Boston College remembered : 1891-1900 /

Cover title.

Address on the means of opening new sources of wealth for the northern states. Delivered on the 19th October, 1821, before the Agricultural Society of the County of Rensselaer, and the public attending their proceedings,

Mode of access: Internet.

Laws of the State of Maine, volumes 1 and 2 : with the constitution of the U. States and of said state, prefixed : also, notes and references, delineating the additions and modifications thereof, which have been enacted ... from 1821 to 1834 : to which are appended ... a full synopsis of the decisions relating thereto, contained in the 17 volumes of Massachusetts reports, 10 volumes Pickering's Reports, and 7 volumes of Greenleaf's Reports /

Includes index.

Reports of cases decided in the Court of Appeals of Virginia from April 10th 1820, to June 28th 1821 /

Includes index.

Die Goldene Rudolf Virchow-Medaille überreicht am 13. October 1891 : Rechenschafts-Bericht des geschäftsführenden Ausschusses.

Mode of access: Internet.

Francis Willey Kelsey

Professor of classics, University of Michigan, and archaeologist

Affadavit of Sir F. Burdett, read in the Court of King's Bench, at Westminster, on Thursday, February 8, 1821.

NUC pre-1956

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.

Quambalaria species: increasing threat to eucalypt plantations in Australia

Spotted gum (Corymbia citriodora subsp. variegata and C. maculata) is a valuable source of commercial timber and suitable for a wide range of different soil types in eastern Australia. The main biological constraint to further expansion of spotted gum plantations is Quambalaria shoot blight caused by the fungus Quambalaria pitereka. Surveys conducted to evaluate the impact of Quambalaria shoot blight have shown that the disease is present in all spotted gum plantations and on a range of Corymbia species and hybrids in subtropical and tropical regions surveyed in eastern Australia. More recently, Q. eucalypti has also been identified from a range of Eucalyptus species in these regions. Both pathogens have also been found associated with foliage blight and die-back of amenity trees and Q. pitereka in native stands of Corymbia species, which is the probable initial infection source for plantations. Infection by Q. pitereka commonly results in the repeated destruction of the growing tips and the subsequent formation of a bushy crown or death of trees in severe cases. In comparison, Q. eucalypti causes small, limited lesions and has in some cases been associated with insect feeding. It has not been recorded as causing severe shoot and stem blight. A better understanding of factors influencing disease development and host-pathogen interactions is essential in the development of a disease management strategy for these poorly understood but important pathogens in the rapidly expanding eucalypt (Corymbia and Eucalyptus spp.) plantation industry in subtropical and tropical eastern Australia.

Walter, Greta and Karl Loewenstein Collection. 1821-2004 Bulk: 1933-1989

This collection holds papers of members of the Loewenstein family, especially Walter and Karl Loewenstein. Among the papers here are examples of Walter Loewenstein's writing, documentation of life in Rietberg in Westphalia (Germany) during the late 1930s and early 1940s, and correspondence concerning the fate of several family members during this time. Papers relating to Karl Loewenstein focus on his wartime activities. The genealogy of the Brandenstein family is also represented here along with a few papers of other family members. The collection consists of unpublished manuscripts, correspondence, photographs, official and restitution documentation, notebooks and notes, genealogical research, and fliers.

Aus meinem Leben 1899-1918

The memoir was written between 1899 and 1918. Family history going back to the early 18th century. Recollection of the author's childhood in Hildesheim. Moritz was the youngest child of Joseph and Bena Guedemann. Early death of his father in 1847. Moritz attended the Jewish elementary school prior to the age of five. In 1843 he was enrolled in the episcopal "Josephinum Gymnasium", where he was the only Jewish student in the entire school. He had friendly relationships with students and teachers and was not confronted with antisemitism during his school years. Moritz Guedemann graduated in 1853 and enrolled in the newly established Jewish Theological Seminary in Breslau. Description of teachers and colleagues in the seminary. Doctorate in 1858 and continuation of rabbinic studies. Occasional invitation to preach at the high holidays in Berlin, where Moritz got acquainted with the famous rabbi Dr. Michael Sachs. Position as a rabbi in Magdeburg in 1862. Small publications of studies in Jewish history. Engagement with Fanny Spiegel. In 1863 Moritz and Fanny Guedemann got married. Offer to succeed rabbi Michael Sachs in Berlin. Division and intrigues in the Jewish community and withdrawing from the position. Invitation to give a sermon in Vienna. In 1866 Moritz Guedemann was nominated to succeed rabbi Mannheimer at the Leopoldstadt synagogue in Vienna. Austro-Prussian war and defeat of Austria in Koeniggraetz. Initial difficulties and cultural differences. Criticism toward his orthodox conduct in the Vienna Jewish press ("Neuzeit"). Cultural life in Vienna. Welfare institutions and philanthropists. Difference within the Jewish community. Crash of the stock exchange and rise of antisemitism. Publication of sermons and studies in Jewish history. In 1891 Max Guedemann became chief rabbi of Vienna. Speeches against antisemitism and blood libel trials. He was awarded with the title "Ritter" of the Kaiser Franz Joseph order for these achievements. Death of his wife in

Franks family papers, 1711-1821, [1965-1968].

Contains business correspondence, accounts and documents relating to Jacob Franks of New York, his two sons, Moses and David, a nephew, Isaac, and a John Franks of Halifax, possibly a member of the family.

Baron de Hirsch Fund records undated, 1870-1991.

Contains Deed of Trust, By-Laws, Annual Reports, Corporation Minutes (1909, 1913-1919, 1923-1924, 1926-1933), Minutes of the Board of Trustees (1893, 1899, 1907, 1910, 1915-1916, 1918, 1923, 1926-1927, 1930-1933), and the minutes, correspondence, and reports of the various national and local committees. Financial materials include income and expenditure records (1891-1933), audits (1919-1923, 1926-1928), the records of agricultural loans and mortgages, bond and real estate holdings, and bequests. Includes also correspondence and other materials regarding the establishment of the Fund, correspondence of and other papers concerning the Baron and Baroness de Hirsch, and several histories of the Fund. Included in the wide range of activities are material on the work of the Agriculture Bureau and the Jewish Agriculture Society, Housing, English Classes, Immigration (including monthly reports for several ports of entry 1885-1916) and Immigrant Aid, German Refugee Aid in the early years of the Holocaust, Kings Park, N.Y. Test Farm, the Laundry Project, Peekskill Farm, Public Baths, Student Loans, the Baron de Hirsch Trade School, and the Woodbine Colony and Baron De Hirsch Agricultural & Industrial School. Contains also materials on the Colonization attempts made in Colorado, Connecticut, Florida, Louisiana, Michigan, Minnesota, North Dakota, New Jersey, New York, Pennsylvania, South Dakota, Galveston, Texas, The Southwest, Washington, Canada, and Mexico.