Little journeys to the homes of eminent artists.

Mode of access: Internet.

Fatherless Fanny, or A young lady's first entrance into life; being the memoirs of a little mendicant and her benefactors.

Sometimes attributed to a Miss Taylor; to a Miss Edgworth; to Clara Reeve; and Thomas Peckett Prest.

Beschrijving van eenige gewassen, waargenomen op eenen togt naar den Salak, in den jare 1822.

Verhandelingen van het Bataviaasch genootschap van kunsten en wetenschappen, 1825, ix, 127-202.

The Psalms of David : with notes, devotional and practical, referring to the New Testament, extracted with very little alteration from Dr. Horne's commentary on the Book of Psalms /

With: Translations and paraphrases in verse ... / by a Committee of the General Assembly of the Church of Scotland. Edinburgh : D. Hunter Blair and M.S. Bruce, 1829.

Scenes in Asia : for the amusement and instruction of little tarry-at-home travellers /

Buff pictorial boards, red roan spine gilt.

The extraordinary affliction, and gracious relief of a little boy; supposed to be the effects of spiritual agency. Carefully examined, and faithfully narrated, with observations on demoniac possession, and animadversions on superstition.

Bound with the author's Farther observations on demoniac possession, Frome [Eng.] 1822.

First steps for little feet in Gospel paths /

Includes index.

The little iron wheel, a declaration of Christian rights and articles, showing the despotism of Episcopal Methodism.

On back of cover: The little iron wheel. Graves. Sequel to The great iron wheel. cf. p. 321.

Our little ones in heaven /

Mode of access: Internet.

Botanical expeditions. Col. J.C. Frémont. Col. W.H. Emory. Howard Stansbury. Jno. Torrey. 1843-8.

[No. 1] is extracted from J.C. Frémont. Report of exploring expedition to the Rocky Mountains in the year 1842; [no. 2-3] from U.S. Engineer dept. Notes of a military reconnoissance from Fort Leavenworth, in Missouri, to San Diego, in California ... By Lieut. Col. W.H. Emory; [no. 4] from U.S. Engineer dept. Exploration and survey of the valley of the Great Salt Lake in Utah.

Little theory, big plans : social capital and community building in Aboriginal Australia

The discourse surrounding recent Aboriginal social policy regularly refers to pragmatism and partnership. In a simpler world, we might call this ‘getting things done with Aboriginal people.’ To that extent, the discourse draws on an indisputable common sense, and it is not surprising that a variety of political agendas can be packaged within such language. While many things need to be done, the quantity and particularly the quality of social networks required to take effective policy into effective practice is something we ought to consider more carefully. This is where the concept of social capital could be useful, since it focuses attention on the social resources required to construct social policy, as well as the social resources that could be produced by effective social policy. Partnerships and pragmatism are therefore related at a most fundamental level in terms of social policy. We question whether this important conceptual bedrock has been fully explored. Hence we review here some recent ‘big plans’ for Aboriginal Australia, and ask whether the size of the theory matches the size of the plans.

Re-thinking pedagogy for middle school students with little, no or severely interrupted schooling

The arrival of substantial cohorts of English language learners from Africa with little, no or severely interrupted schooling is requiring new pedagogic responses from teachers in Australia and other Western countries of refugee re-settlement. If the students are to have optimal educational and life chances, it is crucial for them to acquire resources for conceptually deep and critical literacy tasks while still learning basic reading and writing skills. This requires teachers to extend their pedagogic repertoires: subject area teachers must teach language and literacy alongside content; high school teachers must teach what has been thought of as primary school curriculum. The aim of this article is to describe some teacher responses to these challenges. Data are drawn from a study involving an intensive language school and three high schools, and also from the author’s experience as a homework tutor for refugees. Stand-alone basic skills programs are described, as are modifications of long-established ESL programs. It is also argued that teachers need to find ways of linking with the conceptual knowledge of students who arrive with content area backgrounds different from others in their class. Everyday life experiences prior to, and after re-settlement in the West, are rich with potential in this regard.