Charles Piazzi Smyth (1819-1900)]]. He introduced the first course of lectures and also pursued research activities on an international scale.  However resources were limited and and teaching was thus reduced. By the time Smyth retired in 1888, the Royal Observatory was also in a poor condition.  He was succeeded the following year by [[Ralph Copeland (1837-1905)]] who developed both regular lectures and practical sessions.&lt;br /&gt;
&lt;br /&gt;
In 1893, Astronomy moved to the new [[Faculty of Science]] and the word &amp;#039;Practical&amp;#039; was dropped from the title of the Chair.  The new [[Royal Observatory Edinburgh]] on Calton Hill was completed the following year.  Copeland was succeeded by [[Sir Frank Watson Dyson (1868-1939)]] in 1905. He stayed for five years before returning to the Royal Observatory at Greenwich. [[Ralph Allen Sampson (1866-1939)]] was sixth professor.  He greatly improved both teaching and research, undertaking pioneering work in the newest areas of the subject.&lt;br /&gt;
&lt;br /&gt;
In 1938, [[William Michael Herbert Greaves (1897-1955)]] succeeded Sampson.  The following year, the outbreak of war interrupted most of the work of the Royal Observatory Edinburgh.  1950 brought the assistance of a lecturer from [[Physics|Mathematical Physics]], with the establishment of a dedicated lectureship the year after.  [[Hermann Alexander Brück (1905-2000)]] was appointed eighth professor in 1957 introducing, amongst other things, electronic instrumentation for measurement. In the 1960s, a greater alignment between the Departments of Astronomy came through a new BSc degree in Astrophysics.  The same decade also saw new work in the field of infra-red astronomy.  In 1967, Astronomy formally moved into the [[Faculty of Science]].&lt;br /&gt;
&lt;br /&gt;
After Brück came Vincent Reddish in 1975 and Malcolm Longair in 1980.  When the latter retired in 1991, it was decided not to fill the Chair at the time.  Instead, Peter Brand became Head of Department.  In 1993, the departments of Astronomy and [[Physics]] were combined.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7373</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7373"/>
		<updated>2018-01-15T12:19:49Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* 1984-2000 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the discipline began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
== 1957-1966 ==&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. &lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
== 1967-1975 ==&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community, 2) assess the effect of university education on the quality of care delivered by undergraduate nurses, 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
== 1976-1983 ==&lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
== 1984-2000 ==&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering a new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophit resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
In 1996, the Department celebrated its 40th anniversary. To commemorate the event, lecturer [[Rosemary Isabel Weir (1936 or 1937- 2010) | Rosemary Weir]] published &amp;#039;&amp;#039;A Leap in the Dark&amp;#039;&amp;#039;, a brief monograph tracing the department’s history and profiling the key figures in its origins and development.&lt;br /&gt;
&lt;br /&gt;
== Key Recent Developments ==&lt;br /&gt;
&lt;br /&gt;
*2001 - The undergraduate programme is reformed to increase its community emphasis and is renamed the Bachelor of Nursing with Honours.&lt;br /&gt;
&lt;br /&gt;
*2002 - Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]], Nursing Studies moves as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the first Head of School. &lt;br /&gt;
&lt;br /&gt;
*2005 - [[Rosemary Mander (1946-) | Rosemary Mander]] is awarded a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
*2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum.&lt;br /&gt;
&lt;br /&gt;
*2010 - Online undergraduate and postgraduate programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
*2012 - [[Tonks Fawcett]] receives a Personal Chair in Student Learning (Nurse Education). &lt;br /&gt;
&lt;br /&gt;
*2013 - An innovative MSc in Nursing in Clinical Research is established.&lt;br /&gt;
&lt;br /&gt;
*2015 - Professor Kath M. Melia retires.&lt;br /&gt;
&lt;br /&gt;
*2016 - The Department of Nursing Studies celebrates its Diamond Jubilee. The crowning event of the year is an Alumni Conference on 4 November 2016 bringing together a diverse group of Nursing Studies graduates many of whom have become prominent academics, policy makers and innovative practitioners. The conference is designed to document the ‘leaps’ taken by individuals and groups during each of the six decades of the Department’s history. [[Aisha Holloway]] becomes the fifth holder of the Chair of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7372</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7372"/>
		<updated>2018-01-09T12:40:34Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the discipline began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
== 1957-1966 ==&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. &lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
== 1967-1975 ==&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community, 2) assess the effect of university education on the quality of care delivered by undergraduate nurses, 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
== 1976-1983 ==&lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
== 1984-2000 ==&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering a new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
In 1996, the Department celebrated its 40th anniversary. To commemorate the event, lecturer [[Rosemary Isabel Weir (1936 or 1937- 2010) | Rosemary Weir]] published &amp;#039;&amp;#039;A Leap in the Dark&amp;#039;&amp;#039;, a brief monograph tracing the department’s history and profiling the key figures in its origins and development.&lt;br /&gt;
&lt;br /&gt;
== Key Recent Developments ==&lt;br /&gt;
&lt;br /&gt;
*2001 - The undergraduate programme is reformed to increase its community emphasis and is renamed the Bachelor of Nursing with Honours.&lt;br /&gt;
&lt;br /&gt;
*2002 - Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]], Nursing Studies moves as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the first Head of School. &lt;br /&gt;
&lt;br /&gt;
*2005 - [[Rosemary Mander (1946-) | Rosemary Mander]] is awarded a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
*2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum.&lt;br /&gt;
&lt;br /&gt;
*2010 - Online undergraduate and postgraduate programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
*2012 - [[Tonks Fawcett]] receives a Personal Chair in Student Learning (Nurse Education). &lt;br /&gt;
&lt;br /&gt;
*2013 - An innovative MSc in Nursing in Clinical Research is established.&lt;br /&gt;
&lt;br /&gt;
*2015 - Professor Kath M. Melia retires.&lt;br /&gt;
&lt;br /&gt;
*2016 - The Department of Nursing Studies celebrates its Diamond Jubilee. The crowning event of the year is an Alumni Conference on 4 November 2016 bringing together a diverse group of Nursing Studies graduates many of whom have become prominent academics, policy makers and innovative practitioners. The conference is designed to document the ‘leaps’ taken by individuals and groups during each of the six decades of the Department’s history. [[Aisha Holloway]] becomes the fifth holder of the Chair of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7371</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7371"/>
		<updated>2017-12-14T13:15:24Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Key Recent Developments */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
== 1957-1966 ==&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
== 1967-1975 ==&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community, 2) assess the effect of university education on the quality of care delivered by undergraduate nurses, 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
== 1976-1983 ==&lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
== 1984-2000 ==&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering a new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
In 1996, the Department celebrated its 40th anniversary. To commemorate the event, lecturer [[Rosemary Isabel Weir (1936 or 1937- 2010) | Rosemary Weir]] published &amp;#039;&amp;#039;A Leap in the Dark&amp;#039;&amp;#039;, a brief monograph tracing the department’s history and profiling the key figures in its origins and development.&lt;br /&gt;
&lt;br /&gt;
== Key Recent Developments ==&lt;br /&gt;
&lt;br /&gt;
*2001 - The undergraduate programme is reformed to increase its community emphasis and is renamed the Bachelor of Nursing with Honours.&lt;br /&gt;
&lt;br /&gt;
*2002 - Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]], Nursing Studies moves as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the first Head of School. &lt;br /&gt;
&lt;br /&gt;
*2005 - [[Rosemary Mander (1946-) | Rosemary Mander]] is awarded a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
*2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum.&lt;br /&gt;
&lt;br /&gt;
*2010 - Online undergraduate and postgraduate programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
*2012 - [[Tonks Fawcett]] receives a Personal Chair in Student Learning (Nurse Education). &lt;br /&gt;
&lt;br /&gt;
*2013 - An innovative MSc in Nursing in Clinical Research is established.&lt;br /&gt;
&lt;br /&gt;
*2015 - Professor Kath M. Melia retires.&lt;br /&gt;
&lt;br /&gt;
*2016 - The Department of Nursing Studies celebrates its Diamond Jubilee. The crowning event of the year is an Alumni Conference on 4 November 2016 bringing together a diverse group of Nursing Studies graduates many of whom have become prominent academics, policy makers and innovative practitioners. The conference is designed to document the ‘leaps’ taken by individuals and groups during each of the six decades of the Department’s history. [[Aisha Holloway]] becomes the fifth holder of the Chair of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7370</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7370"/>
		<updated>2017-12-14T13:14:52Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Key Recent Developments */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
== 1957-1966 ==&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
== 1967-1975 ==&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community, 2) assess the effect of university education on the quality of care delivered by undergraduate nurses, 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
== 1976-1983 ==&lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
== 1984-2000 ==&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering a new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
In 1996, the Department celebrated its 40th anniversary. To commemorate the event, lecturer [[Rosemary Isabel Weir (1936 or 1937- 2010) | Rosemary Weir]] published &amp;#039;&amp;#039;A Leap in the Dark&amp;#039;&amp;#039;, a brief monograph tracing the department’s history and profiling the key figures in its origins and development.&lt;br /&gt;
&lt;br /&gt;
== Key Recent Developments ==&lt;br /&gt;
&lt;br /&gt;
