The great schools of England: an account of the foundation, endowments,

Mode of access: Internet.

A life of the great Lord Fairfax, commander-in-chief of the Army of the Parliament of England,

Mode of access: Internet.

The great roll of the pipe for the first year of the reign of King Richard the First, A.D. 1189-1190. Now first printed from the original in the custody of the Right Hon. the master of the rolls, under the care of Joseph Hunter ...

Mode of access: Internet.

The law of wills,

Appendix: English statutes serving as a basis of the laws of wills in the United States, and also the statutes of I Victoria, p. 233-247.

The glory and the shame of Britain : an essay on the condition and claims of the working classes, together with the means of securing their elevation /

Available on demand as hard copy or computer file from Cornell University Library.

The rebel chief : a romance of New Zealand /

Acquisition made accessible thanks to the generous support of the Frederick J. and Margret L. Worden Endowment.

The Incorporated accountants' year book

Mode of access: Internet.

The registrar general's weekly return of births and deaths registered in county boroughs and other great towns and of cases of certain specified infectious diseases ... in England and Wales ...

Vols. for 1855-1912 include the publication: Annual summary of births, deaths and causes of death in London and other large towns; these precede the Weekly returns in the volumes.

The great roll of the pipe for the fifth[-thirty-fourth] year of the reign of King Henry the Second, A.D. 1158[-1188]

Prospectus of the society in v. 1; List of members and Reports of the council, in the most of the volumes.

Phobic anxiety in 11 nations: Part I: Dimensional constancy of the five-factor model

The Fear Survey Schedule-III (FSS-III) was administered to a total of 5491 students in Australia, East Germany, Great Britain, Greece, Guatemala, Hungary, Italy, Japan, Spain, Sweden, and Venezuela, and submitted to the multiple group method of confirmatory analysis (MGM) in order to determine the cross-national dimensional constancy of the five-factor model of self-assessed fears originally established in Dutch, British, and Canadian samples. The model comprises fears of bodily injury-illness-death, agoraphobic fears, social fears, fears of sexual and aggressive scenes, and harmless animals fears. Close correspondence between the factors was demonstrated across national samples. In each country, the corresponding scales were internally consistent, were intercorrelated at magnitudes comparable to those yielded in the original samples, and yielded (in 93% of the total number of 55 comparisons) sex differences in line with the usual finding (higher scores for females). In each country, the relatively largest sex differences were obtained on harmless animals fears. The organization of self-assessed fears is sufficiently similar across nations to warrant the use of the same weight matrix (scoring key) for the FSS-III in the different countries and to make cross-national comparisons feasible. This opens the way to further studies that attempt to predict (on an a priori basis) cross-national variations in fear levels with dimensions of national cultures. (C) 2002 Elsevier Science Ltd. All rights reserved.

The utility and limitations of chloroplast DNA analysis for identifying native British oak stands and for guiding replanting strategy

We report a method using variation in the chloroplast genome (cpDNA) to test whether oak stands of unknown provenance are of native and/or local origin. As an example, a sample of test oaks, of mostly unknown status in relation to nativeness and localness, were surveyed for cpDNA type. The sample comprised 126 selected trees, derived from 16 British seed stands, and 75 trees, selected for their superior phenotype (201 tree samples in total). To establish whether these two test groups are native and local, their cpDNA type was compared with that of material from known autochthonous origin (results of a previous study which examined variation in 1076 trees from 224 populations distributed across Great Britain). In the previous survey of autochthonous material, four cpDNA types were identified as native; thus if a test sample possessed a new haplotype then it could be classed as non-native. Every one of the 201 test samples possessed one of the four cpDNA types found within the autochthonous sample. Therefore none could be proven to be introduced and, on this basis, was considered likely to be native. The previous study of autochthonous material also found that cpDNA variation was highly structured geographically and, therefore, if the cpDNA type of the test sample did not match that of neighbouring autochthonous trees then it could be considered to be non-local. A high proportion of the seed stand group (44.2 per cent) and the phenotypically superior trees (58.7 per cent) possessed a cpDNA haplotype which matched that of the neighbouring autochthonous trees and, therefore, can be considered as local, or at least cannot be proven to be introduced. The remainder of the test sample could be divided into those which did not grow in an area of overall dominance (18.7 per cent of seed stand trees and 28 per cent of phenotypically superior) and those which failed to match the neighbouring autochthonous haplotype (37.1 per cent and 13.3 per cent, respectively). Most of the non-matching test samples were located within 50 km of an area dominated by a matching autochthonous haplotype (96.0 per cent and 93.5 per cent, respectively), and potentially indicates only local transfer. Whilst such genetic fingerprinting tests have proven useful for assessing the origin of stands of unknown provenance, there are potential limitations to using a marker from the chloroplast genome (mostly adaptively neutral) for classifying seed material into categories which have adaptive implications. These limitations are discussed, particularly within the context of selecting adaptively superior material for restocking native forests.

