Illustrated catalogue of the exhibition of Spanish old masters in support of National Gallery funds and for the benefit of the Sociedad de Amigos del Arte Española, Oct. 1913 to Jan. 1914.

Mode of access: Internet.

A reflexive course for Masters students to understand and plan their own continuing professional development

Continuing Professional Development (CPD) is seen as a vital part of a professional engineer’s career, by professional engineering institutions as well as individual engineers. Factors such as ever-changing workforce requirements and rapid technological change have resulted in engineers no longer being able to rely just on the skills they learnt at university or can pick up on the job; they must undergo a structured professional development with clear objectives to develop further professional knowledge, values and skills. This paper presents a course developed for students undertaking a Master of Engineering or Master of Project Management at the University of Queensland. This course was specifically designed to help students plan their continuing professional development, while developing professional skills such as communication, ethical reasoning, critical judgement and the need for sustainable development. The course utilised a work integrated learning pedagogy applied within a formal learning environment, and followed the competency based chartered membership program of Engineers Australia, the peak professional body of engineers in Australia. The course was developed and analysed using an action learning approach. The main research question was “Can extra teaching and learning activities be developed that will simulate workplace learning?” The students continually assessed and reflected upon their current competencies, skills and abilities, and planed for the future attainment of specific competencies which they identified as important to their future careers. Various evaluation methods, including surveys before and after the course, were used to evaluate the action learning intervention. It was found that the assessment developed for the course was one of the most important factors, not only in driving student learning, as is widely accepted, but also in changing the students’ understandings and acceptance of the need for continuous professional development. The students also felt that the knowledge, values and skills they developed would be beneficial for their future careers, as they were developed within the context of their own professional development, rather than to just get through the course. © 2005, American Society for Engineering Education

Universities Masters World Cup Soccer:integrated sports science research and implementation of an international masters soccer community

Ageing populations with greater wellness and athletic expectations require quality sports and active living experiences in order to increase and sustain participation levels. Responding to the diverse needs and circumstances of Masterslveterans players is a complex and multi-faceted process. While sports science contributions have been very effective at enhancing active living in a variety of youth and adult sports events, very little has been documented regarding their efficacy in events for Masterslveteran players. This paper draws upon action research to examine the growth and development of a unique Masters World Cup 6-0-side Soccer Tournament, involving representative teams from twelve nations. lntegrated sports science concepts and strategies were employed to develop quality soccer experiences. Longitudinal data suggest that fostering a community of practice is critical to the success of Masters soccer programs. In addition to critical leadership contributions, an eclectic range of age-appropriate and responsive soccer experiences are essential to ensure that Masters events meet the diverse needs and circumstances of the players.

Avaliação dos efeitos do extrato de Passiflora cincinnata Masters em camundongos: efeito na ansiedade e potencial neuroprotetor

Anxiety disorders and Parkinson’s disease (PD) affect a large portion of the world population. Indeed, therapeutic alternatives available do not contribute to improve most clinical conditions and/or are linked with undesirable side effects. Thus, there is a great demand for the development of new drugs to treatment of these diseases. Passiflora cincinnata Mast. is a native species present in several Brazilian states, popularly known as “maracujá do mato”, “maracujá tubarão” or “maracujá mochila”. Additionally, species of Passiflora genus are traditionally known for their exotic flowers, edible fruits with pronounced flavor and for their sedative, tranquilizer and anxiolytic properties reported by folk medicine. These plants possess important organic compounds such as phenols, cyanogenic glycosides, flavonoids and alkaloids, which are responsible for the anxiolytic, antioxidant, anti-inflammatory, antihyperglycemic, among others activities when tested in mammals. Despite this fact, only a few studies have been conducted to investigate the possible in vivo biological effects of Passiflora cincinnata Mast extracts. Thereby, in this study we evaluated the effects of the alcoholic extract of this plant in anxiety and PD animal model. Mice acutely or chronically administered with ethanolic extract of P. cincinnata do not showed any anxiogenic- or anxyolitic-like effect in elevated plus maze (EPM). In order to reproduce PD symptom’s in mice, we administered repeated injections of reserpine which progressively induced motor impairments such as increase in catalepsy, oral movements, and reduction of the average speed of the animals in the open field, as well as depleted dopamine prodution in SNpc cells. Furthermore, this treatment resulted in the loss of aversive memory recall in mice when undergoing PMDAT. Yet, passiflora group also show this amnesic profile. However, animals treated concomitantly with the alcoholic extract of Passiflora cincinnata Mast. showed higher latency for the onset of motor impairment evaluated by catalepsy. Thus, our results shows that the alcoholic extract of the plant P. cincinnata was able to delay the onset of the catalepsy induced by reserpine administration, plus reverted the depletion of dopamine production in SNpc cells.

