Laboratory guide in experimental pharmacology; directions for the course given in the University of Michigan,

Mode of access: Internet.

The Pennsylvania school journal.

Vol. 1, no. 1-6, Jan.-June 1852, were published as a Lancaster County educational periodical.

The Monthly review.

No number issued for Dec. 1825.

Announcement.

Mode of access: Internet.

The historical and the posthumous memoirs of Sir Nathaniel William Wraxall, 1772-1784; ed., with notes and additional chapters from the author's unpublished ms., by Henry B. Wheatley, F.S.A. ...

Reminiscences of royal and noble personages during the last and present centuries: v.5, p. [341]-396.

The Wolverine.

Mode of access: Internet.

Congressional record : proceedings and debates of the ... Congress.

Beginning with the 80th Congress, 2nd session (Mar. 1947) includes section called: Daily digest.

The Numismatic chronicle.

List of members in each volume beginning with new ser., v. 1 (except new ser., v. 3 )

The root habits of desert plants /

Photocopy. Ann Arbor, Mich. : University Microfilms International, 1980.

A laboratory and field guide to the natural history of vertebrates (except birds) /

"References" included.

The analysis of plants. Intended for schools and colleges and for the independent botanical student.

On cover: University ed.

The Kyoto School and Confucianism: a Confucian reading of the philosophy of history and political thought of Masaaki Kosaka

This dissertation examines the philosophy of Masaaki K��saka (1900-1969) from the East Asian perspective of Confucianism, which I believe is the most appropriate moral paradigm for comprehending his political speculations. Although largely neglected in post-war scholarship, K��saka was a prominent member of the Kyoto School during the 1930s and 40s. This was a group of Japanese thinkers strongly associated with the philosophies of Kitar�� Nishida and Hajime Tanabe. K��saka is now best known for his participation in the three Ch���� K��ron symposia held in 1941 and 1942. These meetings have been routinely denounced by liberal historians due to the participants��� support for the Pacific War and the Co-Prosperity Sphere. However, many of these liberal portrayals have failed to take into account the full extent of the group���s resistance to the military junta of Hideki T��j��. Adopting the methods and techniques of the empirical disciplines of academic history and Orientalism, I develop an interpretative framework that is more receptive to the political values that mattered to K��saka as a Confucian inspired intellectual. This has necessitated the rejection of moral history, which typically prioritises modern liberal values brought a priori to the historical record of wartime Japan, as well as recognition of the different ontological foundations that inform the unique political theories of the East Asian intellectual tradition. Reinforced by the prior research of Michel Dalissier and Graham Parkes, as well as my own reading of the Confucian canon, I adopt David Williams���s thesis of ���Confucian Revolution��� as my principle schema of interpretation. This, I believe, is better able to reconcile K��saka���s support for the war with his strong condemnation of the imperialist practices of the Japanese military. Moreover, acknowledging the importance of Confucianism allows us to fully appreciate K��saka���s strong affinity for Kant���s practical metaphysics, Hegel���s political philosophy and Ranke���s historiography.

A multiliteracies project in the middle school : Parents as coteachers

This paper examines the experiences of one middle years��� English and Studies of Society and Environment (SoSE) teacher who adopted a multiliteracies project-based orientation to a unit on War and Refugees. It details the multiliteracies teaching and learning cycle, which is based on four non-hierarchical, pedagogical orientations: situated practice, overt instruction, critical framing and transformed practice (New London Group, 2000; Kalantzis & Cope, 2005a). Following the work of Kalantzis and Cope (2005a), it draws out the knowledge processes exacted in each of these four phases: experiencing the known and the new; conceptualising by naming and theorising; analysing functionally and critically; and, applying appropriately and creatively. Two parents were invited to enter the study as coteachers with the teacher and researcher. Using Bourdieu���s (1992) construct of capital, the findings report on how the multiliteracies approach enabled them to engage in school-based literacy practices differently than they had done previously in classrooms. An unexpected finding concerns the teacher���s altered view about how his role and status were perceived by the parents.

The research pathway to developing a health promotion intervention for the high school curriculum

Introduction: Schools provide the opportunity to reach a large number of adolescents in a systematic way however there are increasing demands on curriculum providing challenges for health promotion activities. This paper will describe the research processes and strategies used to design an injury prevention program.----- Methods: A multi-stage process of data collection included: (1) Surveys on injury-risk behaviours to identify targets of change (examining behaviour and risk/ protective factors among more than 4000 adolescents); (2) Focus groups (n= 30 high-risk adolescents) to understand and determine risk situations; (3) Hospital emergency outpatients survey to understand injury types/ situations; (4) Workshop (n= 50 teachers/ administrators) to understand the target curriculum and experiences with injury-risk behaviours; (5) Additional focus groups (students and teachers) regarding draft material and processes.----- Results: Summaries of findings from each stage are presented particularly demonstrating the design process. The baseline data identified target risk and protective factors. The following qualitative study provided detail about content and context and with the hospital findings assisted in developing ways to ensure relevance and meaning (e.g. identifying high risk situations and providing insights into language, culture and development). School staff identified links to school processes with final data providing feedback on curriculum fit, feasibility and appropriateness of resources. The data were integrated into a program which demonstrated reduced injury.----- Conclusions: A comprehensive research process is required to develop an informed and effective intervention. The next stage of a cluster randomised control trial is a major task and justifies the intensive and comprehensive development.