*2001 - The undergraduate programme is reformed to increase its community emphasis and is renamed the Bachelor of Nursing with Honours.&lt;br /&gt;
&lt;br /&gt;
*2002 - Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]], Nursing Studies moves as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the first Head of School. &lt;br /&gt;
&lt;br /&gt;
*2005 - [[Rosemary Mander (1946-) | Rosemary Mander]] is awarded a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
*2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum.&lt;br /&gt;
&lt;br /&gt;
*2010 - Online undergraduate and postgraduate programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
*2012 - [[Tonks Fawcett]] receives a Personal Chair in Student Learning (Nurse Education). &lt;br /&gt;
&lt;br /&gt;
*2013 - An innovative MScin Nursing in Clinical Research is established.&lt;br /&gt;
&lt;br /&gt;
*2015 - Professor Kath M. Melia retires.&lt;br /&gt;
&lt;br /&gt;
*2016 - The Department of Nursing Studies celebrates its Diamond Jubilee. The crowning event of the year is an Alumni Conference on 4 November 2016 bringing together a diverse group of Nursing Studies graduates many of whom have become prominent academics, policy makers and innovative practitioners. The conference is designed to document the ‘leaps’ taken by individuals and groups during each of the six decades of the Department’s history. [[Aisha Holloway]] becomes the fifth holder of the Chair of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7369</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7369"/>
		<updated>2017-12-14T10:58:49Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
== 1957-1966 ==&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
== 1967-1975 ==&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community, 2) assess the effect of university education on the quality of care delivered by undergraduate nurses, 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
== 1976-1983 ==&lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
== 1984-2000 ==&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering a new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
In 1996, the Department celebrated its 40th anniversary. To commemorate the event, lecturer [[Rosemary Isabel Weir (1936 or 1937- 2010) | Rosemary Weir]] published &amp;#039;&amp;#039;A Leap in the Dark&amp;#039;&amp;#039;, a brief monograph tracing the department’s history and profiling the key figures in its origins and development.&lt;br /&gt;
&lt;br /&gt;
== Key Recent Developments ==&lt;br /&gt;
&lt;br /&gt;
*2001 - The undergraduate programme is reformed to increase its community emphasis and is renamed the Bachelor of Nursing with Honours.&lt;br /&gt;
&lt;br /&gt;
*2002 - Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]], Nursing Studies moves as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. &lt;br /&gt;
&lt;br /&gt;
*2005 - [[Rosemary Mander (1946-) | Rosemary Mander]] is awarded a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
*2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum.&lt;br /&gt;
&lt;br /&gt;
*2010 - Online undergraduate and postgraduate programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
*2012 - [[Tonks Fawcett]] receives a Personal Chair in Student Learning (Nurse Education). &lt;br /&gt;
&lt;br /&gt;
*2013 - An innovative MScin Nursing in Clinical Research is established.&lt;br /&gt;
&lt;br /&gt;
*2015 - Professor Kath M. Melia retires.&lt;br /&gt;
&lt;br /&gt;
*2016 - The Department of Nursing Studies celebrates its Diamond Jubilee. The crowning event of the year is an Alumni Conference on 4 November 2016 bringing together a diverse group of Nursing Studies graduates many of whom have become prominent academics, policy makers and innovative practitioners. The conference is designed to document the ‘leaps’ taken by individuals and groups during each of the six decades of the Department’s history. [[Aisha Holloway]] becomes the fifth holder of the Chair of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7368</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7368"/>
		<updated>2017-12-14T10:58:14Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Key Recent Developments */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
== 1957-1966 ==&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
== 1967-1975 ==&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community, 2) assess the effect of university education on the quality of care delivered by undergraduate nurses, 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
== 1976-1983 ==&lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
== 1984-2000 ==&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering a new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
In 1996, the Department celebrated its 40th anniversary. To commemorate the event, lecturer [[Rosemary Isabel Weir (1936 or 1937- 2010) | Rosemary Weir]] published &amp;#039;&amp;#039;A Leap in the Dark&amp;#039;&amp;#039;, a brief monograph tracing the department’s history and profiling the key figures in its origins and development.&lt;br /&gt;
&lt;br /&gt;
== Key Recent Developments ==&lt;br /&gt;
&lt;br /&gt;
*2001 - The undergraduate programme is reformed to increase its community emphasis and is renamed the Bachelor of Nursing with Honours.&lt;br /&gt;
&lt;br /&gt;
*2002 - Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]], Nursing Studies moves as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. &lt;br /&gt;
&lt;br /&gt;
*2005 - [[Rosemary Mander (1946-) | Rosemary Mander]] is awarded a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
*2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum.&lt;br /&gt;
&lt;br /&gt;
*2010 - Online undergraduate and postgraduate programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
*2012 - [[Tonks Fawcett]] receives a Personal Chair in Student Learning (Nurse Education). &lt;br /&gt;
&lt;br /&gt;
*2013 - An innovative MScin Nursing in Clinical Research is established.&lt;br /&gt;
&lt;br /&gt;
*2015 - Professor Kath M. Melia retires.&lt;br /&gt;
&lt;br /&gt;
*2016 - The Department of Nursing Studies celebrates its Diamond Jubilee. The crowning event of the year is an Alumni Conference on 4 November 2016 bringing together a diverse group of Nursing Studies graduates many of whom have become prominent academics, policy makers and innovative practitioners. The conference is designed to document the ‘leaps’ taken by individuals and groups during each of the six decades of the Department’s history. [[Aisha Holloway]] becomes the fifth holder of the Chair of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
== Key Dates ==&lt;br /&gt;
&lt;br /&gt;
In 1954, a proposal was made for a Nurse Tutor Course to be located entirely within the University setting. Funding was sought from the Rockefeller Foundation for the foundation a Nurse Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division.&lt;br /&gt;
&lt;br /&gt;
In 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the first director of the newly founded unit, with a remit to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit.&lt;br /&gt;
&lt;br /&gt;
In 1959, Audrey L. John achieved the first PhD in Nursing for her thesis &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
In a pioneering move, 1960 saw the first nursing registration programme integrated with a five-year Master of Arts. In the same year, a two-year programme in Advanced Nursing Education with Registered Nurse&lt;br /&gt;
Teacher status was established.&lt;br /&gt;
&lt;br /&gt;
In 1962, the first International School of Advanced Nursing Studies was founded at the Unit, with support from the World Health Organization, offering programmes to overseas students in nursing administration or education.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], incorporating the renamed Department of Nursing Studies. In the same year lecturer [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]] published the major nursing textbook &amp;#039;&amp;#039;Anatomy and Physiology&amp;#039;&amp;#039; (now in its 12th edition) in collaboration with Janet S. Ross. The first edition of the International &amp;#039;&amp;#039;Journal of Nursing Studies&amp;#039;&amp;#039; was also published with Elsie Stephenson as honorary editor.&lt;br /&gt;
&lt;br /&gt;
In 1965, the Integrated Degree programme as replaced by the BSc Social Science (Nursing). &lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. In the same year, the Edwina, Countess Mountbatten Trust was set up to support undergraduate students who wished to observe nursing practices in different parts of the world.&lt;br /&gt;
&lt;br /&gt;
In 1971 Margaret Scott Wright was appointed to the first Chair of Nursing Studies in Europe. The Scottish Home and Health Department give financial support for the establishment of the first Nursing Research Unit in a European university, with [[Lisbeth Hockey (1918-2004)]] appointed as its first director.&lt;br /&gt;
&lt;br /&gt;
1973, the Inaugural Elsie Stephenson Memorial Lecture was delivered by Professor Helen Carpenter of the University of Toronto.&lt;br /&gt;
&lt;br /&gt;
In 1975, certificated courses in nurse teaching and administration were replaced by Masters degrees in Nursing Education and Nursing Administration. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. She was succeeded by [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964.&lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was established in collaboration with the Health Education Board for Scotland.&lt;br /&gt;
&lt;br /&gt;
In 1980, lecturer Alison J. Tierney co-authored &amp;#039;&amp;#039;The Elements of Nursing: a Model of Nursing based on a Model of Living&amp;#039;&amp;#039; with Nancy Roper and Win Logan. This work was the first UK model of nursing to be published.&lt;br /&gt;
&lt;br /&gt;
In 1983, both Lisbeth Hockey and Annie Altschul retired. [[Penny Prophit (1939- ) | Penny Prophit]] was appointed as the second Director of the Nursing Research Unit. In 1984, however, Prophit was appointed to the Chair of Nursing Studies, and Alison Tierney succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In 1989, (Helen Sinclair becomes Head of Department,) a lectureship in Anatomy and Physiology was funded Dr Kathleen Wilson(; Dr Roger Watson was appointed).&lt;br /&gt;
&lt;br /&gt;
In 1990, the undergraduate degree was offered as an Honours degree in recognition of its academic content.&lt;br /&gt;
&lt;br /&gt;
In 1993,(Following the retiral of Helen Sinclair,Dr Kath Melia becomes Head of Department) links were forged with the University of Navarre, Pamplona in Spain, facilitating postgraduate&lt;br /&gt;
students to undertake the MSc in Nursing and Health.&lt;br /&gt;
&lt;br /&gt;
In 1994, the Nursing Research Unit was incorporated into the Department to embed research activity within Nursing Studies. The department also established a MSc in Cancer Nursing, partly funded by Macmillan Cancer Relief Fund, with [[Nora Jodrell]] appointed as Course Director. (Lecturer [[Tonks Fawcett]] co-authored Nursing Practice: Hospital and Home – The Adult (now in its 4th edition) with Margaret Alexander and Phyllis Runciman.&lt;br /&gt;
&lt;br /&gt;
In 1996, [[Kath M. Melia]], who had been Head of Department since 1993, was appointed the fourth Chair of Nursing Studies. (Her predecessor, Penny Prophit had resigned in 1992.)&lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
