Contributions to botany, iconographic and descriptive, detailing the characters of plants that are either new or imperfectly described; to which are added remarks on their affinities.

Vol. III contains a complete monograph ofthe Menispermaceæ.

Descriptive botany : a practical guide to the classification of plants, with a popular flora /

Includes index.

Traité général de botanique descriptive et analytique.

Mode of access: Internet.

Eucalyptographia. A descriptive atlas of the eucalypts of Australia and the adjoining islands;

Each volume has special t.-p.

School-house architecture : illustrated in seventeen designs in various styles : with full descriptive drawings in plan, elevation, section, and detail /

Mode of access: Internet.

Music and the higher life : a collection of descriptive and choral hymns, solos and choruses /

Includes index.

Brown's stranger's handbook and illustrated guide to Salisbury cathedral : being a full historical and descriptive account of the building and monuments with eighteen engravings on wood.

Mode of access: Internet.

Working at the interface : the descriptive relevance of Grunig and Hunt’s theories to public relations practices in south east Queensland schools

This article examines the relevance of James Grunig and Todd Hunt’s (1984) theories to public relations practitioners’ roles in south east Queensland schools. It focuses in particular on the two-way symmetric model in this context. The geographical boundaries of the research mean that this article is intended primarily as an exploratory, descriptive analysis of a specific area rather than an exhaustive treatise on the general topic of public relations in Australian schools. However, it is hoped that it will prove useful in identifying bases for further study and discussion.

Children's self-talk and academic self-concepts: The impact of teachers' statements

Data were collected from 269 Australian primary school children in grades 3 to 7. Self-report questionnaires measuring students' perceptions of the frequency of positive and negative statements directed to them by their teacher, their positive and negative self-talk; and their reading, mathematics and learning self-concepts were administered. Positive statements made by teachers were found to be directly related to positive self-talk and to maths and learning self-concepts. Teachers' positive statements were also indirectly related to reading self-concept through positive self-talk. Negative statements made by teachers were not predictive of self-talk or self-concepts for the total sample but were predictive of maths self-concept for girls and negative self-talk for boys. Implications for teachers and educational psychologists are discussed.

The relationship between significant others' positive and negative statements, self-talk and self-esteem

This study investigated the effect of self-talk in mediating between positive and negative statements made by significant others and self-esteem with children in grades 3 to 7. Students completed questionnaires on the frequency of positive and negative statements from parents, teachers, and peers. Findings suggest that self-talk does mediate between significant others' statements and children's self-esteem.

Children's self-talk and significant others' positive and negative statements

A sample of 675 elementary school children in Grades 3-7 were administered the Self-talk Inventory and the Significant Others' Statements Inventory. The psychometric properties of both scales were investigated and the relationships between positive and negative self-talk and significant others' (parents, teachers, siblings and peers) positive and negative statements were explored using correlational and multiple regression analyses. Sex and age differences were also examined. The significant relationships and differences are described.