LEADER 02330nam 2200517 n 450 001 996389792103316 005 20200824120735.0 035 $a(CKB)1000000000643039 035 $a(EEBO)2240914094 035 $a(UnM)99861961e 035 $a(UnM)99861961 035 $a(EXLCZ)991000000000643039 100 $a19920810d1647 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 13$aAn ansvver to a letter vvritten at Oxford, and superscribed to Dr. Samuel Turner, concerning the Church, and the revenues thereof$b[electronic resource] $eWherein is shewed, how impossible it is for the King with a good conscience to yeeld to the change of church-government by bishops, or to the alienating the lands of the Church 210 $a[London $cs.n.]$dPrinted in the yeere, M DC XLVII. [1647] 215 $a[2], 53, [1] p 300 $aAttributed to Richard Steward by Wing. 300 $aA printing of and reply to: A letter written to D. Samuel Turner, concerning the Church, and the revenues thereof. 300 $aThe letter is signed "J.T." on B1r. 300 $aPlace of publication from Wing. 300 $aA reissue, with cancel title page, of the edition with "Wherein the point of sacriledge, with some others now in controversie, is handled, and fully stated." in title. 300 $aIn this edition A2r line 11 begins: plus ultra,. 300 $aAnnotation on Thomason copy: "Apr: 26". 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aChurch and state$zEngland$vEarly works to 1800 606 $aEpiscopacy$vEarly works to 1800 606 $aChurch polity$vEarly works to 1800 607 $aGreat Britain$xHistory$yCivil War, 1642-1649$xReligious aspects$vEarly works to 1800 615 0$aChurch and state 615 0$aEpiscopacy 615 0$aChurch polity 700 $aSteward$b Richard$f1593?-1651.$01006358 701 $aJ. T$0820133 701 $aTurner$b Samuel$cD.D.$0292397 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bUk-ES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996389792103316 996 $aAn ansvver to a letter vvritten at Oxford, and superscribed to Dr. Samuel Turner, concerning the Church, and the revenues thereof$92352394 997 $aUNISA LEADER 01429nam 2200421 450 001 9910717343303321 005 20210708131012.0 035 $a(CKB)3790000000056120 035 $a(OCoLC)1251927445 035 $a(EXLCZ)993790000000056120 100 $a20210520d1976 ua 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAmerican colonial courts and lawyers $ean annotated bibliography /$fprepared by Loretta A. Norris and Larry M. Boyer 210 1$aWashington, D.C. :$cLaw Library, Library of Congress,$d1976. 215 $a1 online resource (vi, 24 pages) 300 $aTypescript. 300 $a"December 1976"--Cover. 320 $aIncludes bibliographical references. 517 $aAmerican Colonial Courts and Lawyers 606 $aCourts$zUnited States$xHistory$vBibliography 606 $aLawyers$zUnited States$xHistory$vBibliography 607 $aUnited States$xHistory$yColonial period, ca. 1600-1775 608 $aBibliographies.$2lcgft 615 0$aCourts$xHistory 615 0$aLawyers$xHistory 700 $aNorris$b Loretta A.$01379034 702 $aBoyer$b Larry M. 712 02$aLibrary of Congress.$bLaw Library, 801 0$bDLC 801 1$bGPO 906 $aBOOK 912 $a9910717343303321 996 $aAmerican colonial courts and lawyers$93488280 997 $aUNINA LEADER 07561nam 22008415 450 001 9910512160203321 005 20251113182157.0 010 $a9783030796228 010 $a3030796221 024 7 $a10.1007/978-3-030-79622-8 035 $a(CKB)5100000000152652 035 $a(MiAaPQ)EBC6824245 035 $a(Au-PeEL)EBL6824245 035 $a(OCoLC)1290020459 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/74902 035 $a(DE-He213)978-3-030-79622-8 035 $a(ODN)ODN0010073064 035 $a(oapen)doab74902 035 $a(EXLCZ)995100000000152652 100 $a20211207d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReimagining Science Education in the Anthropocene /$fedited by Maria F. G. Wallace, Jesse Bazzul, Marc Higgins, Sara Tolbert 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2022. 215 $a1 online resource (376 pages) 225 1 $aPalgrave Studies in Education and the Environment,$x2662-6527 311 08$a9783030796211 311 08$a3030796213 327 $a1. Introduction -- 2. "Trees Don't Sing!... Eagle Feather Has No Power!" Be Wary of the Potential Numbing Effects of School Science -- 3. Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times -- 4. The Waring Worlds of H.G. Wells: The Entangled Histories of Education, Sociobiology, Post-Genomics, and Science Fiction -- 5. Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World -- 6. Fire as Unruly Kin: Curriculum Silences and Human Responses -- 7. Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity through Thinking with Kim Tallbear -- 8. Decolonizing Healing through Indigenous Ways of Knowing -- 9. Still Joy: A Call for Wonder(ing) in Science Education as Anti-Racist Vibrant Life-Living -- 10. The Salt of the Earth (Inspired by Cherokee Creation Story) -- 11. The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene through a Spatial Justice Lens -- 12. Science and Environment Education in the Times of the Anthropocene: Some Reflections from India -- 13. Rethinking Historical Approaches for Science Education in the Anthropocene -- 14. Reflections on Teaching and Learning Chemistry through Youth Participatory Science -- 15. Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education -- 16. Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity -- 17. Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators -- 18. Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-Conflict Societies -- 19. A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing -- 20. In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies -- 21. In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene -- 22. Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward -- 23. Conclusion - Another Complicated Conversation. 330 $a?Situated in the era of the Anthropocene, this book volume recognizes the political urgency of re-envisioning science education with and for the community while dismantling the taken-for-granted deficit narratives of what science [education] is. Transcending disciplinary and geographical boundaries, the book calls us to reimagine science education in a more-than-human world, which places ecojustice, critical pedagogies, solidarity, and collectivity at the forefront.? ?Lucy Avraamidou, Associate Professor and Rosalind Franklin Fellow, University of Groningen, The Netherlands ?This inspiring collection showcases the kind of creative thinking-without-borders we would need to prepare our students to meet the challenges of the Anthropocene. It makes me wish I were back in grad school to begin my research career afresh with the help of the wonderful assortment of ideas, insights, and perspectives that this book so generously offers.? ?Ajay Sharma,Associate Professor, University of Georgia, USA This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education?the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories?is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity. Maria F. G. Wallace is Assistant Professor at the University of Southern Mississippi, USA. Jesse Bazzul is Associate Professor of Science and Environmental Education at the University of Regina, Canada. Marc Higgins is Assistant Professor in the Department of Secondary Education at the University of Alberta, Canada, where he is affiliated with the Faculty of Education?s Aboriginal Teacher Education Program (ATEP). 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