*Is there a way of citing the brochure?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7367</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7367"/>
		<updated>2017-12-14T10:57:24Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: /* Key Recent Developments */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
== 1957-1966 ==&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
== 1967-1975 ==&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community, 2) assess the effect of university education on the quality of care delivered by undergraduate nurses, 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
== 1976-1983 ==&lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
== 1984-2000 ==&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering a new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
In 1996, the Department celebrated its 40th anniversary. To commemorate the event, lecturer [[Rosemary Isabel Weir (1936 or 1937- 2010) | Rosemary Weir]] published &amp;#039;&amp;#039;A Leap in the Dark&amp;#039;&amp;#039;, a brief monograph tracing the department’s history and profiling the key figures in its origins and development.&lt;br /&gt;
&lt;br /&gt;
== Key Recent Developments ==&lt;br /&gt;
&lt;br /&gt;
*2001 - The undergraduate programme is reformed to increase its community emphasis and is renamed the Bachelor of Nursing with Honours.&lt;br /&gt;
&lt;br /&gt;
*2002 - Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]], Nursing Studies moves as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. &lt;br /&gt;
&lt;br /&gt;
*2005 - [[Rosemary Mander (1946-) | Rosemary Mander]] is awarded a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
*2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum.&lt;br /&gt;
&lt;br /&gt;
*2010 - Online undergraduate and postgraduate programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
*2012 - [[Tonks Fawcett]] receives a Personal Chair in Student Learning (Nurse Education). &lt;br /&gt;
&lt;br /&gt;
*2013 - An innovative MScin Nursing in Clinical Research is established.&lt;br /&gt;
&lt;br /&gt;
*2015 - Professor Kath M. Melia retires.&lt;br /&gt;
&lt;br /&gt;
*2016 - The Department of Nursing Studies celebrates its Diamond Jubilee. The crowning event of the year is an Alumni Conference on 4 November 2016 bringing together a diverse group of Nursing Studies graduates many of whom have become prominent academics, policy makers and innovative practitioners. The conference is designed to document the ‘leaps’ taken by individuals and groups during each of the six decades of the Department’s history.&lt;br /&gt;
&lt;br /&gt;
== Key Dates ==&lt;br /&gt;
&lt;br /&gt;
In 1954, a proposal was made for a Nurse Tutor Course to be located entirely within the University setting. Funding was sought from the Rockefeller Foundation for the foundation a Nurse Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division.&lt;br /&gt;
&lt;br /&gt;
In 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the first director of the newly founded unit, with a remit to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit.&lt;br /&gt;
&lt;br /&gt;
In 1959, Audrey L. John achieved the first PhD in Nursing for her thesis &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
In a pioneering move, 1960 saw the first nursing registration programme integrated with a five-year Master of Arts. In the same year, a two-year programme in Advanced Nursing Education with Registered Nurse&lt;br /&gt;
Teacher status was established.&lt;br /&gt;
&lt;br /&gt;
In 1962, the first International School of Advanced Nursing Studies was founded at the Unit, with support from the World Health Organization, offering programmes to overseas students in nursing administration or education.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], incorporating the renamed Department of Nursing Studies. In the same year lecturer [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]] published the major nursing textbook &amp;#039;&amp;#039;Anatomy and Physiology&amp;#039;&amp;#039; (now in its 12th edition) in collaboration with Janet S. Ross. The first edition of the International &amp;#039;&amp;#039;Journal of Nursing Studies&amp;#039;&amp;#039; was also published with Elsie Stephenson as honorary editor.&lt;br /&gt;
&lt;br /&gt;
In 1965, the Integrated Degree programme as replaced by the BSc Social Science (Nursing). &lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. In the same year, the Edwina, Countess Mountbatten Trust was set up to support undergraduate students who wished to observe nursing practices in different parts of the world.&lt;br /&gt;
&lt;br /&gt;
In 1971 Margaret Scott Wright was appointed to the first Chair of Nursing Studies in Europe. The Scottish Home and Health Department give financial support for the establishment of the first Nursing Research Unit in a European university, with [[Lisbeth Hockey (1918-2004)]] appointed as its first director.&lt;br /&gt;
&lt;br /&gt;
1973, the Inaugural Elsie Stephenson Memorial Lecture was delivered by Professor Helen Carpenter of the University of Toronto.&lt;br /&gt;
&lt;br /&gt;
In 1975, certificated courses in nurse teaching and administration were replaced by Masters degrees in Nursing Education and Nursing Administration. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. She was succeeded by [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964.&lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was established in collaboration with the Health Education Board for Scotland.&lt;br /&gt;
&lt;br /&gt;
In 1980, lecturer Alison J. Tierney co-authored &amp;#039;&amp;#039;The Elements of Nursing: a Model of Nursing based on a Model of Living&amp;#039;&amp;#039; with Nancy Roper and Win Logan. This work was the first UK model of nursing to be published.&lt;br /&gt;
&lt;br /&gt;
In 1983, both Lisbeth Hockey and Annie Altschul retired. [[Penny Prophit (1939- ) | Penny Prophit]] was appointed as the second Director of the Nursing Research Unit. In 1984, however, Prophit was appointed to the Chair of Nursing Studies, and Alison Tierney succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In 1989, (Helen Sinclair becomes Head of Department,) a lectureship in Anatomy and Physiology was funded Dr Kathleen Wilson(; Dr Roger Watson was appointed).&lt;br /&gt;
&lt;br /&gt;
In 1990, the undergraduate degree was offered as an Honours degree in recognition of its academic content.&lt;br /&gt;
&lt;br /&gt;
In 1993,(Following the retiral of Helen Sinclair,Dr Kath Melia becomes Head of Department) links were forged with the University of Navarre, Pamplona in Spain, facilitating postgraduate&lt;br /&gt;
students to undertake the MSc in Nursing and Health.&lt;br /&gt;
&lt;br /&gt;
In 1994, the Nursing Research Unit was incorporated into the Department to embed research activity within Nursing Studies. The department also established a MSc in Cancer Nursing, partly funded by Macmillan Cancer Relief Fund, with [[Nora Jodrell]] appointed as Course Director. (Lecturer [[Tonks Fawcett]] co-authored Nursing Practice: Hospital and Home – The Adult (now in its 4th edition) with Margaret Alexander and Phyllis Runciman.&lt;br /&gt;
&lt;br /&gt;
In 1996, [[Kath M. Melia]], who had been Head of Department since 1993, was appointed the fourth Chair of Nursing Studies. (Her predecessor, Penny Prophit had resigned in 1992.)&lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
*Is there a way of citing the brochure?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7366</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7366"/>
		<updated>2017-12-14T10:56:20Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
== 1957-1966 ==&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
== 1967-1975 ==&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community, 2) assess the effect of university education on the quality of care delivered by undergraduate nurses, 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
== 1976-1983 ==&lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
== 1984-2000 ==&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering a new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
In 1996, the Department celebrated its 40th anniversary. To commemorate the event, lecturer [[Rosemary Isabel Weir (1936 or 1937- 2010) | Rosemary Weir]] published &amp;#039;&amp;#039;A Leap in the Dark&amp;#039;&amp;#039;, a brief monograph tracing the department’s history and profiling the key figures in its origins and development.&lt;br /&gt;
&lt;br /&gt;
== Key Recent Developments ==&lt;br /&gt;
&lt;br /&gt;
*2001 - The undergraduate programme is reformed to increase its community emphasis and is renamed the Bachelor of Nursing with Honours.&lt;br /&gt;
&lt;br /&gt;
*2002 - Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]], Nursing Studies moves as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. &lt;br /&gt;
&lt;br /&gt;
*2005 - [[Rosemary Mander (1946-) | Rosemary Mander]] is awarded a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
*2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum.&lt;br /&gt;
&lt;br /&gt;
*2010 - Online undergraduate and postgraduate programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
*2012 - [[Tonks Fawcett]] receives a Personal Chair in Student Learning (Nurse Education). &lt;br /&gt;
&lt;br /&gt;
*2013 - An innovative MScin Nursing in Clinical Research is established.&lt;br /&gt;
&lt;br /&gt;
*2016 - The Department of Nursing Studies celebrates its Diamond Jubilee. The crowning event of the year is an Alumni Conference on 4 November 2016 bringing together a diverse group of Nursing Studies graduates many of whom have become prominent academics, policy makers and innovative practitioners. The conference is designed to document the ‘leaps’ taken by individuals and groups during each of the six decades of the Department’s history.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Key Dates ==&lt;br /&gt;
&lt;br /&gt;
In 1954, a proposal was made for a Nurse Tutor Course to be located entirely within the University setting. Funding was sought from the Rockefeller Foundation for the foundation a Nurse Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division.&lt;br /&gt;
&lt;br /&gt;
In 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the first director of the newly founded unit, with a remit to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit.&lt;br /&gt;
&lt;br /&gt;
In 1959, Audrey L. John achieved the first PhD in Nursing for her thesis &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
In a pioneering move, 1960 saw the first nursing registration programme integrated with a five-year Master of Arts. In the same year, a two-year programme in Advanced Nursing Education with Registered Nurse&lt;br /&gt;
Teacher status was established.&lt;br /&gt;
&lt;br /&gt;
In 1962, the first International School of Advanced Nursing Studies was founded at the Unit, with support from the World Health Organization, offering programmes to overseas students in nursing administration or education.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], incorporating the renamed Department of Nursing Studies. In the same year lecturer [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]] published the major nursing textbook &amp;#039;&amp;#039;Anatomy and Physiology&amp;#039;&amp;#039; (now in its 12th edition) in collaboration with Janet S. Ross. The first edition of the International &amp;#039;&amp;#039;Journal of Nursing Studies&amp;#039;&amp;#039; was also published with Elsie Stephenson as honorary editor.&lt;br /&gt;