AVALIAR POR COMPETÊNCIAS: UMA DISCUSSÃO A PARTIR DO ENSINO PROFISSIONALIZANTE

O objetivo desta investigação é buscar uma melhor compreensão sobre o complexo e polissêmico universo da avaliação por competências no ensino profissionalizante, a partir das definições de competências elencadas na Lei de Diretrizes e Bases da Educação Nacional em vigor (lei nº 9394/96) e outros documentos oficiais posteriores, assim como o referencial teórico advindo dessa discussão, tanto no âmbito da educacional quanto mercadológico, desde os anos 1990. Como, também, os documentos técnicos norteadores da escola de ensino profissionalizante ora investigada. Para compreendermos o presente e o futuro, tornou-se importante a realização de um resgate da evolução desse mesmo ensino, desde a época em que se lecionava com o único intuito de suprir apenas necessidades pontuais da economia, passando pelos liceus de artes e ofícios, nos séculos XVIII e XIX, e o impulso definitivo a partir da 1ª República, com Nilo Peçanha. Mesmo assim, verificou-se, a partir do arcabouço teórico utilizado, que certos aspectos continuaram presentes, mesmo após séculos de história, como a forte discriminação em relação a esse mesmo ensino profissionalizante, a conotação assistencialista e a dualidade do ensino no Brasil, onde a visão prevalecente foi a de que o ensino profissionalizante era destinado aos mais pobres e, o ensino regular, à elite. Avaliar competências tornou-se ainda mais importante a partir da aceleração da globalização e das profundas transformações do mercado de trabalho mundial, que passaram a exigir da mão de obra não só as habilidades anteriormente concebidas para realizar um trabalho específico ou desempenhar uma função. Mas, ir além do saber fazer, e passar a executar o saber ser (Kuenzer, 2002) de maneira sistemática, no dia a dia. Como, por exemplo, aprender e saber transformar conhecimentos, aptidões, habilidades, interesses e vontade em resultados práticos (Resende, 2000), não só no Brasil. Acompanhamos também os esforços de adequação do ensino profissionalizante em outros países, tais como EUA, França, Grã-Bretanha, e de organizações, como Unesco e a OCDE. Assim, o sujeito passa ser remunerado pelas suas novas capacidades e desempenho, e não mais apenas pelo cargo de ocupa (Arruda, 2000). Essas questões tornaram-se um grande problema, real, do cotidiano, e com um sentido de urgência que merece ser investigado, por sua relevância e atualidade. Nesse sentido, o presente trabalho discute essas questões a partir do olhar de quem, efetivamente, avalia por esse sistema, que são os docentes do ensino profissionalizante, que lidam no cotidiano com essa complexidade, considerando-se inclusive o contexto em que atuam e o senso comum. Como resultado, observa-se que a avaliação por competências encontrou o seu espaço como um sistema de análise de resultados e práticas, de forma a acompanhar os alunos sistematicamente e não apenas ao final dos estudos.

Migration and transfer from Germany to Britain, 1660 to 1914:historical relations and comparisons

From the seventeenth until the twentieth century, Germans formed a prominent immigrant group in Great Britain. Their number included many occupations, and many occupied positions of significance. This volume brings together the most recent research on the subject, and places it firmly in the context of migration and transnational studies. It focuses on the significance of migration to cultural transfer, and highlights the contribution of Germans to the course of British history.