The seasons. To which is prefixed the life of the author,

Mode of access: Internet.

Esame critico del primo viaggio di Amerigo Vespucci al Nuovo mondo, con una dissertazione intorno al manoscritto del libro De imitatione Christi, detto il codice di Arona ecc. Opuscoli pubblicati nelle Memorie dell' Accademia imperiale delle scienze di Torino e ristampato per servire di nuove aggiunte al contenuto nel libro intitolato Della patria di Colombo, stampato in Firenze nell' anno MDCCCVIII.

Mode of access: Internet.

Anecdotes, anglaises et américaines, années 1776 á 1783.

Mode of access: Internet.

Correspondence between the Right Hon. Lord Redesdale, lord high chancellor of Ireland, and the Right Hon. the Earl of Fingall, &c. &c. &c. from the 28th of August, to the 26th of September, 1803 : to which is added the narrative of the Rev. P. O'Neil, a parish priest of the county of Cork, referred to in the correspondence.

"Marchant, Printer, Grevelle-Street, Holborn."

The history of Greece /

Mode of access: Internet.

A sermon preached at the meeting house of the people called Quakers, in Grace Church Street, London, September the twenty-fifth, 1737 /

Bound with Hicks, Elias. A series of extemporaneous discourses. Philadelphia, 1825.

Del primo scopritore del continente del Nuovo mondo e dei piú antichi storici che ne scrissero; ragionamento che serve di supplemento alle due lettere su la scoperta del Nuovo mondo pubblicate nel libro intitolato Della patria di Cristoforo Colombo stampato in Firenze nell' anno MDCCCVIII ...

Appendix: Notizia di una antica edizione italiana del quattro viaggi di Amerigo Vespucci ("Lettera di Amerigo Vespucci delle isole nuovamente trovate in quattro suoi viaggi" without place or date)

A letter, on the dispute of the statements of Anna Braithwaite and Elias Hicks /

Smith I:941.

Review of a letter from Elias Hicks to Dr. N. Shoemaker.

Smith I:943.

Friends pamphlets from the Durrett collection, 1828-68.

No. 1. A declaration of the yearly meeting of Friends, held in Philadelphia. 1828.--no. 2. A testimony from the monthly meeting of Friends of Jericho, concerning Elias Hicks. 1830.--no. 3. An epistle of affectionate caution and counsel, addressed to its members by the yearly meeting of Friends, held in Philadelphia. 1853.--no. 4. Memorials concerning deceased Friends: members of the yearly meeting of Philadelphia. 1853.--no. 5. The constitution and first annual report of the Association of Friends for the diffusion of religious and useful knowledge. 1859.--no. 6. Memorials of deceased Friends of New England yearly meeting. 1868

David Hicks and Cathie Holden (eds.) (2007). Teaching The Global Dimension. London: Routledge, Taylor & Francis Group, 212 pages.

Teaching The Global Dimension (2007) is intended for primary and secondary teachers, pre-service teachers and educators interested in fostering global concerns in the education system. It aims at linking theory and practice and is structured as follows. Part 1, the global dimension, proposes an educational framework for understanding global concerns. Individual chapters in this section deal with some educational responses to global issues and the ways in which young people might become, in Hick’s terms, more “world-minded”. In the first two chapters, Hicks presents first, some educational responses to global issues that have emerged in recent decades, and second, an outline of the evolution of global education as a specific field. As with all the chapters in this book, most of the examples are drawn from the United Kingdom. Young people’s concerns, student teachers’ views and the teaching of controversial issues, comprise the other chapters in this section. Taken collectively, the chapters in Part 2 articulate the conceptual framework for developing, teaching and evaluating a global dimension across the curriculum. Individual chapters in this section, written by a range of authors, explore eight key concepts considered necessary to underpin appropriate learning experiences in the classroom. These are conflict, social justice, values and perceptions, sustainability, interdependence, human rights, diversity and citizenship. These chapters are engaging and well structured. Their common format consists of a succinct introduction, reference to positive action for change, and examples of recent effective classroom practice. Two chapters comprise the final section of this book and suggest different ways in which the global dimension can be achieved in the primary and the secondary classroom.

Suomi kasvitieteen kieleksi : Elias Lönnrot termistön kehittäjänä

The development of botanical Finnish: Elias Lönnrot as the creator of new terminology In the 19th century the Finnish language was intentionally developed to meet the demands of civilised society and Finnish-language science. The development of the language involved several people from different fields of science. This study examines this enormous project in the field of botany. By which methods were scientific terms formed, and for which reasons were those terms used? Why has a certain word been chosen to represent a particular concept? The material of this study is the terminology of plant morphology in Finnish that Elias Lönnrot developed in the middle of the 19th century. The terms of plant morphology denote and describe the parts of the plant and the relationships between those parts. For instance, the terms emi pistill , hede stamen , terälehti petal and verholehti sepal , which are nowadays familiar in the general language, were used for the first time in Lönnrot s texts. The study integrates the methods of lexicology and terminology. In lexicology, the word and its various meanings serve as the focus, whereas the theory of terminology focuses on the concept and concept systems. A new, consciously developed terminology can be understood through the old, familiar vocabulary and structures as well as through the new, logical term system. Lönnrot s botanical terminology can be divided into three groups depending on their origin: 1) 19% of all terms have been accepted from the existing vocabulary and used in their original meanings, 2) 11% of all terms have been chosen from the existing vocabulary and used in the new, specific botanical meanings, and 3) 70% of all terms have been created on the basis of the existing vocabulary and used in the new, specific botanical meanings. Therefore, the study reveals that domestic materials primarily morphosemantic neologisms form the Finnish terminology of plant morphology. Characteristic of Lönnrot s botanical terms is the utilisation of the vocabulary of various Finnish dialects and particular repeating elements. Repeating elements include, for example, the prefixes that come from botanical Latin or Swedish as well as the particular Finnish derivation types. Such structures form term systems that reflect scientific concept systems. Two thirds of the created new words are formed loosely or precisely according to either Latin or Swedish terms; one third is formed completely differently from its equivalents in the foreign languages. Approximately half of the chosen terms are formed differently from the Latin and Swedish terms. It is worth noting that many loan translations use rare vocabulary from Finnish dialects as equivalents to foreign parts of terms. Lönnrot aimed to inspire scientific terminology with Finland s own language, thus making scientific text accessible to the Finnish agricultural population.

Reproduction of painted portrait of Marcus Elias Marcus, age 76. Portraits Men

Digital Image