Institutional history of Virginia in the seventeenth century ; an inquiry into the religious, moral, educational, legal, military, and political condition of the people based on original and contemporaneous records.

Bibliography: volume 1, pages xi-xiii.

Institutional history of Virginia in the seventeenth century; an inquiry into the religious, moral and educational, legal, military, and political condition of the people based on original and contemporaneous records,

Bibliography: v. 1, p. xi-xiii.

Institutional history of Virginia in the seventeenth century; an inquiry into the religious, moral, educational, legal, military, and political condition of the people based on original and contemporaneous records.

Bibliography: v. 1, p. xi-xiii.

A brief account of the military orders in Spain.

Bibliography: p. 273-275.

Distinguished successful Americans of our day; containing biographies of prominent Americans now living, noteworthy as having achieved success in their chosen avocations in the various civil, military, educational, religious, industrial, commercial and other lines of human effort--men of thought and men of action who have been effective in the establishment and maintenance of our commonwealth, prominent citizens in all walks of life who are really the founders, makers and builders of our great republic as manifested in America's great institutions of finance, commerce and trade, and its unparalleled progress in education, literature, art, science, and in the development of our nation in all lines of human endeavor.

Mode of access: Internet.

From the cathedral to the classroom : the emergence of new discourses on religious education

In 2009, Religious Education is a designated key learning area in Catholic schools in the Archdiocese of Brisbane and, indeed, across Australia. Over the years, though, different conceptualisations of the nature and purpose of religious education have led to the construction of different approaches to the classroom teaching of religion. By investigating the development of religious education policy in the Archdiocese of Brisbane from 1984 to 2003, the study seeks to trace the emergence of new discourses on religious education. The study understands religious education to refer to a lifelong process that occurs through a variety of forms (Moran, 1989). In Catholic schools, it refers both to co-curricula activities, such as retreats and school liturgies, and the classroom teaching of religion. It is the policy framework for the classroom teaching of religion that this study explores. The research was undertaken using a policy case study approach to gain a detailed understanding of how new conceptualisations of religious education emerged at a particular site of policy production, in this case, the Archdiocese of Brisbane. The study draws upon Yeatman’s (1998) description of policy as occurring “when social actors think about what they are doing and why in relation to different and alternative possible futures” (p. 19) and views policy as consisting of more than texts themselves. Policy texts result from struggles over meaning (Taylor, 2004) in which specific discourses are mobilised to support particular views. The study has a particular interest in the analysis of Brisbane religious education policy texts, the discursive practices that surrounded them, and the contexts in which they arose. Policy texts are conceptualised in the study as representing “temporary settlements” (Gale, 1999). Such settlements are asymmetrical, temporary and dependent on context: asymmetrical in that dominant actors are favoured; temporary because dominant actors are always under challenge by other actors in the policy arena; and context - dependent because new situations require new settlements. To investigate the official policy documents, the study used Critical Discourse Analysis (hereafter referred to as CDA) as a research tool that affords the opportunity for researchers to map and chart the emergence of new discourses within the policy arena. As developed by Fairclough (2001), CDA is a three-dimensional application of critical analysis to language. In the Brisbane religious education arena, policy texts formed a genre chain (Fairclough, 2004; Taylor, 2004) which was a focus of the study. There are two features of texts that form genre chains: texts are systematically linked to one another; and, systematic relations of recontextualisation exist between the texts. Fairclough’s (2005) concepts of “imaginary space” and “frameworks for action” (p. 65) within the policy arena were applied to the Brisbane policy arena to investigate the relationship between policy statements and subsequent guidelines documents. Five key findings emerged from the study. First, application of CDA to policy documents revealed that a fundamental reconceptualisation of the nature and purpose of classroom religious education in Catholic schools occurred in the Brisbane policy arena over the last twenty-five years. Second, a disjuncture existed between catechetical discourses that continued to shape religious education policy statements, and educational discourses that increasingly shaped guidelines documents. Third, recontextualisation between policy documents was evident and dependent on the particular context in which religious education occurred. Fourth, at subsequent links in the chain, actors created their own “imaginary space”, thereby altering orders of discourse within the policy arena, with different actors being either foregrounded or marginalised. Fifth, intertextuality was more evident in the later links in the genre chain (i.e. 1994 policy statement and 1997 guidelines document) than in earlier documents. On the basis of the findings of the study, six recommendations are made. First, the institutional Church should carefully consider the contribution that the Catholic school can make to the overall pastoral mission of the diocese in twenty-first century Australia. Second, policymakers should articulate a nuanced understanding of the relationship between catechesis and education with regard to the religion classroom. Third, there should be greater awareness of the connections among policies relating to Catholic schools – especially the connection between enrolment policy and religious education policy. Fourth, there should be greater consistency between policy documents. Fifth, policy documents should be helpful for those to whom they are directed (i.e. Catholic schools, teachers). Sixth, “imaginary space” (Fairclough, 2005) in policy documents needs to be constructed in a way that allows for multiple “frameworks for action” (Fairclough, 2005) through recontextualisation. The findings of this study are significant in a number of ways. For religious educators, the study highlights the need to develop a shared understanding of the nature and purpose of classroom religious education. It argues that this understanding must take into account the multifaith nature of Australian society and the changing social composition of Catholic schools themselves. Greater recognition should be given to the contribution that religious studies courses such as Study of Religion make to the overall religious development of a person. In view of the social composition of Catholic schools, there is also an issue of ecclesiological significance concerning the conceptualisation of the relationship between the institutional Catholic Church and Catholic schools. Finally, the study is of significance because of its application of CDA to religious education policy documents. Use of CDA reveals the foregrounding, marginalising, or excluding of various actors in the policy arena.

