The fleshly school of poetry and other phenomena of the day,

Buchanan, under the pseudonym of Thomas Maitland, contributed to the Contemporary review, October 1871, p. 334-350, an article entitled "The fleshly school of poetry: Mr. D.G. Rossetti." Rossetti replied in the Athenæum, December 16, 1871 (cf. issue for December 30) Others entered into the controversy, and Buchanan, by way of rejoinder, elaborated his article in pamphlet form so as to include an attack upon other contemporary poets. cf. Athenæum, May 25, 1872.

The Elements of heraldry : containing the definition, origin, and historical account of that ancient, useful, and entertaining science.../

Leather covered boards, spine gilt.

Method for the pianoforte /

Pseudonym for Theodor Leberecht Steingräber, 1830-1904, German publisher.

Friend Perditus A novel : By Mary H. Tennyson In two volumes.

Mary H. Tennyson is a pseudonym for M.H.T. Folkard.

Ad. Jul. Theod. Filding's Anleitung, das Schachspiel gründlich zu erlernen /

"The book is ... one of the many editions of Gutsmuths. In it he appears as author under one pseudonym and as editor under another!"--Howland catalogue.

Famous racing men : with anecdotes and portraits /

Thormanby pseudonym for Willmott Willmott-Dixon.

Die Dame mit dem Todtenkopfe in Stuttgart : nach authentischen Quellen bearbeitet

von Dr. M. Wespe

Viktorine Viskonti, die Fürstentochter : Eine romantische Geschichte

aus dem Engl. frey übers.

Dancing for women:subverting heteronormativity in a lesbian erotic dance space?

This article utilises participant observation, interview and collaborative visual data, collected with women erotic dancers, management and customers, to ascertain how far heteronormativity is subverted in a UK lesbian leisure space, Lippy (the name is a pseudonym), which provides erotic dance for women customers. The potential for a female 'gaze', the 'normativity' of gendered and sexualised bodies, and the notion of a 'women's space' are taken as areas for analysis. Women's engagement with erotic dance is complex, and this article examines the connections between sexual agency and gendered power relations, questioning how far women can exercise autonomous sexual expression in commercial sexual encounters. © The Author(s) 2012.

Gerettet : eine Erzählung aus dem jüdischen Leben

von Friedrich Rott

Efficient Security and Privacy Enhancing Solutions in Untrusted Environments

Thesis (Ph.D.)--University of Washington, 2016-08

An Investigation of the Impact of an Aspiring Principals Preparation Program on Principal Leadership Effectiveness

School districts need to “build the bench” to ensure that their schools will have effective principals when vacancies arise (Johnson-Taylor & Martin, 2007). Assistant principals represent a potential pool of new school leaders who are prepared to move confidently into the principalship (Oliver, 2005). Although a critical leader in schools, the assistant principal position is underutilized and under-researched (Oleszewski, Shoho, & Barnett, 2012). This lack of focus on assistant principals is concerning because they are part of the school leadership team and often advance to the position of school principal. The purpose of this study was to examine the impact of Bay City Public Schools’ (a pseudonym) Aspiring Principals Preparation Program (AP3; also a pseudonym) on assistant principals’ learning-centered leadership behaviors, as assessed by the Vanderbilt Assessment of Leadership in Education (Val-Ed) survey. The study compared the Val-Ed scores of assistant principals who had participated in one of three cohorts of AP3 training to the scores of assistant principals who did not participate. The results indicated that participation in the AP3 had no significant impact on respondents’ learning-centered leadership behaviors, as assessed on the VAL-ED instrument. This study may be useful as the district seeks to validate the effectiveness of AP3 and identify potential refinements and program modifications.

Experiences of African American male engineering students: a qualitative analysis

Prior to the 1970s, African Americans were essentially invisible in the science and engineering academic and professional communities (Babco, 2001a). The few who did earn degrees in these fields, obtained them primarily from historically Black colleges and universities (HBCUs), and these institutions also served as the primary employer for these graduates in science and engineering (Hines, 1997; Babco, 2001a, 2001b). Since the 1970s, African Americans have made considerable progress, but still are not on a level playing field with White males in terms of opportunities for preparation of science and engineering careers or for employment and advancement in those careers. The purpose of this study was to explore second and third-year African American male engineering students’ perceptions and examine what experiences have contributed to their access to and persistence in engineering. A qualitative research design was employed to gather data necessary to answer the research questions. Eight second and third-year African American male engineering students from Research University (pseudonym) participated in interviews with the researcher. The data from the interviews was used to consider the themes that emerged from the participants. The findings from this study suggest that African American male engineering students at Research University have specific experiences that influence their persistence and academic achievement. Themes identified from the interview data include: (1) pre-college experiences; (2) participation in academic and social networks; (3) institutional programming and organizational support; (4) personal accountability and motivation; and (5) goals outside of engineering. As a result of this research, several future implications are highlighted. These include acknowledging the value of diversity, continued support through organizations, and increased knowledge of best practices.

Quality teaching in Australian and German primary science classrooms: characterising difference to help identify quality

This chapter reports on results of an international research project across Australia, Taiwan and Germany, titled: Exploring quality primary education in different cultures: A cross-national study of teaching and learning in primary science classrooms (EQUALPRIME).1 Its aim is to explore through video capture the practice of expert teachers of science in Taiwan, Germany and Australia. This chapter explores the pedagogical practices in two cases – fi rstly a Grade 4 Australian school with a specialist science teacher, Bob (pseudonym), and secondly, a mixed-age (Grade 4–6) German classroom being co-taught by a pair of teachers, Mr Arnold and Mrs Lennard. In both cases the students were studying the topic of force. The project is not determining what quality teaching is in any essentialised sense; this could be contentious in that quality practice might be considered to varywithin classrooms from the same country, let alone across countries and across cultures. Rather, given cases in which quality teaching is reported to be occurring, the project aims to describe these examples and identify features of quality science teaching practices as judged by peers in varied cultural settings. Data from these two cases in which quality teaching of science occurs, are used to address the research question: What can quality teaching and learning look like in a science classroom?