&lt;br /&gt;
In 1965, the Integrated Degree programme as replaced by the BSc Social Science (Nursing). &lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. In the same year, the Edwina, Countess Mountbatten Trust was set up to support undergraduate students who wished to observe nursing practices in different parts of the world.&lt;br /&gt;
&lt;br /&gt;
In 1971 Margaret Scott Wright was appointed to the first Chair of Nursing Studies in Europe. The Scottish Home and Health Department give financial support for the establishment of the first Nursing Research Unit in a European university, with [[Lisbeth Hockey (1918-2004)]] appointed as its first director.&lt;br /&gt;
&lt;br /&gt;
1973, the Inaugural Elsie Stephenson Memorial Lecture was delivered by Professor Helen Carpenter of the University of Toronto.&lt;br /&gt;
&lt;br /&gt;
In 1975, certificated courses in nurse teaching and administration were replaced by Masters degrees in Nursing Education and Nursing Administration. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. She was succeeded by [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964.&lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was established in collaboration with the Health Education Board for Scotland.&lt;br /&gt;
&lt;br /&gt;
In 1980, lecturer Alison J. Tierney co-authored &amp;#039;&amp;#039;The Elements of Nursing: a Model of Nursing based on a Model of Living&amp;#039;&amp;#039; with Nancy Roper and Win Logan. This work was the first UK model of nursing to be published.&lt;br /&gt;
&lt;br /&gt;
In 1983, both Lisbeth Hockey and Annie Altschul retired. [[Penny Prophit (1939- ) | Penny Prophit]] was appointed as the second Director of the Nursing Research Unit. In 1984, however, Prophit was appointed to the Chair of Nursing Studies, and Alison Tierney succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In 1989, (Helen Sinclair becomes Head of Department,) a lectureship in Anatomy and Physiology was funded Dr Kathleen Wilson(; Dr Roger Watson was appointed).&lt;br /&gt;
&lt;br /&gt;
In 1990, the undergraduate degree was offered as an Honours degree in recognition of its academic content.&lt;br /&gt;
&lt;br /&gt;
In 1993,(Following the retiral of Helen Sinclair,Dr Kath Melia becomes Head of Department) links were forged with the University of Navarre, Pamplona in Spain, facilitating postgraduate&lt;br /&gt;
students to undertake the MSc in Nursing and Health.&lt;br /&gt;
&lt;br /&gt;
In 1994, the Nursing Research Unit was incorporated into the Department to embed research activity within Nursing Studies. The department also established a MSc in Cancer Nursing, partly funded by Macmillan Cancer Relief Fund, with [[Nora Jodrell]] appointed as Course Director. (Lecturer [[Tonks Fawcett]] co-authored Nursing Practice: Hospital and Home – The Adult (now in its 4th edition) with Margaret Alexander and Phyllis Runciman.&lt;br /&gt;
&lt;br /&gt;
In 1996, [[Kath M. Melia]], who had been Head of Department since 1993, was appointed the fourth Chair of Nursing Studies. (Her predecessor, Penny Prophit had resigned in 1992.)&lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
*Is there a way of citing the brochure?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Our_History:About&amp;diff=7365</id>
		<title>Our History:About</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Our_History:About&amp;diff=7365"/>
		<updated>2017-12-14T10:29:39Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&lt;br /&gt;
== Project team ==&lt;br /&gt;
&lt;br /&gt;
Project Officer: Paul Barnaby, Acquisition and Literary Collections Officer&lt;br /&gt;
&lt;br /&gt;
Project Manager: Grant Buttars, Archivist, University Archives and Technical Systems &lt;br /&gt;
&lt;br /&gt;
Other contributions: Jill Forrest, Museums Support Officer, Art Collections&lt;br /&gt;
&lt;br /&gt;
Volunteers: Ellie Williams, Fiona M. Donaldson&lt;br /&gt;
&lt;br /&gt;
Technical Support: Ianthe Sutherland (for Library Digital Development team)&lt;br /&gt;
&lt;br /&gt;
== Contact Us ==&lt;br /&gt;
&lt;br /&gt;
Contact us via the Centre for Research Collections [mailto:is-crc@ed.ac.uk is-crc@ed.ac.uk]&lt;br /&gt;
&lt;br /&gt;
== Rationale and Methodology ==&lt;br /&gt;
&lt;br /&gt;
Since its inception in 1582, the university as it was and as it is today, is linked by one continual thread – people. Our success, achievements and development are a result of successive generations of students, academics and other staff who have come together in a myriad of combinations. Some of these people are well-known, some less so; others are now completely obscured to us. The history of the University is their story. &lt;br /&gt;
&lt;br /&gt;
Understanding these people requires them to be placed in context, the context of their time and those with whom they were interacting. While events alone can appear abstract, contextualising them by surfacing information on the people involved allows for engagement with a wide and diverse audience, both in the historical period and the present.&lt;br /&gt;
&lt;br /&gt;
Using the same methodology as Wikipedia, this project will both create pages of content and also a wish list of pages to be created in the future.  It is hoped to extend content creators beyond the dedicated project team at a later date.&lt;br /&gt;
&lt;br /&gt;
The project is in its initial 6 month phase. We hope to secure further funding to allow it to continue beyond this. Over and above project created content, this resource will be added to by a wider group of staff who interact with our collections as part of other core and project work.&lt;br /&gt;
&lt;br /&gt;
== Is this a comprehensive history? ==&lt;br /&gt;
&lt;br /&gt;
Not at this stage.  Our intention in this initial phase is to get breadth.  With only 6 months at our disposal (for now) we have had to sacrifice more in-depth exploration in order to include a decent variety of material that reflects the 400 plus years of University life.  We also want to focus on the people as much as possible, placing them in context as far as we can and reflecting all different types of people who have studied, worked, supported or otherwise contributed to the University.&lt;br /&gt;
&lt;br /&gt;
If we secure funding for a more in-depth project, we will be looking to expand this resource both in terms of coverage and quantity of content.&lt;br /&gt;
&lt;br /&gt;
== Why are there red links, linking to pages that don&amp;#039;t exist? ==&lt;br /&gt;
&lt;br /&gt;
Every page, and the research that goes into creating it, throws up potential for new pages.  We can&amp;#039;t create them all just now but creating the links allows us to flag up our intentions to users and also monitor our wish-list for new pages.  We have chosen the Wikipedia model for this very reason (amongst others).&lt;br /&gt;
&lt;br /&gt;
== How is the content being selected? ==&lt;br /&gt;
&lt;br /&gt;
We have started with 50 key milestones onto which we will &amp;#039;hang&amp;#039; information about the individuals involved.  Other pages will be created to contextualise as required.&lt;br /&gt;
&lt;br /&gt;
We also have a lot of pre-existing information in our own reference files, as answers to current and previous enquiries, created as part of numerous projects and other research.  Information from the Gallery of Benefactors on the old Library website is also being incorporated.  These will all be reviewed and augmented as required as they are moved over.&lt;br /&gt;
&lt;br /&gt;
== Can other people contribute? ==&lt;br /&gt;
&lt;br /&gt;
At this stage we are limiting the number of people directly creating content.  However we are always interested in hearing suggestions for new pages or in getting additional information, so please [[#Contact Us|contact us]].  Once we have refined our methodology and editorial conventions, we hope to increase the number of content creators, so watch for follow-up projects where we can incorporate this.&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7364</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7364"/>
		<updated>2017-12-14T10:27:04Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT). &lt;br /&gt;
&lt;br /&gt;
In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. &lt;br /&gt;
&lt;br /&gt;
Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University staff involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the successful candidate.&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit was to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or to a Certificate/Diploma in Nursing Administration. Meanwhile, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in administration or education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world, and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which incorporated a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department moved from Chambers Street to new premises in the [[Adam Ferguson Building]] in [[George Square]]. Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community 2) assess the effect of university education on the quality of care delivered by undergraduate nurses 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering an new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Key Dates ==&lt;br /&gt;
&lt;br /&gt;
In 1954, a proposal was made for a Nurse Tutor Course to be located entirely within the University setting. Funding was sought from the Rockefeller Foundation for the foundation a Nurse Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division.&lt;br /&gt;
&lt;br /&gt;
In 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the first director of the newly founded unit, with a remit to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit.&lt;br /&gt;
&lt;br /&gt;
In 1959, Audrey L. John achieved the first PhD in Nursing for her thesis &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
In a pioneering move, 1960 saw the first nursing registration programme integrated with a five-year Master of Arts. In the same year, a two-year programme in Advanced Nursing Education with Registered Nurse&lt;br /&gt;
Teacher status was established.&lt;br /&gt;
&lt;br /&gt;
In 1962, the first International School of Advanced Nursing Studies was founded at the Unit, with support from the World Health Organization, offering programmes to overseas students in nursing administration or education.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], incorporating the renamed Department of Nursing Studies. In the same year lecturer [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]] published the major nursing textbook &amp;#039;&amp;#039;Anatomy and Physiology&amp;#039;&amp;#039; (now in its 12th edition) in collaboration with Janet S. Ross. The first edition of the International &amp;#039;&amp;#039;Journal of Nursing Studies&amp;#039;&amp;#039; was also published with Elsie Stephenson as honorary editor.&lt;br /&gt;
&lt;br /&gt;
In 1965, the Integrated Degree programme as replaced by the BSc Social Science (Nursing). &lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. In the same year, the Edwina, Countess Mountbatten Trust was set up to support undergraduate students who wished to observe nursing practices in different parts of the world.&lt;br /&gt;
&lt;br /&gt;
