Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House."

Includes papers and abstracts dealing with eradication of invasive species in Alaska, Australia, Baker Island, California, Christmas Island, Enderby and Rose Islands, Galapagos Islands, Hawaii, Howland Island, Japan, Jarvis Island, Laysan Island, Lord Howe Island, Mauritius, Mexico, Nauru, New Zealand, Northern Ireland, Northern Mariana Islands, Saint-Paul Island, Seychelles, West Indies.

How artists' magazines, in all their ephemerality, materiality, and temporary intensity, challenged mainstream art criticism and the gallery system.

Although it is generally believed that the Manchus controlled the Mongols through their patronage of Tibetan Buddhism, scant attention has been paid to the Mongol view of the Qing imperial project. In contrast to other accounts of Manchu rule, Our Great Qing focuses not only on what images the metropole wished to project into Mongolia, but also on what images the Mongols acknowledged themselves. Rather than accepting the Manchu's use of Buddhism, Johan Elverskog begins by questioning the static, unhistorical, and hegemonic view of political life implicit in the Buddhist explanation. By stressing instead the fluidity of identity and Buddhist practice as processes continually developing in relation to state formations, this work explores how Qing policies were understood by Mongols and how they came to see themselves as Qing subjects.

The International Handbook on Geographical Education is the first truly international publication in the field of geographical education for several decades. It is distinctive in the following ways: A large team of highly experienced geographers and educators from around the world have injected their perspectives on international issues in the field. While some reflection of past thinking and practice is evident, the main purpose of this publication is to offer international leadership in geographical education for the world in the twenty first century. Illuminating local and national examples are used to reinforce the international perspectives. The publication challenges geographical educators, policymakers and curriculum developers to reposition themselves for the changing approaches in societies around the world. It is a publication for the thinking geographer and educator who appreciates where international education is travelling to and how its challenges can be met.

An interdisciplinary tour de force that examines past and present to consider how new forms of knowledge production, epistemic plurality, and intellectual and political movements are bringing sweeping change today.