Five Stuart princesses : Margaret of Scotland, Elizabeth of Bohemia, Mary of Orange, Henrietta of Orleans, Sophia of Hanover /

Margaret, daughter of James I. of Scotland, dauphine of France, by H. E. Butler.--Elizabeth of Bohemia, daughter of James I. and VI., by R. H. Hodgkin.--Mary of Orange, daughter of Charles I. and mother of William III., by A. Cecil.--Henrietta of Orleans, daughter of Charles I., by J. S. C. Bridge.--Sophia of Hanover, grand-daughter of James I. and VI., and mother of George I., by the editor.

The works of William Shakespeare /

v. 1. Life, etc. The tempest. The two gentlemen of Verona. The merry wives of Windsor. Measure for measure.--v. 2. The comedy of errors. Much ado about nothing. Love's labour's lost. A midsummer night's dream. The merchant of Venice.--v. 3. As you like it. The taming of the shrew. All's well that ends well. Twelfth-night. The winter's tale.--v. 4. King John. King Richard II. King Henry IV. Pts. I-II. King Henry V.--v. 5. King Henry VI. Pts. I-III. King Richard III. King Henry VIII.--v. 6. Triolus and Cressida. Coriolanus. Titus Andronicus. Romeo and Juliet. Timon of Athens. Julius Caesar.--v. 7. Macbeth. Hamlet. King Lear. Othello. Antony and Cleopatra. Cymbeline.--v. 8. Pericles. The two noble kinsmen. Venus and Adonis. Lucrece. Sonnets. A lover's complaint. The passionate pilgrim. The phoenix and turtle.--v. 9. Glossary.

The tragedie of King Richard the Second /

Photostat (negative) of copy in the British museum.

A general history of England.

Planned to extend to 1660, but not completed beyond 1654.

The dramatic works of William Shakspeare : accurately printed from the text of the corrected copy left by the late George Steevens ..., with glossarial notes and a sketch of the life of Shakspeare ; in two volumes.

Added title-pages, engraved (with vignette) : The plays of William Shakspeare, illustrated with engravings by George B. Ellis, from the designs of R. Smirk, R. A.

The complete works of Shakespeare with life, compendium, and concordance ...

At head of title: The Dr. Johnson edition.

The comedies, histories, and tragedies of Mr. William Shakespeare as presented at the Globe and Blackfriars Theatres, circa 1591-1623 : being the text furnished the players, in parallel pages with the first revised folio text, with critical introductions : the Bankside Shakespeare /

"Five hundred copies only"--V. 1, p. [43].

Report to the Right Hon. the Lord Chief Baron, and the Hon. the Barons of His Majesty's Court of Exchequer in Scotland, by the King's Remembrancer, relative to the tomb of King Robert the Bruce, and the Cathedral Church of Dunfermline.

Mode of access: Internet.

A comparison study of the English III/American Literature success of African American high school students and that of students whose home language is Haitian Creole

The purpose of the study was to compare the English III success of students whose home language is Haitian Creole (SWHLIHC) with that of the more visible African American high school students in the Miami Dade County Public Schools System, in an effort to offer insight that might assist educators in facilitating the educational success of SWHLIHC in American Literature class.^ The study was guided by two important theories on how students interact with and learn from literature. They are Reader Response Theory which advocates giving students the opportunity to become involved in the literature experience (Rosenblatt, 1995), and Critical Literacy, a theory developed by Paolo Freire and Henry Giroux, which espouses a critical approach to analysis of society that enables people to analyze social problems through lenses that would reveal social inequities and assist in transforming society into a more equitable entity.^ Data for the study: 10th grade reading FCAT scores, English III/American Literature grades, and Promotion to English IV records for the school year 2010-2011 were retrieved from the records division of the Miami Dade County Public Schools System. The study used a quantitative methods approach, the central feature of which was an ex post facto design with hypotheses (Newman, Newman, Brown, & McNeely, 2006). The ex post facto design with hypotheses was chosen because the researcher postulated hypotheses about the relationships that might exist between the performances of SWHLIHC and those of African American students on the three above mentioned variables. This type of design supported the researcher's purpose of comparing these performances.^ One way analysis of variance (ANOVA), two way ANOVAs, and chi square tests were used to examine the two groups' performances on the 10th grade reading FCAT, their English III grades, and their promotion to English IV. ^ The study findings show that there was a significant difference in the performance of SWHLIHC and African American high school students on all three independent variables. SWHLIHC performed significantly higher on English III success and promotion to English IV. African American high school students performed significantly higher on the reading FCAT.^