In 1971 Margaret Scott Wright was appointed to the first Chair of Nursing Studies in Europe. The Scottish Home and Health Department give financial support for the establishment of the first Nursing Research Unit in a European university, with [[Lisbeth Hockey (1918-2004)]] appointed as its first director.&lt;br /&gt;
&lt;br /&gt;
1973, the Inaugural Elsie Stephenson Memorial Lecture was delivered by Professor Helen Carpenter of the University of Toronto.&lt;br /&gt;
&lt;br /&gt;
In 1975, certificated courses in nurse teaching and administration were replaced by Masters degrees in Nursing Education and Nursing Administration. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. She was succeeded by [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964.&lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was established in collaboration with the Health Education Board for Scotland.&lt;br /&gt;
&lt;br /&gt;
In 1980, lecturer Alison J. Tierney co-authored &amp;#039;&amp;#039;The Elements of Nursing: a Model of Nursing based on a Model of Living&amp;#039;&amp;#039; with Nancy Roper and Win Logan. This work was the first UK model of nursing to be published.&lt;br /&gt;
&lt;br /&gt;
In 1983, both Lisbeth Hockey and Annie Altschul retired. [[Penny Prophit (1939- ) | Penny Prophit]] was appointed as the second Director of the Nursing Research Unit. In 1984, however, Prophit was appointed to the Chair of Nursing Studies, and Alison Tierney succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In 1989, (Helen Sinclair becomes Head of Department,) a lectureship in Anatomy and Physiology was funded Dr Kathleen Wilson(; Dr Roger Watson was appointed).&lt;br /&gt;
&lt;br /&gt;
In 1990, the undergraduate degree was offered as an Honours degree in recognition of its academic content.&lt;br /&gt;
&lt;br /&gt;
In 1993,(Following the retiral of Helen Sinclair,Dr Kath Melia becomes Head of Department) links were forged with the University of Navarre, Pamplona in Spain, facilitating postgraduate&lt;br /&gt;
students to undertake the MSc in Nursing and Health.&lt;br /&gt;
&lt;br /&gt;
In 1994, the Nursing Research Unit was incorporated into the Department to embed research activity within Nursing Studies. The department also established a MSc in Cancer Nursing, partly funded by Macmillan Cancer Relief Fund, with [[Nora Jodrell]] appointed as Course Director. (Lecturer [[Tonks Fawcett]] co-authored Nursing Practice: Hospital and Home – The Adult (now in its 4th edition) with Margaret Alexander and Phyllis Runciman.&lt;br /&gt;
&lt;br /&gt;
In 1996, [[Kath M. Melia]], who had been Head of Department since 1993, was appointed the fourth Chair of Nursing Studies. (Her predecessor, Penny Prophit had resigned in 1992.)&lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
*Is there a way of citing the brochure?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7363</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7363"/>
		<updated>2017-12-13T13:34:49Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT) . In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought  from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, Elsie Stephenson (1916-1967) was appointed as the successful candidate (although Margaret Lamb had also applied).&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit to was develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or a Cetificate/Diploma in Nursing Administration. At the same time, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in Administration or Education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which embraced a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department now moved from Chamber Street to new premises in the [[Adam Ferguson Building]] in [[George Square]].Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community 2) assess the effect of university education on the quality of care delivered by undergraduate nurses 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering an new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department in 1995 (and was subsequent awarded a Personal Chair in Nursing Research in 1997). &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Key Dates ==&lt;br /&gt;
&lt;br /&gt;
In 1954, a proposal was made for a Nurse Tutor Course to be located entirely within the University setting. Funding was sought from the Rockefeller Foundation for the foundation a Nurse Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division.&lt;br /&gt;
&lt;br /&gt;
In 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the first director of the newly founded unit, with a remit to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit.&lt;br /&gt;
&lt;br /&gt;
In 1959, Audrey L. John achieved the first PhD in Nursing for her thesis &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
In a pioneering move, 1960 saw the first nursing registration programme integrated with a five-year Master of Arts. In the same year, a two-year programme in Advanced Nursing Education with Registered Nurse&lt;br /&gt;
Teacher status was established.&lt;br /&gt;
&lt;br /&gt;
In 1962, the first International School of Advanced Nursing Studies was founded at the Unit, with support from the World Health Organization, offering programmes to overseas students in nursing administration or education.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], incorporating the renamed Department of Nursing Studies. In the same year lecturer [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]] published the major nursing textbook &amp;#039;&amp;#039;Anatomy and Physiology&amp;#039;&amp;#039; (now in its 12th edition) in collaboration with Janet S. Ross. The first edition of the International &amp;#039;&amp;#039;Journal of Nursing Studies&amp;#039;&amp;#039; was also published with Elsie Stephenson as honorary editor.&lt;br /&gt;
&lt;br /&gt;
In 1965, the Integrated Degree programme as replaced by the BSc Social Science (Nursing). &lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. In the same year, the Edwina, Countess Mountbatten Trust was set up to support undergraduate students who wished to observe nursing practices in different parts of the world.&lt;br /&gt;
&lt;br /&gt;
In 1971 Margaret Scott Wright was appointed to the first Chair of Nursing Studies in Europe. The Scottish Home and Health Department give financial support for the establishment of the first Nursing Research Unit in a European university, with [[Lisbeth Hockey (1918-2004)]] appointed as its first director.&lt;br /&gt;
&lt;br /&gt;
1973, the Inaugural Elsie Stephenson Memorial Lecture was delivered by Professor Helen Carpenter of the University of Toronto.&lt;br /&gt;
&lt;br /&gt;
In 1975, certificated courses in nurse teaching and administration were replaced by Masters degrees in Nursing Education and Nursing Administration. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. She was succeeded by [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964.&lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was established in collaboration with the Health Education Board for Scotland.&lt;br /&gt;
&lt;br /&gt;
In 1980, lecturer Alison J. Tierney co-authored &amp;#039;&amp;#039;The Elements of Nursing: a Model of Nursing based on a Model of Living&amp;#039;&amp;#039; with Nancy Roper and Win Logan. This work was the first UK model of nursing to be published.&lt;br /&gt;
&lt;br /&gt;
In 1983, both Lisbeth Hockey and Annie Altschul retired. [[Penny Prophit (1939- ) | Penny Prophit]] was appointed as the second Director of the Nursing Research Unit. In 1984, however, Prophit was appointed to the Chair of Nursing Studies, and Alison Tierney succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In 1989, (Helen Sinclair becomes Head of Department,) a lectureship in Anatomy and Physiology was funded Dr Kathleen Wilson(; Dr Roger Watson was appointed).&lt;br /&gt;
&lt;br /&gt;
In 1990, the undergraduate degree was offered as an Honours degree in recognition of its academic content.&lt;br /&gt;
&lt;br /&gt;
In 1993,(Following the retiral of Helen Sinclair,Dr Kath Melia becomes Head of Department) links were forged with the University of Navarre, Pamplona in Spain, facilitating postgraduate&lt;br /&gt;
students to undertake the MSc in Nursing and Health.&lt;br /&gt;
&lt;br /&gt;
In 1994, the Nursing Research Unit was incorporated into the Department to embed research activity within Nursing Studies. The department also established a MSc in Cancer Nursing, partly funded by Macmillan Cancer Relief Fund, with [[Nora Jodrell]] appointed as Course Director. (Lecturer [[Tonks Fawcett]] co-authored Nursing Practice: Hospital and Home – The Adult (now in its 4th edition) with Margaret Alexander and Phyllis Runciman.&lt;br /&gt;
&lt;br /&gt;
In 1996, [[Kath M. Melia]], who had been Head of Department since 1993, was appointed the fourth Chair of Nursing Studies. (Her predecessor, Penny Prophit had resigned in 1992.)&lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
*Is there a way of citing the brochure?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7362</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7362"/>
		<updated>2017-12-13T12:58:33Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT) . In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought  from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, Elsie Stephenson (1916-1967) was appointed as the successful candidate (although Margaret Lamb had also applied).&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit to was develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or a Cetificate/Diploma in Nursing Administration. At the same time, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in Administration or Education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which embraced a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department now moved from Chamber Street to new premises in the [[Adam Ferguson Building]] in [[George Square]].Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community 2) assess the effect of university education on the quality of care delivered by undergraduate nurses 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Both Anna Altschul and Lisbeth Hockey retired in 1983. Hockey&amp;#039;s successor as Director of the Nursing Research Unit was [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout. The following year, however, Penny Prophit was appointed to the Chair of Nursing Studies, and [[Alison Joan Tierney | Alison Tierney]] succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In the late 1980s and early 1990s, the Department extended its undergraduate programme, offering an new Honours Option in 1986, and introduced new Masters&amp;#039; courses that demonstrated awareness of emerging trends in health care and the nursing profession. A lectureship in Anatomy and Physiology (as related to nursing concepts) was created with a financial trust fund set up by ex-lecturer, Kathleen Wilson. The first post-holder, [[Roger Watson (1955- )]], was appointed in 1989. In 1994, the department secured a MacMillan Cancer Relief Fund Lectureship, with [[Nora Jodrell]] as the first appointee. This led to the introduction of an MSc in Cancer Nursing, which was offered for the first time in 1995-96. &lt;br /&gt;
&lt;br /&gt;
Conversely, in 1991, the MSc in Nursing Administration was withdrawn and replaced by an MSc in Nursing and Health Studies. The administration course had suffered from dwindling student numbers, probably related to the establishment of other programmes such as the Masters in Business Administration (MBA) that were perhaps better suited to the business ethos being promoted within the NHS. &lt;br /&gt;
