Descriptive and historical catalogue of the pictures, drawings, & casts, in the Gallery of Art of the Royal Institution, ... Liverpool.

Introd. signed: Theodore W. Rathbone.

Coverts and casts; field sports and angling in words and pictures,

"First printing."

The laboratory, or, School of arts : containing a large collection of valuable secrets, experiments, and manual operations in arts and manufactures : highly useful to gilders, jewelers, enamellers, goldsmiths, dyers, cutlers, pewterers, joiners, japanners, book binders, plasterers, artists, and to the workers in metals in general, and in plaster of paris, wood, ivory, bone, horn, and other materials /

Mode of access: Internet.

Reading room of Old Library, with plaster cast of Rogers' sculpture for Soldiers & Sailors Monument [Campus Martius, Detroit, MI]

Note: men on one side, women the other!

Sudden thoughts. An original farce, in one act. With original casts, costumes, and the whole of the stage business, correctly marked.

Reissue of Spencer's Boston theatre, [v. 18] no. 143 (1857?)

Plaster.

Mode of access: Internet.

Catalogue of the Corbett collection of casts from Greek and Roman sculpture.

Introduction by Richard Norton.

Casts of sterilized/disinfected impressions, long term evaluation

Poster presented at the “From Basic Sciences to Clinical Research” – First International Congress of CiiEM. Egas Moniz, Caparica, Portugal, 27-28 November 2015

Historical timelines : analyzing multimodal text design

The recent focus on literacy in Social Studies has been on linguistic design, particularly that related to the grammar of written and spoken text. When students are expected to produce complex hybridized genres such as timelines, a focus on the teaching and learning of linguistic design is necessary but not sufficient to complete the task. Theorizations of new literacies identify five interrelated meaning making designs for text deconstruction and reproduction: linguistic, spatial, visual, gestural, and audio design. Honing in on the complexity of timelines, this paper casts a lens on the linguistic, visual, spatial, and gestural designs of three pairs of primary school aged Social Studies learners. Drawing on a functional metalanguage, we analyze the linguistic, visual, spatial, and gestural designs of their work. We also offer suggestions of their effect, and from there consider the importance of explicit instruction in text design choices for this Social Studies task. We conclude the analysis by suggesting the foci of explicit instruction for future lessons.