The Scots in Ireland: culture, colonialism and memory, 1315-1826

This thesis examines three key moments in the intersecting histories of Scotland, Ireland and England, and their impact on literature. Chapter one Robert Bruce and the Last King of Ireland: Writing the Irish Invasion, 1315- 1826‘, is split into two parts. Part one, Barbour‘s (other) Bruce‘ focuses on John Barbour‘s The Bruce (1375) and its depiction of the Bruce‘s Irish campaign (1315-1318). It first examines the invasion material from the perspective of the existing Irish and Scottish relationship and their opposition to English authority. It highlights possible political and ideological motivations behind Barbour‘s negative portrait of Edward Bruce - whom Barbour presents as the catalyst for the invasion and the source of its carnage and ultimate failure - and his partisan comparison between Edward and his brother Robert I. It also probes the socio-polticial and ideological background to the Bruce and its depiction of the Irish campaign, in addition to Edward and Robert. It peers behind some of the Bruce‘s most lauded themes such as chivalry, heroism, loyalty, and patriotism, and exposes its militaristic feudal ideology, its propaganda rich rhetoric, and its illusions of freedom‘. Part one concludes with an examination of two of the Irish section‘s most marginalised figures, the Irish and a laundry woman. Part two, Cultural Memories of the Bruce Invasion of Ireland, 1375-1826‘, examines the cultural memory of the Bruce invasion in three literary works from the Medieval, Early Modern and Romantic periods. The first, and by far the most significant memorialisation of the invasion is Barbour‘s Bruce, which is positioned for the first time within the tradition of ars memoriae (art of memory) and present-day cultural memory theories. The Bruce is evaluated as a site of memory and Barbour‘s methods are compared with Icelandic literature of the same period. The recall of the invasion in late sixteenth century Anglo-Irish literature is then considered, specifically Edmund Spenser‘s A View of the State of Ireland, which is viewed in the context of contemporary Ulster politics. The final text to be considered is William Hamilton Drummond‘s Bruce’s Invasion of Ireland (1826). It is argued that Drummond‘s poem offers an alternative Irish version of the invasion; a counter-memory that responds to nineteenth-century British politics, in addition to the controversy surrounding the publication of the Ossian fragments. Chapter two, The Scots in Ulster: Policies, Proposals and Projects, 1551-1575‘, examines the struggle between Irish and Scottish Gaels and the English for dominance in north Ulster, and its impact on England‘s wider colonial ideology, strategy, literature and life writing. Part one entitled Noisy neighbours, 1551-1567‘ covers the deputyships of Sir James Croft, Sir Thomas Radcliffe, and Sir Henry Sidney, and examines English colonial writing during a crucial period when the Scots provoked an increase in militarisation in the region. Part two Devices, Advices, and Descriptions, 1567-1575‘, deals with the relationship between the Scots and Turlough O‘Neill, the influence of the 5th Earl of Argyll, and the rise of Sorley Boy MacDonnell. It proposes that a renewed Gaelic alliance hindered England‘s conquest of Ireland and generated numerous plantation proposals and projects for Ulster. Many of which exhibit a blurring‘ between the documentary and the literary; while all attest to the considerable impact of the Gaelic Scots in both motivating and frustrating various projects for that province, the most prominent of which were undertaken by Sir Thomas Smith in 1571 and Walter Devereux, 1st Earl of Essex in 1573.