Secret Orders - 16 June, 1918

A set of instructions marked "Secret" for Lt. Col. F.C. McCordick, Commanding 15th Garrison Battalion Kings Own Yorkshire Light Infantry. The handwritten document is dated 16 June, 1918 and is Copy No.1. The document describes the role of the Battalion in the event of an enemy attack.

Palaeoenvironmental evidence for the impact of the crusades on the local and regional environment of medieval (13th–16th century) northern Latvia, eastern Baltic

This paper evaluates the impact of the crusades on the landscape and environment of northern Latvia between the 13th–16th centuries (medieval Livonia). The crusades replaced tribal societies in the eastern Baltic with a religious state (Ordenstaat) run by the military orders and their allies, accompanied by significant social, cultural and economic developments. These changes have previously received little consideration in palaeoenvironmental studies of past land use in the eastern Baltic region, but are fundamental to understanding the development and expansion of a European Christian identity. Sediment cores from Lake Trikāta, located adjacent to a medieval castle and settlement, were studied using pollen, macrofossils, loss-on-ignition and magnetic susceptibility. Our results show that despite continuous agricultural land use from 500 BC, the local landscape was still densely wooded until the start of the crusades in AD 1198 when a diversified pattern of pasture, meadow and arable land use was established. Colonisation followed the crusades, although in Livonia this occurred on a much smaller scale than in the rest of the Ordenstaat; Trikāta is atypical showing significant impact following the crusades with many other palaeoenvironmental studies only revealing more limited impact from the 14th century and later. Subsequent wars and changes in political control in the post-medieval period had little apparent effect on agricultural land use.

Company orders, 1810 May 2

A printed request for Croswell to appear for military duty.

Rules and orders relating to a Professor of the Mathematicks, of Natural and Experimental Philosophy, in Harvard College, 18 January 1726

This folder contains a single document describing the "rules and orders" of the Hollis Professor of Mathematics and Natural Philosophy. The document begins by defining the subjects to be taught by the Hollis Professor including natural and experimental philosophy, elements of geometry, and the principles of astronomy and geography. It then outlines the number of public and private lectures to be given to students, how much extra time the professor should spend with students reviewing any difficulties they may encounter understanding class subject matter discussed, and stipulates that the professor's duties shall be restricted solely to his teaching activities and not involve him in any religious activities at the College or oblige him to teach any additional studies other than those specified for the Hollis Professor of Mathematics and Natural Philosophy. Furthermore, the rules establish the professor's salary at £80 per year and allow the professor to receive from students, except those students studying theology under the Hollis Professor of Divinity, an additional fee as determined by the Corporation and Board of Overseers, to supplement his income. Moreover, the rules assert that all professorship candidates selected by the Harvard Corporation must be approved by Thomas Hollis during his lifetime or by his executor after his death. Finally, the rules state that the Hollis professor take an oath to the civil government and declare himself a member of the Protestant reformed religion. This document is signed by Thomas Hollis and four witnesses, John Hollis, Joshua Hollis, Richard Solly, and John Williams.

General orders /

Description based on: 1861, no. 1 (Jan. 18, 1861); title from caption.

Trial by a court martial of Lieut. Col. Grenville Temple Winthrop on charges preferred against him by Adjutant Gen. William H. Sumner, in pursuance of orders from his Excellency Levi Lincoln, governor of the Commonwealth of Massachusetts.

"Charges of disobedience of orders, neglect of duty, and unmilitary and unofficer like conduct."--p. 1.

Military studies,

Preface.--Did Grouchy by disobedience of orders cause the defeat of Napoleon at Waterloo?--Kolin-Rossbach-Gravelott-Leuthen.--Jena-Mars-la Tour-Vionville.--Napoleonic strategy.--The campaign of Eckmühl, 1809.

Acts of Congress, treaties, proclamations, decisions of the Supreme Court of the United States, and opinion of the attorney general relating to noncontiguous territory, Cuba and Santo Domingo, and to military affairs ... Comp. in the Bureau of insular affairs, War department ...

This edition contains legislation March 4, 1911-March 3, 1913; Supreme Court cases June 1, 1911-May 31, 1913; Opinions of attorney general March 4, 1911-March 3, 1913; Executive orders of the President March 4, 1898-March 3, 1913; List of officials January 1, 1913.

[Civil report of the Military Governor, 1901.

Reports cover the calendar year unless otherwise noted.