&lt;br /&gt;
In the early 1990s, the Department also began to participate in the European Union&amp;#039;s ERASMUS Programme, forging links with the University of Navarre in Spain. Postgraduate students from Navarre were admitted to the MSc in Nursing and Health and members of the Department of the Nursing Studies travelled to Spain as visiting lecturers. This affiliation promoted shared values and a greater understanding of European nursing. &lt;br /&gt;
&lt;br /&gt;
Penny Prophet resigned in 1993, and a year later the Nursing Research Unit closed, as government funding was withdrawn. [[Kath M. Melia]], well-known for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair of Nursing Studies in 1996. Alison Tierney, former Director of the Nursing Research Unit was appointed Reader in the Nursing Studies Department  in 1995. &lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Key Dates ==&lt;br /&gt;
&lt;br /&gt;
In 1954, a proposal was made for a Nurse Tutor Course to be located entirely within the University setting. Funding was sought from the Rockefeller Foundation for the foundation a Nurse Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division.&lt;br /&gt;
&lt;br /&gt;
In 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the first director of the newly founded unit, with a remit to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit.&lt;br /&gt;
&lt;br /&gt;
In 1959, Audrey L. John achieved the first PhD in Nursing for her thesis &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
In a pioneering move, 1960 saw the first nursing registration programme integrated with a five-year Master of Arts. In the same year, a two-year programme in Advanced Nursing Education with Registered Nurse&lt;br /&gt;
Teacher status was established.&lt;br /&gt;
&lt;br /&gt;
In 1962, the first International School of Advanced Nursing Studies was founded at the Unit, with support from the World Health Organization, offering programmes to overseas students in nursing administration or education.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], incorporating the renamed Department of Nursing Studies. In the same year lecturer [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]] published the major nursing textbook &amp;#039;&amp;#039;Anatomy and Physiology&amp;#039;&amp;#039; (now in its 12th edition) in collaboration with Janet S. Ross. The first edition of the International &amp;#039;&amp;#039;Journal of Nursing Studies&amp;#039;&amp;#039; was also published with Elsie Stephenson as honorary editor.&lt;br /&gt;
&lt;br /&gt;
In 1965, the Integrated Degree programme as replaced by the BSc Social Science (Nursing). &lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. In the same year, the Edwina, Countess Mountbatten Trust was set up to support undergraduate students who wished to observe nursing practices in different parts of the world.&lt;br /&gt;
&lt;br /&gt;
In 1971 Margaret Scott Wright was appointed to the first Chair of Nursing Studies in Europe. The Scottish Home and Health Department give financial support for the establishment of the first Nursing Research Unit in a European university, with [[Lisbeth Hockey (1918-2004)]] appointed as its first director.&lt;br /&gt;
&lt;br /&gt;
1973, the Inaugural Elsie Stephenson Memorial Lecture was delivered by Professor Helen Carpenter of the University of Toronto.&lt;br /&gt;
&lt;br /&gt;
In 1975, certificated courses in nurse teaching and administration were replaced by Masters degrees in Nursing Education and Nursing Administration. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. She was succeeded by [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964.&lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was established in collaboration with the Health Education Board for Scotland.&lt;br /&gt;
&lt;br /&gt;
In 1980, lecturer Alison J. Tierney co-authored &amp;#039;&amp;#039;The Elements of Nursing: a Model of Nursing based on a Model of Living&amp;#039;&amp;#039; with Nancy Roper and Win Logan. This work was the first UK model of nursing to be published.&lt;br /&gt;
&lt;br /&gt;
In 1983, both Lisbeth Hockey and Annie Altschul retired. [[Penny Prophit (1939- ) | Penny Prophit]] was appointed as the second Director of the Nursing Research Unit. In 1984, however, Prophit was appointed to the Chair of Nursing Studies, and Alison Tierney succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In 1989, (Helen Sinclair becomes Head of Department,) a lectureship in Anatomy and Physiology was funded Dr Kathleen Wilson(; Dr Roger Watson was appointed).&lt;br /&gt;
&lt;br /&gt;
In 1990, the undergraduate degree was offered as an Honours degree in recognition of its academic content.&lt;br /&gt;
&lt;br /&gt;
In 1993,(Following the retiral of Helen Sinclair,Dr Kath Melia becomes Head of Department) links were forged with the University of Navarre, Pamplona in Spain, facilitating postgraduate&lt;br /&gt;
students to undertake the MSc in Nursing and Health.&lt;br /&gt;
&lt;br /&gt;
In 1994, the Nursing Research Unit was incorporated into the Department to embed research activity within Nursing Studies. The department also established a MSc in Cancer Nursing, partly funded by Macmillan Cancer Relief Fund, with [[Nora Jodrell]] appointed as Course Director. (Lecturer [[Tonks Fawcett]] co-authored Nursing Practice: Hospital and Home – The Adult (now in its 4th edition) with Margaret Alexander and Phyllis Runciman.&lt;br /&gt;
&lt;br /&gt;
In 1996, [[Kath M. Melia]], who had been Head of Department since 1993, was appointed the fourth Chair of Nursing Studies. (Her predecessor, Penny Prophit had resigned in 1992.)&lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
*Is there a way of citing the brochure?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7361</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7361"/>
		<updated>2017-12-13T11:34:36Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT) . In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought  from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, Elsie Stephenson (1916-1967) was appointed as the successful candidate (although Margaret Lamb had also applied).&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit to was develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or a Cetificate/Diploma in Nursing Administration. At the same time, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in Administration or Education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which embraced a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department now moved from Chamber Street to new premises in the [[Adam Ferguson Building]] in [[George Square]].Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community 2) assess the effect of university education on the quality of care delivered by undergraduate nurses 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991. During her tenure, the department began to broaden the Nursing Studies curriculum through collaboration with other departments in the Faculty of Social Sciences. These initiatives resulted in three new Master&amp;#039; courses. Firstly, from 1978 onwards, Nursing Studies joined with [[Business Studies]] to offer an MSc in Nursing Administration which would prepare nurses to fulfil new management roles created by reorganization of the National Health Service in 1974. Then in 1979, the Department collaborated with the government&amp;#039;s Scottish Education Unit to set up an innovative MSc in Health Education. Here the course objectives were to apprise students of Health education developments in the UK, promote the role of the nurse as health educator, and to examine ethical issues associated with health education. Finally, from 1986 onwards, the Department of Nursing Studies teamed up with the Department of Education to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
Professor Altschul retired in 1983 and was succeeded the following year by [[Penny Prophit (1939- ) | Sister Penny Prophit]], who specialized in mental health and burnout.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
. Penny Prophet resigned in 1993, and a year later the NRU closed as government funding was withdrawn. Dr Kath Melia well known in nursing circles for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair in 1996&lt;br /&gt;
. &lt;br /&gt;
Dr Alison Tierney, former Director of the NRU was appointed Reader in the Nursing Studies Department until her retirement in 1995. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Key Dates ==&lt;br /&gt;
&lt;br /&gt;
In 1954, a proposal was made for a Nurse Tutor Course to be located entirely within the University setting. Funding was sought from the Rockefeller Foundation for the foundation a Nurse Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division.&lt;br /&gt;
&lt;br /&gt;
In 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the first director of the newly founded unit, with a remit to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit.&lt;br /&gt;
&lt;br /&gt;
In 1959, Audrey L. John achieved the first PhD in Nursing for her thesis &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
In a pioneering move, 1960 saw the first nursing registration programme integrated with a five-year Master of Arts. In the same year, a two-year programme in Advanced Nursing Education with Registered Nurse&lt;br /&gt;
Teacher status was established.&lt;br /&gt;
&lt;br /&gt;
In 1962, the first International School of Advanced Nursing Studies was founded at the Unit, with support from the World Health Organization, offering programmes to overseas students in nursing administration or education.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], incorporating the renamed Department of Nursing Studies. In the same year lecturer [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]] published the major nursing textbook &amp;#039;&amp;#039;Anatomy and Physiology&amp;#039;&amp;#039; (now in its 12th edition) in collaboration with Janet S. Ross. The first edition of the International &amp;#039;&amp;#039;Journal of Nursing Studies&amp;#039;&amp;#039; was also published with Elsie Stephenson as honorary editor.&lt;br /&gt;
&lt;br /&gt;
In 1965, the Integrated Degree programme as replaced by the BSc Social Science (Nursing). &lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. In the same year, the Edwina, Countess Mountbatten Trust was set up to support undergraduate students who wished to observe nursing practices in different parts of the world.&lt;br /&gt;
&lt;br /&gt;
In 1971 Margaret Scott Wright was appointed to the first Chair of Nursing Studies in Europe. The Scottish Home and Health Department give financial support for the establishment of the first Nursing Research Unit in a European university, with [[Lisbeth Hockey (1918-2004)]] appointed as its first director.&lt;br /&gt;
&lt;br /&gt;
1973, the Inaugural Elsie Stephenson Memorial Lecture was delivered by Professor Helen Carpenter of the University of Toronto.&lt;br /&gt;
&lt;br /&gt;
In 1975, certificated courses in nurse teaching and administration were replaced by Masters degrees in Nursing Education and Nursing Administration. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. She was succeeded by [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964.&lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was established in collaboration with the Health Education Board for Scotland.&lt;br /&gt;
