An explanatory and pronouncing dictionary of the noted names of fiction.

Mode of access: Internet.

Dictionary of anonymous and pseudonymous literature of Great Britain : including the works of foreigners written in, or translated into the English language /

Mode of access: Internet.

Johannis Alberti Fabri, Decas decadum; sive, Plagiariorum & pseudonymorum centuria, accessit Exercitatio de lexicis græcis eodem auctore.

Mode of access: Internet.

Biblioteca hispano americana setentrional.

Vol. 4: Comprende los anónimos que dejó escritos el autor, las adiciones del Dr. Osores y otras añadidas posteriormente por las personas que se expresan. José Toribio Medina publícalo ahora con una introd. bio-bibliográfica. Santiago de Chile, Impr. Elzeviriana, 1897.

Dictionnaire des ouvrages anonymes et pseudonymes, composes, traduits ou publiés en français, avec les noms des auteurs, traducteurs et editeurs; accompagne de notes historiques et critiques.

Vol. 3-4 have title: Dictionnaire des ouvrages anonymes et pseudonymes composés, traduits ou publiés en français et en latin.

Gallerie deutscher pseudonymer Schriftsteller vorzüglich des letzen Jahrzehents. Ein Beitrag zur neuesten Literargeschichte,

Mode of access: Internet.

Fr. Rassmann's Kurzgefasstes Lexicon deutscher pseudonymer Schriftsteller : von der ältern bis auf die jüngste Zeit aus allen Fächern der Wissenschaften /

Mode of access: Internet.

Book-prices current : a record of prices at which books have been sold at auction.

Report year irregular.

Bibliograficheskii︠a︡ zapiski. Ezhemi︠e︡si︠a︡chnoe illi︠u︡strirovannoe izdanīe

Mode of access: Internet.

The letters of Algernon Sydney, in defence of civil liberty and against the encroachments of military despotism /

Algernon Sydney identified as Benjamin Watkins Leigh in: Initials and pseudonyms / William Cushing. Waltham, Mass. : Mark Press, 1963.

An examination of Dr. Tyler's Vindication of his "Strictures" on the Christian Spectator.

Evangelus Pacificus [pseud.] is identified as Rev. Hubbard Winslow in Franklin B. Dexter's Biographical sketches of the graduates of Yale College, v. 5, New Haven, 1911, p. 721, and in William Cushing's Initials and pseudonyms, v. 2, Waltham, Mass., 1963, p. 303.

Letter from a gentleman in Boston to a Unitarian clergyman of that city.

Buff printed paper cover.

An address to the people of Rhode-Island; proving that more than eight millions of the public money has been wasted by the present administration. By a landholder.

Attributed to Updike in William Cushing's Initials and pseudonyms ..., Waltham, Mass., 1964, v.1, p.164.

An explanatory and pronouncing dictionary of the noted names of fiction,: including also familiar pseudonyms, surnames bestowed on eminent men, and analogous popular appellations often referred to in literature and conversation.

Mode of access: Internet.

The expression and development of teachers' capacities within two learning communities : a participant-observer case study

The learning community model has been an integral component of teacher development in Ontarian schools and beyond. This research was conducted to understand how teachers' personal capacity and professional, interpersonal, and organizational competencies are developed and expressed within this context. Nineteen elementary teachers and administrators participated in the study from November through January 2007. A qualitative case study methodology was used to investigate the role ofteachers' capacities and competencies in learning communities. Combined data sources from semistructured interviews, research journals, and document review were used to gather data about teachers' capacities and competencies. The study included 3 phases of analysis. In the final phase the analysis provided 3 qualities of the teachers at Jude and Mountain Schools (pseudonyms): identification as professionals, investment in others, and institutional affiliation that may explain how they differed from other educators. The data revealed these three themes, which provided an understanding of educators at Jude and Mountain Schools as dedicated professionals pushing practices to contribute to school life and address student learning needs, and as teachers who reflected on practices to continue expanding their skills. Teachers were heavily invested in creating a caring culture and in students' and team members' learning. Educators actively participated in solving problems and coplanning throughout the school levels and beyond, assumed collective responsibility for all pupils, and focused on generating school-wide consistent practices. These qualities and action patterns revealed teachers who invested time and effort in their colleagues, who committed to develop as professionals, and who affiliated closely with every aspect of school living.