A Comparison Study of the English III/American Literature Success of African American High School Students and That of Students Whose Home Language is Haitian Creole

The purpose of the study was to compare the English III success of students whose home language is Haitian Creole (SWHLIHC) with that of the more visible African American high school students in the Miami Dade County Public Schools System, in an effort to offer insight that might assist educators in facilitating the educational success of SWHLIHC in American Literature class. The study was guided by two important theories on how students interact with and learn from literature. They are Reader Response Theory which advocates giving students the opportunity to become involved in the literature experience (Rosenblatt, 1995), and Critical Literacy, a theory developed by Paolo Freire and Henry Giroux, which espouses a critical approach to analysis of society that enables people to analyze social problems through lenses that would reveal social inequities and assist in transforming society into a more equitable entity. Data for the study: 10th grade reading FCAT scores, English III/American Literature grades, and Promotion to English IV records for the school year 2010-2011 were retrieved from the records division of the Miami Dade County Public Schools System. The study used a quantitative methods approach, the central feature of which was an ex post facto design with hypotheses (Newman, Newman, Brown, & McNeely, 2006). The ex post facto design with hypotheses was chosen because the researcher postulated hypotheses about the relationships that might exist between the performances of SWHLIHC and those of African American students on the three above mentioned variables. This type of design supported the researcher’s purpose of comparing these performances. One way analysis of variance (ANOVA), two way ANOVAs, and chi square tests were used to examine the two groups’ performances on the 10th grade reading FCAT, their English III grades, and their promotion to English IV. The study findings show that there was a significant difference in the performance of SWHLIHC and African American high school students on all three independent variables. SWHLIHC performed significantly higher on English III success and promotion to English IV. African American high school students performed significantly higher on the reading FCAT.

N-methylation of macrocyclic hexaaminecobalt(III) complexes

Reaction between formaldehyde and the pendant arm macrocyclic complex (trans-6,13-dimethyl-1,4,8,11-tetraazacyclotetradecane-6,13-diamine)cobalt(III) [CoL1](3+) yielded the diimine derivative trans-6,13-dimethyl-6.13-bis(methyleneamino)-1,4,8,11-tetraazacyclotetradecane (L-3) as its cobalt(III) complex. Reduction of the imines has been achieved with NaBH4 and the meso and rac cobalt(III) complexes of trans-6,13-dimethyl-6,13-bis(methylamino)-1,4,8,11-tetraazacyclotetradecane (L-5) have been prepared. Crystal structures of the macrocyclic complexes [CoL1][ClO4](3), [CoL3][ClO4](3) and meso-[CoL5][ClO4](3).2H(2)O were determined and some unusual structural, spectroscopic and electrochemical variations observed going from the parent hexaamine [CoL1](3+) to [CoL3](3+) (diimine) and ultimately to [CoL5](3+) (bis-N-methylated hexaamine).

Brazilian Adaptation of the Woodcock-Johnson III Cognitive Tests

An adaptation of the standard battery of Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) for Brazilian children and youth was investigated. The sample was composed of 1094 students (54 percent girls), ages 7-17, living in Sao Paulo state (91 percent). Items from Brazilian school books as well as from the WJ-III Spanish version (Bateria-R) were added to comprehension-knowledge tests. Brazilian words were adapted to the auditory tests according to syllabic division and stressed syllables. Items were examined through IRT and age differences through analysis of variance. Results indicated the need to remove items from all WJ-III subtests with the exception of the visual learning test. Analysis of Variance indicated significant age differences (p <= 0.001) for all tests. Thus, the importance of a Brazilian adaptation for the WJ-III was confirmed.

The structure of worker compensation in Brazil, with a comparison to France and the United States

We employ comprehensive linked employer-employee data for Brazil to analyze wage determinants and compare results to Abowd et al. (2001) for French and U.S. manufacturing. While returns to human capita in Brazilian manufacturing exceed those of the other countries, occupation and gender differentials are similar. The worker-characteristics component accounts for much of the greater wage inequality in Brazil, but the establishment-fixed component has scant explanatory power. Thus, firm-or industry-level factors offer little scope for explaining the differences in wage inequality. Brazil`s wage structure resembles that of France, a country with some similarity in labor market institutions.

Onset of the Henry constant for supercritical adsorption into carbonaceous porous materials

The Henry constant is commonly used as a measure of how strong an adsorbate is attracted towards a solid surface and is regarded as one of the fundamental parameters in adsorption studies. Having a sound basis in thermodynamics, the Henry Law is often used as a criterion to evaluate the validity of adsorption isotherm equations. However, the application of the Henry Law for microporous materials, especially microporous activated carbon, remains questionable. It is the aim of this paper to examine the Henry Law behavior of supercritical adsorbates in carbonaceous pores of different sizes, and to define the conditions for the Henry Law to be applicable for carbonaceous adsorbents.