Reports of cases argued and determined in the Court of Common Pleas, and other courts, from Easter term, 36 Geo. III. 1796, to [Hilary term 44 Geo. III. 1804] ... both inclusive: with tables of the cases and principal matters.

Includes cases in the Court of Exchequer Chamber and in the House of Lords.

Reports of cases argued and determined in the Court of Common Pleas, and other courts, from Easter term 36 Geo. III. 1796, to [Hilary term 44 Geo. III. 1804] ... both inclusive: with tables of the cases and principal matters.

"The cases ... begin with 1797; but at the end of vol. 1 there are cases in 1796, from notes taken by Mr. A. Moore. In the folio edition (1800) these seem to have been sometimes bound separately, and to have been cited as A. Moore's reports."--Soule, Lawyer's ref. manual, 1884.

Reports of cases argued and determined in the courts of Common pleas, and Exchequer chamber, and in the House of lords: from Easter term 36 Geo. III. 1796, to [Hilary term 44 Geo. III. 1804] ... both inclusive. With tables of the cases and principal matters.

J.B. Bosanquet and C. Riller, reporters.

Dante Gabriel Rossetti and German literature : a public lecture delivered in Hilary term, 1912, at the Taylor Institution, Oxford /

Mode of access: Internet.

The rebel; being a memoir of Anthony, fourth earl of Cherwell; including an account of the rising at Taunton in 1684, compiled and set forth by his cousin Sir Hilary Mace ...

Mode of access: Internet.

Lectures on art : delivered before the University of Oxford in Hilary term, 1870 /

Mode of access: Internet.

Prescription and custom : six lectures delivered in the Old Hall of Lincoln's Inn during Hilary Term, 1907 /

Includes bibliographical references and index.

Lectures on art, delivered before the University of Oxford in Hilary term, 1870 /

First published at the Claredon Press, Oxford, 1870.

The visitation of the county of Warwick, begun by Thomas May, Chester, and Gregory King, Rouge dragon, in Hilary vacacōn, 1682. Reviewed by them in the Trinity vacacōn following, and finished by Henry Dethick Richmond, and said rouge dragon pursuiv in Trinity vacation, 1683, by virtue of several deputations from Sir Henry St. George, Clarenceux king of arms.

Report of the society for the year 1910 (3 p.) appended.

The Visible and the Invisible Hilary Mantel

This talk addresses the scarcity of critical material on Hilary Mantel’s writing in the academy. It questions the suitability of the ‘origin’ paradigm within the criticism that is available, which closes off the excess of Mantel’s texts through attempts to ‘unite’ her corpus. The ambiguity of her writing, and its suspicions, suggest Jacques Derrida’s thought as a pertinent means to read the differences in her work differently. The proximity of Jean-Luc Nancy’s philosophy with Derrida’s thought allows the significance of ellipsis to surface as a liberating catalyst for weaving the implications of Derrida’s thinking through the writing of Mantel. This synthesis constitutes an original combination because Mantel’s writing has not been closely studied, Derrida’s notion of ellipsis has been eclipsed by philosophy, and the combination of these two ‘invisibilities’ is seminal. The talk begins with an exploration of the mythologies I discovered and interrogated during the course of my thesis. It then considers the key points in Mantel’s writing career. In particular taking her from the difficulty and invisibility of 1979 when A Place of Greater Safety, her first novel, was rejected, to winning the Booker prize twice in succession in 2009 and 2012. It thereby traces the story of her shift from invisible to infamous, in terms of her treatment by the mainstream British media as well as her phenomenal post-millennium success.

Discussion Paper : Proposed CDIO Standard 13 - Internationalisation and Mobility

The benefits and growing need for international transparency in engineering qualifications, simple cross-credit processes, international dual awards and mechanisms to encourage student mobility, are receiving much attention around the world at present. In response, there are a number of global initiatives now looking at how these issues may be addressed, particularly in Europe, North America and Australia. CDIO has adopted 12 Standards as guiding principles for program reform and evaluation. The 12 CDIO Standards address program philosophy curriculum development, design-build experiences and workspaces, new methods of teaching and learning, faculty/academic development, and assessment and evaluation. However, none of the Standards address international qualifications nor student mobility. This discussion paper presents the underpinning case for introducing the 13th CDIO Standard, Internationalization and Mobility.

International students using online information resources to learn

This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian universities, the study investigates how international students use online information resources to learn, and identifies associated information literacy learning needs. An expanded critical incident approach provided the methodological framework for the study. Building on critical incident technique, this approach integrated a variety of concepts and research strategies. The investigation centred on real-life critical incidents experienced by the international students whilst using online resources for assignment purposes. Data collection involved semi-structured interviews and an observed online resource-using task. Inductive data analysis and interpretation enabled the creation of a multifaceted word picture of international students using online resources and a set of critical findings about their information literacy learning needs. The study’s key findings reveal: • the complexity of the international students’ experience of using online information resources to learn, which involves an interplay of their interactions with online resources, their affective and reflective responses to using them, and the cultural and linguistic dimensions of their information use. • the array of strengths as well as challenges that the international students experience in their information use and learning. • an apparent information literacy imbalance between the international students’ more developed information skills and less developed critical and strategic approaches to using information • the need for enhanced information literacy education that responds to international students’ identified information literacy needs. Responding to the findings, the study proposes an inclusive informed learning approach to support reflective information use and inclusive information literacy learning in culturally diverse higher education environments.