Anti-woman's rights demonstrator wearing a button reading "Men our masters, MOM" with the Women's "Preserve Feminity Day," August 26, 1970.

Inscription: Verso: New York

Unidentified woman holding a sign reading "Men -our- masters," with a man smoking in the foreground, at an anti-women's rights demonstration.

Inscription: Verso: anti-women's rights demonstrators, New York.

Managing the multiplicities of graduate level education! Are Master’s students’ expectations matched by their experiences?

With rapid increases in student fees reflecting moves towards a QUASI Market model of Higher Education in the UK and across much of the Western World[1], many universities find themselves having to meet progressively higher levels of student expectations[2]. This is particularly the case at undergraduate level, where increases in fees over the past decade have far exceeded inflation. Yet with so much attention on ‘consumer savvy’ undergraduates, the question of whether Master’s level students’ expectations are matched by their experiences is one which remains largely unanswered. Grounded in an empirically grounded approach to learning and teaching developed by the paper authors[3], this paper sets out to being to answer this question. In doing so it makes a distinctive contribution to debates about graduate level engineering education and concludes with a number of recommendations. Discussion: The ‘MSc: Managing Expectations’ Project analyses the expectations and experiences of Graduate level Engineering Management Students over a two year period. Focusingon the ‘student experience’, three main concepts are identified as being particular relevant to enhancing learning [3]: Relationships: Variety: Synergy. Relationships: Based on empirical research, the significance of Relationships within the academic environment is discussed with particular attention being paid to the value of students’ social and academic support networks, including academic tutoring. Variety: Grounded in a statistical analysis of ‘engagement data’ together with survey and interview findings, the concept of variety critically examines students’ perspectives and experiencesof different approaches to learning and teaching. Synergy: Possibly the most important concept discussed within this paper, the need for constructively aligned curriculum is extended to reflect the students’ apriori knowledge and experienceas well as employer and societal demands and expectations. The conclusion brings the different concepts within the discussion together, providing a set of practical recommendations for colleagues working both at graduate and undergraduate level. References 1.Gibbs, P. (2001) "Higher education as a market: a problem or solution?." Studies in Higher Education 26. 1. pp. 85-94. 2.Tricker, T., (2005) Student Expectations-How do we measure up. University of Sheffield. Available from: http://www.persons.org.uk/tricker%20paper.pdf Accessed 9/10/14 3.Clark, R. & Andrews, J. (2014). Relationships, Variety & Synergy [RVS]: The Vital Ingredients for Scholarship in Engineering Education? A Case-Study. European Journal of Engineering Education. 39.6. pp. 585-600.

Design Without Borders: A Multi-Everything Masters

Design is increasingly a global activity: addressing issues that challenge and affect people and populations other than our own, involving stakeholders from many cultures, realized through borderless networks of knowledge, services, materials, manufacturing and distribution. There is an appetite among graduates, especially in design and engineering, to broaden horizons and raise ambitions, to tackle big issues through innovation to bring about life-changing or world-changing impact. Employers demand such thinkers and doers: culturally attuned, multidisciplinary and T-shaped, unafraid to shake things up. In 2013, twelve postgraduates embarked on a new joint Masters course in London; students from eight different nations, studying together in three capital cities over two years. This programme is a collaboration between four centres of academic excellence in UK, USA and Japan; these students soon become its first graduating cohort, having experienced differing teaching styles, perspectives and specialisms around design, technology and innovation from four world-class institutions; immersion in three very different cultures; collaboration with students and faculty from many diverse disciplines and cultures; forming friendships and networks spanning the globe. This paper outlines the rationale and philosophy of the course, the challenges in its realisation and development so far, and its likely future evolution.