&lt;br /&gt;
In 1980, lecturer Alison J. Tierney co-authored &amp;#039;&amp;#039;The Elements of Nursing: a Model of Nursing based on a Model of Living&amp;#039;&amp;#039; with Nancy Roper and Win Logan. This work was the first UK model of nursing to be published.&lt;br /&gt;
&lt;br /&gt;
In 1983, both Lisbeth Hockey and Annie Altschul retired. [[Penny Prophit (1939- ) | Penny Prophit]] was appointed as the second Director of the Nursing Research Unit. In 1984, however, Prophit was appointed to the Chair of Nursing Studies, and Alison Tierney succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In 1989, (Helen Sinclair becomes Head of Department,) a lectureship in Anatomy and Physiology was funded Dr Kathleen Wilson(; Dr Roger Watson was appointed).&lt;br /&gt;
&lt;br /&gt;
In 1990, the undergraduate degree was offered as an Honours degree in recognition of its academic content.&lt;br /&gt;
&lt;br /&gt;
In 1993,(Following the retiral of Helen Sinclair,Dr Kath Melia becomes Head of Department) links were forged with the University of Navarre, Pamplona in Spain, facilitating postgraduate&lt;br /&gt;
students to undertake the MSc in Nursing and Health.&lt;br /&gt;
&lt;br /&gt;
In 1994, the Nursing Research Unit was incorporated into the Department to embed research activity within Nursing Studies. The department also established a MSc in Cancer Nursing, partly funded by Macmillan Cancer Relief Fund, with [[Nora Jodrell]] appointed as Course Director. (Lecturer [[Tonks Fawcett]] co-authored Nursing Practice: Hospital and Home – The Adult (now in its 4th edition) with Margaret Alexander and Phyllis Runciman.&lt;br /&gt;
&lt;br /&gt;
In 1996, [[Kath M. Melia]], who had been Head of Department since 1993, was appointed the fourth Chair of Nursing Studies. (Her predecessor, Penny Prophit had resigned in 1992.)&lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
*Is there a way of citing the brochure?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
	<entry>
		<id>https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7360</id>
		<title>Nursing Studies</title>
		<link rel="alternate" type="text/html" href="https://ourhistory.is.ed.ac.uk/index.php?title=Nursing_Studies&amp;diff=7360"/>
		<updated>2017-12-13T11:11:38Z</updated>

		<summary type="html">&lt;p&gt;Pbarnaby: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;The Chair of Nursing Studies was established in 1972 but teaching of the disciple began a quarter of a century earlier when Edinburgh became the first British university to establish a Nursing Training Unit.&lt;br /&gt;
&lt;br /&gt;
== Beginnings ==&lt;br /&gt;
&lt;br /&gt;
Although nursing had been taught at university level in the United States since the late 19th century, academic nursing began much later in the United Kingdom and in Europe as a whole. Edinburgh University&amp;#039;s Department of Nursing Studies has its roots in a Nurse Tutors&amp;#039; course established by the Royal College of Nursing (RCN), Scottish Branch, in 1946. This course was partly taught and examined by the RCN and partly by the university itself. Successful students were awarded a certificate by the university which, in turn, led to professional accreditation by the General Nursing Council for Scotland as a Registered Nurse Tutor (RNT) . In 1954, changes introduced to the RCN Nurse Tutors&amp;#039; course in England (which was extended from one year to two) necessitated urgent reform of the Scottish course. The course director, [[Margaret Lamb (1907-1992)]], had just returned from the United States where a Rockefeller Travelling Scholarship had permitted her to research degree courses in nursing. She was now determined to introduce similar courses here. At the same time a Canadian nurse [[Gladys Carter]], who had lectured in nursing administration at Toronto University, took up a Research Fellowship in Edinburgh University&amp;#039;s Department of [[Public Health and Social Medicine]]. Her research remit, supervised by [[Francis Albert Eley Crew (1886-1973) | Professor F. A. E. Crew]], was to review the Nurse Tutors course. Carter&amp;#039;s final report identified two areas where reform was imperative. Firstly, she argued that a two-year course on the English model offered better balance and structure. Secondly, she noted that students could be admitted to the Edinburgh course on the strength of a professional reference alone, and without possessing the advanced school-leaving certificate that was mandatory for other university courses. Professor Crew convened a meeting of RCN and University involved in teaching the course at which it was proposed 1) to raise the course academically to the status of the ordinary arts or sciences degrees offered by Edinburgh University, 2) to admit only students with appropriate academic qualifications, and 3) to extend the course from one year to two.&lt;br /&gt;
&lt;br /&gt;
These proposals, aimed at tightening up academic control of nurse education, were approved by the RCN Council in London, the General Nursing Council for Scotland, and the Department of Health for Scotland. Funding was now sought  from the Rockefeller Foundation for the foundation of a Nursing Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division. Meanwhile, Professor Crew had attempted to persuade the [[Faculty of Medicine]] to house the new course, but the proposal was rejected due to fears that nurses would be incapable of dealing with the Faculty&amp;#039;s standard of teaching. Instead the course was to be accommodated within the [[Faculty of Arts]] as this would permit nurses to receive teaching from the Faculty&amp;#039;s [[Bell Chair of Education | Department of Education]]. The university advertised the post of director of the new Nursing Training Unit, and in 1956, Elsie Stephenson (1916-1967) was appointed as the successful candidate (although Margaret Lamb had also applied).&lt;br /&gt;
&lt;br /&gt;
Stephenson&amp;#039;s remit to was develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit, a title which more accurately defined its functions. At this stage, Stephenson was assisted by two lecturers: Margaret Lamb (part-time) and the newly appointed [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]]. They initially taught courses leading to a Certificate/Diploma in Advanced Nursing Education (leading to post-course registration as a Nurse Tutor) or a Cetificate/Diploma in Nursing Administration. At the same time, the unit&amp;#039;s research profile was firmly established by the award of the university&amp;#039;s first Ph.D. in Nursing Studies in 1959: [[Audrey L. John]]&amp;#039;s &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;. (In the same year, Anne McGhee was also awarded a Ph.D. for &amp;#039;The Patient&amp;#039;s Attitude to Nursing Care&amp;#039;.)&lt;br /&gt;
&lt;br /&gt;
From October 1960 onwards, the Unit offered a five-year &amp;#039;Integrated Degree Programme&amp;#039; where students combined a course of Nursing theory and practice with supplementary Arts or Science courses leading to graduation as either MA or BSc.&lt;br /&gt;
&lt;br /&gt;
In 1962, the Unit opened an International School of Advanced Nursing Studies, financially supported by the World Health Organization, which offered programmes in Administration or Education, social medicine and nursing, and sciences applied to nursing. The first institution of its kind, this represented an important step in the promotion of higher education for nurses worldwide. It also helped to forge links between the Nursing Studies Unit and nursing organizations throughout the world and to establish vital professional and research networks.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], which embraced a number of disciplines hitherto taught in the Faculty of Arts. These included Nursing Studies which now became an autonomous department with its own department head (Stephenson), thus achieving parity with longer established disciplines and considerably raising its academic profile. The Department now moved from Chamber Street to new premises in the [[Adam Ferguson Building]] in [[George Square]].Shortly afterwards the Integrated Degree Programme, which had developed an alarming drop-out rate was replaced by a BSc Social Sciences (Nursing) Degree.&lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. As head of department, she was particularly associated with two pioneering research initiatives. In 1970, the Nuffield Experimental Project (NEP) was initiated under her direction. This aimed to a) evaluate patient care in the hospital and community 2) assess the effect of university education on the quality of care delivered by undergraduate nurses 3) facilitate information exchange between academic and clinical nursing staff, and 4) implement nursing research in a controlled clinical setting. Wright was also the driving force behind the Nursing Research Unit, set up in 1971 to promote &amp;#039;research mindedness&amp;#039; in the discipline and to provide an environment in which research policy in nursing could be more coherently formulated. [[Lisbeth Hockey (1918-2004)]] was appointed as the Research Unit&amp;#039;s first director, supervising a wide range of studies connected with patient care and the organizational structure of nursing.&lt;br /&gt;
&lt;br /&gt;
In 1972, Edinburgh University established the first Chair of Nursing Studies in Europe, appointing Margaret Scott Wright as the first incumbent. The chair was created in line with the recommendations of the Briggs Report (1971) which strongly supported university-level nurse education, arguing that an academic setting was vital both for developing professional knowledge and for training cadres of graduates with leadership qualities.&lt;br /&gt;
&lt;br /&gt;
In 1975, the certificated courses in nurse teaching was replaced by an MSc in Nursing Education. This was part of a university-wide trend to do away with certificated courses and to replace them with full- or part-time Master&amp;#039;s degrees. The MSc course covered Nursing Education Theory &amp;amp; Educational Administration, Psychology, Teaching Methodology &amp;amp; Practice, and the History of Educational Ideas. The shift away from certificated courses also led to the closure of the department&amp;#039;s International School. Effectively, then, the university began to specialize in postgraduate level education for nurses while, at the same, polytechnics introduced degree courses for nurses. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. Her successor was [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964. Altschul was a specialist in mental health, perhaps best-known for her text-book &amp;#039;&amp;#039;Psychology for Nurses&amp;#039;&amp;#039;, which went through seven editions between 1965 and 1991.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1977-86&lt;br /&gt;
&lt;br /&gt;
Policy context: Briggs Committee, United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) created, Project 2000 and Jarratt Enquiry&lt;br /&gt;
•&lt;br /&gt;
Curriculum changes saw some options being withdrawn, but Masters’ courses were developed and the number of MPhil and PhD degrees increased to 19 in 1983. &lt;br /&gt;
•&lt;br /&gt;
A lectureship in Health Education created with SHHD funding (1979), the first post holder was Miss EC Coutts. &lt;br /&gt;
