Visitor's guide to Salem.

First edition, Salem, 1880. Compiled by T. F. Hunt and H. M. Batchelder.

Vital records of Newbury, Massachusetts, to the end of the year 1849.

Published under provisions of chapter 470, Acts of 1902, Commonwealth of Massachusetts.

Vital records of Essex, Massachusetts, to the end of the year 1849.

Published under provisions of chapter 470, acts of 1902, commonwealth of Massachusetts.

Vital records of Wenham, Massachusetts, to the end of the year 1849.

Published under provisions of chapter 470, Acts of 1902, commonwealth of Massachusetts.

History of the Second Congregational church and society in Leicester, Massachusetts ...

Mode of access: Internet.

The mother church,

Mode of access: Internet.

Vital records of West Newbury, Massachusetts, to the end of the year 1849.

Alphabetical indexes to the manuscript records of the town, supplemented by information from church registers, cemetery inscriptions and other sources.

Vital records of Gloucester, Massachusetts, to the end of the year 1849.

Vol. II-III published by the Essex institute, Salem, Mass., 1923-24.

The diary of William Bentley, D. D.,

Index at end of each volume: Classified subject index to the set at end of v. 4.

Annual report of the School Committee of the City of Salem.

Latest issue consulted: 1912.

Designing for engagement : building IT systems

Context The School of Information Technology at QUT has recently undertaken a major restructuring of their Bachelor of Information Technology (BIT) course. Some of the aims of this restructuring include a reduction in first year attrition and to provide an attractive degree course that meets both student and industry expectations. Emphasis has been placed on the first semester in the context of retaining students by introducing a set of four units that complement one another and provide introductory material on technology, programming and related skills, and generic skills that will aid the students throughout their undergraduate course and in their careers. This discussion relates to one of these four fist semester units, namely Building IT Systems. The aim of this unit is to create small Information Technology (IT) systems that use programming or scripting, databases as either standalone applications or web applications. In the prior history of teaching introductory computer programming at QUT, programming has been taught as a stand alone subject and integration of computer applications with other systems such as databases and networks was not undertaken until students had been given a thorough grounding in those topics as well. Feedback has indicated that students do not believe that working with a database requires programming skills. In fact, the teaching of the building blocks of computer applications have been compartmentalized and taught in isolation from each other. The teaching of introductory computer programming has been an industry requirement of IT degree courses as many jobs require at least some knowledge of the topic. Yet, computer programming is not a skill that all students have equal capabilities of learning (Bruce et al., 2004) and this is clearly shown by the volume of publications dedicated to this topic in the literature over a broad period of time (Eckerdal & Berglund, 2005; Mayer, 1981; Winslow, 1996). The teaching of this introductory material has been done pretty much the same way over the past thirty years. During this period of time that introductory computer programming courses have been taught at QUT, a number of different programming languages and programming paradigms have been used and different approaches to teaching and learning have been attempted in an effort to find the golden thread that would allow students to learn this complex topic. Unfortunately, computer programming is not a skill that can be learnt in one semester. Some basics can be learnt but it can take many years to master (Norvig, 2001). Faculty data typically has shown a bimodal distribution of results for students undertaking introductory programming courses with a high proportion of students receiving a high mark and a high proportion of students receiving a low or failing mark. This indicates that there are students who understand and excel with the introductory material while there is another group who struggle to understand the concepts and practices required to be able to translate a specification or problem statement into a computer program that achieves what is being requested. The consequence of a large group of students failing the introductory programming course has been a high level of attrition amongst first year students. This attrition level does not provide good continuity in student numbers in later years of the degree program and the current approach is not seen as sustainable.

Using cost-effective multimedia to create engaging learning experiences in law and other disciplines

This is the final report of an Australian Learning and Teaching Council Teaching Fellowship which addressed the needs of two separate groups of learners: (1) final year law students studying ethics and (2) law academics and other interested educators in higher education wishing to use information and communication technologies (ICT) to create engaging learning environments for their students but lacking the capacity to do so. The Fellowship resulted in final year law students being infused with an improved appreciation of ethical practice than they receive from traditional lecture/tutorial means by the development of an integrated program of blended learning including an online program entitled "Entry into Valhalla". This "ethics capstone‟ utilises multimedia produced using cost effective resources (including the "Second Life" virtual environment) to create engaging, contextualised learning experiences. The Fellowship also constructed the knowledge of producing cost-effective multimedia projects in other law academics and other educators in higher education by staff development activities comprising workshops, conference presentations and an interactive website using the "Entry into Valhalla" program as a case study exemplar.

Mr. Giles' speech, delivered in the Senate of the United States, on Thursday, 24th November, 1808, on the resolution of Mr. Hillhouse, to repeal the embargo laws. --

Caption title.

St. Catharines documents including mortgages, wills and declarations, 1871-1914 (not inclusive)

Most of these documents refer to a tract of land located on the intersection of King and Court Streets (part of the Lawrie plan) and Carter properties in St. Catharines Ontario. The Security Loan and Savings Company of St. Catharines existed between 1870 and 1906. Thomas Rodman Merritt was the president.

Letter from Edward Holyoke to his child, 1766, January 18

One-page handwritten letter from Harvard President Edward Holyoke (1689-1769) requesting that the letter's unidentified recipient locate a book on academic costume previously mentioned by "Secry Oliver," referring to the Secretary of the Province of Massachusetts Bay, Andrew Oliver (1706-1774; Harvard AB 1724). In the letter, Holyoke explained that College alumni wished to give him a gown, and he wanted to determine the appropriate design for the head of a college. The recipient of the letter is identified only as "My dear Child" from "Yo'r Affect. Father, E. Holyoke." The letter also includes the note, "Give my love to my Dau'ter."