&lt;br /&gt;
The successor to Professor Scott Wright was Annie Altschul, distinguished in the field of mental health and during her period of tenure the Department began to integrate more intensively with Faculty colleagues and external agencies to widen the Nursing Studies curriculum, and establish a measure of reciprocity. &lt;br /&gt;
&lt;br /&gt;
Initiatives taken resulted in new Masters’courses: Nursing Studies worked with Business Studies to offer a new MSc in Nursing Administration to prepare nurses to fulfil new management roles (1978)&lt;br /&gt;
senior nurses had become more directly responsible for the control of nursing budgets and the deployment of nursing staff at Area and District Levels following reorganisation of the NHS in 1974&lt;br /&gt;
, and worked with Education (jointly taught and examined) to offer a new (theoretically based) MSc in Nursing and Education (1986). &lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was set up collaborating with the Scottish Education Unit; funded by Scottish Home &amp;amp; Health Department Executive; the course objectives were to apprise students of Health education developments in the UK, evaluate health education strategies by use of the media(?), and promote the role of the nurse as health educator, and to examine ethical issues associated with Health Education.&lt;br /&gt;
&lt;br /&gt;
Internal university rationalisations –to increase its efficiency and effectiveness –followed the Jarratt Efficiency Enquiry (1985): Social Sciences joined the Law faculty, and quality assurance systems were strengthened. The later eighties saw changes within Nursing Studies e.g. the District Nursing Certificate, offered since 1972, was withdrawn in 1983 when Queen Margaret College offered instead a BA in Community Health Studies; the Diploma in Nursing was also deleted from the curriculum in 1976. &lt;br /&gt;
&lt;br /&gt;
Miss Helen Sinclair was Head of Department from 1979–1982. Professor Altschul retired in 1983 and was succeeded by Sister Penny Prophet, (from the University of Louvain, Belgium with an interest in mental health and burnout), as Chair of Nursing Studies in 1984. Penny Prophet resigned in 1993, and a year later the NRU closed as government funding was withdrawn. Dr Kath Melia well known in nursing circles for her publications in nursing ethics and sociology, became Head of Department in 1993, and assumed the Chair in 1996&lt;br /&gt;
. &lt;br /&gt;
Dr Alison Tierney, former Director of the NRU was appointed Reader in the Nursing Studies Department until her retirement in 1995. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Key Dates ==&lt;br /&gt;
&lt;br /&gt;
In 1954, a proposal was made for a Nurse Tutor Course to be located entirely within the University setting. Funding was sought from the Rockefeller Foundation for the foundation a Nurse Training Unit. This was granted in 1956, following a visit from Mary Elizabeth Tennant, Assistant Director of the Rockefeller Foundation&amp;#039;s International Health Division.&lt;br /&gt;
&lt;br /&gt;
In 1956, [[Elsie Stephenson (1916-1967)]] was appointed as the first director of the newly founded unit, with a remit to develop nurse education and to establish a research base for the discipline. The unit was initially based in [[George Square]] but in 1957 moved to [[Chalmers Street]] and was renamed the Nursing Studies Unit.&lt;br /&gt;
&lt;br /&gt;
In 1959, Audrey L. John achieved the first PhD in Nursing for her thesis &amp;#039;A Study of the Psychiatric Nurse and his/her Role in the Care of the Mentally Sick&amp;#039;.&lt;br /&gt;
&lt;br /&gt;
In a pioneering move, 1960 saw the first nursing registration programme integrated with a five-year Master of Arts. In the same year, a two-year programme in Advanced Nursing Education with Registered Nurse&lt;br /&gt;
Teacher status was established.&lt;br /&gt;
&lt;br /&gt;
In 1962, the first International School of Advanced Nursing Studies was founded at the Unit, with support from the World Health Organization, offering programmes to overseas students in nursing administration or education.&lt;br /&gt;
&lt;br /&gt;
In 1963, the University of Edinburgh [[Foundation of Faculty of Social Sciences, 1963 | created]] a [[Faculty of Social Sciences]], incorporating the renamed Department of Nursing Studies. In the same year lecturer [[Kathleen Jean Wallace Wilson (1922-2010) | Kathleen J. W. Wilson]] published the major nursing textbook &amp;#039;&amp;#039;Anatomy and Physiology&amp;#039;&amp;#039; (now in its 12th edition) in collaboration with Janet S. Ross. The first edition of the International &amp;#039;&amp;#039;Journal of Nursing Studies&amp;#039;&amp;#039; was also published with Elsie Stephenson as honorary editor.&lt;br /&gt;
&lt;br /&gt;
In 1965, the Integrated Degree programme as replaced by the BSc Social Science (Nursing). &lt;br /&gt;
&lt;br /&gt;
In 1967, Elsie Stephenson died at the tragically early age of 51. The Elsie Stephenson Fund was set up with the purpose of &amp;#039;increasing opportunities for some of the best brains in Britain to develop their&lt;br /&gt;
gifts to the full in Nursing and to encourage the Nursing profession to make appropriate use of all the tools and skills relevant to it&amp;#039;. This fund is still used today for regular commemorative lectures, studentships, staff development and research.&lt;br /&gt;
&lt;br /&gt;
In 1968, [[Margaret Scott Wright (1923-2008)]] was appointed as Stephenson&amp;#039;s successor. In the same year, the Edwina, Countess Mountbatten Trust was set up to support undergraduate students who wished to observe nursing practices in different parts of the world.&lt;br /&gt;
&lt;br /&gt;
In 1971 Margaret Scott Wright was appointed to the first Chair of Nursing Studies in Europe. The Scottish Home and Health Department give financial support for the establishment of the first Nursing Research Unit in a European university, with [[Lisbeth Hockey (1918-2004)]] appointed as its first director.&lt;br /&gt;
&lt;br /&gt;
1973, the Inaugural Elsie Stephenson Memorial Lecture was delivered by Professor Helen Carpenter of the University of Toronto.&lt;br /&gt;
&lt;br /&gt;
In 1975, certificated courses in nurse teaching and administration were replaced by Masters degrees in Nursing Education and Nursing Administration. &lt;br /&gt;
&lt;br /&gt;
In 1976, Margaret Scott Wright left to become Director of the School of Nursing at Dalhousie University, Nova Scotia. She was succeeded by [[Annie Altschul (1919-2001)]], who had lectured in the department since 1964.&lt;br /&gt;
&lt;br /&gt;
In 1979, an innovative MSc in Health Education was established in collaboration with the Health Education Board for Scotland.&lt;br /&gt;
&lt;br /&gt;
In 1980, lecturer Alison J. Tierney co-authored &amp;#039;&amp;#039;The Elements of Nursing: a Model of Nursing based on a Model of Living&amp;#039;&amp;#039; with Nancy Roper and Win Logan. This work was the first UK model of nursing to be published.&lt;br /&gt;
&lt;br /&gt;
In 1983, both Lisbeth Hockey and Annie Altschul retired. [[Penny Prophit (1939- ) | Penny Prophit]] was appointed as the second Director of the Nursing Research Unit. In 1984, however, Prophit was appointed to the Chair of Nursing Studies, and Alison Tierney succeeded her as Director of the Nursing Research Unit.&lt;br /&gt;
&lt;br /&gt;
In 1989, (Helen Sinclair becomes Head of Department,) a lectureship in Anatomy and Physiology was funded Dr Kathleen Wilson(; Dr Roger Watson was appointed).&lt;br /&gt;
&lt;br /&gt;
In 1990, the undergraduate degree was offered as an Honours degree in recognition of its academic content.&lt;br /&gt;
&lt;br /&gt;
In 1993,(Following the retiral of Helen Sinclair,Dr Kath Melia becomes Head of Department) links were forged with the University of Navarre, Pamplona in Spain, facilitating postgraduate&lt;br /&gt;
students to undertake the MSc in Nursing and Health.&lt;br /&gt;
&lt;br /&gt;
In 1994, the Nursing Research Unit was incorporated into the Department to embed research activity within Nursing Studies. The department also established a MSc in Cancer Nursing, partly funded by Macmillan Cancer Relief Fund, with [[Nora Jodrell]] appointed as Course Director. (Lecturer [[Tonks Fawcett]] co-authored Nursing Practice: Hospital and Home – The Adult (now in its 4th edition) with Margaret Alexander and Phyllis Runciman.&lt;br /&gt;
&lt;br /&gt;
In 1996, [[Kath M. Melia]], who had been Head of Department since 1993, was appointed the fourth Chair of Nursing Studies. (Her predecessor, Penny Prophit had resigned in 1992.)&lt;br /&gt;
&lt;br /&gt;
In 1997, Alison Tierney received a Personal Chair in Nursing Research.&lt;br /&gt;
&lt;br /&gt;
In 2001, the undergraduate programme was revised to increase community emphasis and renamed the Bachelor of Nursing with Honours. (Dr Rosemary Mander appointed Head of School of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
Following [[Reconstitution of Faculties into Colleges, 2002 | university restructuring]] in 2002, Nursing Studies moved as a subject area to the [[School of Health in Social Science]] in the [[College of Humanities and Social Science]]. Professor Kath Melia was appointed as the the first Head of School. (Tonks Fawcett was appointed Head of Nursing Studies.)&lt;br /&gt;
&lt;br /&gt;
2005 - Dr Rosemary Mander receives a Personal Chair in Midwifery.&lt;br /&gt;
&lt;br /&gt;
2007 - Peer-Assisted Learning (PAL), is incorporated into the nursing curriculum. Deborah Ritchie appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
2010 - Professor Pam Smith appointed Head of Nursing Studies. Online undergraduate and postgraduate&lt;br /&gt;
programmes developed for the Kamuzu College of Nursing (KCN), at the University of Malawi.&lt;br /&gt;
&lt;br /&gt;
2012 - Tonks Fawcett receives a Personal Chair in Student Learning(Nurse Education). &lt;br /&gt;
&lt;br /&gt;
2013 - Innovative Masters of Nursing in Clinical Research established.&lt;br /&gt;
&lt;br /&gt;
2014 - Dr Sheila Rodgers appointed Head of Nursing Studies.&lt;br /&gt;
&lt;br /&gt;
In 2015 Nursing Studies at Edinburgh was ranked top in the UK in &amp;#039;&amp;#039;The Guardian&amp;#039;&amp;#039;’s university league table for nursing and midwifery for the&lt;br /&gt;
tenth year in succession.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Professors of Nursing Studies ==&lt;br /&gt;
&lt;br /&gt;
*1971-1976: [[Margaret Scott Wright (1923-2008)]] &lt;br /&gt;
*1977-1983: [[Annie Altschul (1919-2001)]]&lt;br /&gt;
*1984-1992: [[Penny Prophit (1939- )]] &lt;br /&gt;
*1996-2015: [[Kath M. Melia]]&lt;br /&gt;
*2016- : [[Aisha Holloway]]&lt;br /&gt;
&lt;br /&gt;
== Sources ==&lt;br /&gt;
&lt;br /&gt;
*Linda Pollock, Pam Smith, and Daniel Kelly, &amp;#039;Leaps in the Dark: Celebrating 60 years of Nursing Studies at the University of Edinburgh&amp;#039; [[https://www.ed.ac.uk/files/atoms/files/new_leaps_in_the_dark_21-04-17.pdf], accessed 7 December 2017] &lt;br /&gt;
*Rosemary I. Weir, &amp;#039;&amp;#039;A Leap in the Dark: The Origins and Development of the Department of Nursing Studies, the University of Edinburgh&amp;#039;&amp;#039; (Penzance: Jamieson Library, 1996)&lt;br /&gt;
&lt;br /&gt;
*Is there a way of citing the brochure?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[Category:Academic Units]][[Category:Incomplete]]&lt;/div&gt;</summary>
		<author><name>Pbarnaby</name></author>
	</entry>
</feed>