First semester courses Navy V-12 and Engineering Civilians exclusive of freshman engineers.

"Sixteen-week courses November 2, 1945, to February 23, 1946".

Some courses of study of interest to college women relating to the War and Post-War.

Mode of access: Internet.

Extramural credit courses.

Description based on: 1973, fall semester; title from cover.

Program of the ... annual Corn Growers' and Stockmen's Convention and two week courses in agriculture ... .

Mode of access: Internet.

Notebook in extension history, objectives and staff functions, developed in special summer school courses at Oklahoma Agricultural and Mechanical College, Stillwater, Oklahoma, June 6-25, 1955. Karl Knaus, Instructor.

Mode of access: Internet.

Source records of the great war : a comprehensive and readable source record of the world's great war, emphasizing the more important events, and presenting these as complete narratives in the actual words of the chief officials and most eminent leaders ... presenting documents from government archives and other authoritative sources, with outline narratives, indices, chronologies, and courses of reading on sociological movements and individual national activities /

"The war with Germany, a statistical summary by Leonard P. Ayres ... chief of the Statistics branch of the General staff": v. 7, 153 p. at end.

The Harvard University catalogue.

Vols. for 1916-1917-1917-1918, 1920-1921-1923-1924 issued in 2 or 3 parts, called: Catalogue of names; Announcement of the courses of instruction; Descriptive catalogue.

Manual for dairy manufacturing short courses. Course I.-Testing dairy products and the manufacture of butter and cheese. Course II.-Ice cream making. Course III.-Market milk and milk control.

Mode of access: Internet.

Professional short period advanced courses in highway engineering and highway transport.

Mode of access: Internet.

Analytic survey of state courses of study for rural elementary schools.

Mode of access: Internet.

Sample catalog cards, for use in connection with courses in technical services in libraries and organization of materials.

Mode of access: Internet.

The adaptability of older workers to technological change; performance of older and younger workers in industrial retraining courses

"Organizational Behavior and Change Programs, February, 1961."

Orientation courses; an annotated bibliography,

Mode of access: Internet.

Massive Open Online Courses as a Tool for Workforce Development in Colombia, the Philippines, and South Africa

The potential of online learning has long afforded the hope of providing quality education to anyone, anywhere in the world. The recent development of Massive Open Online Courses (MOOCs) heralded an exciting new breakthrough by providing free academic instruction and professional skills development from the world’s leading universities to anyone with the sufficient resources to access the internet. The research in Advancing MOOCs for Development Initiative study was designed to analyze the MOOC landscape in developing countries and to better understand the motivations of MOOC users and afford insights on the advantages and limitations of MOOCs for workforce development outcomes. The key findings of this study challenge commonly held beliefs about MOOC usage in developing countries, defying typical characterizations of how people in resource constrained settings use technology for learning and employment. In fact, some of the findings are so contrary to what has been reported in the U.S. and other developed environments that they raise new questions for further investigation.

Dissonance between conceptions of learning and ways of learning for indigenous Australian university students

This article reports on a phenomenographic investigation into conceptions of learning for 15 Indigenous Australian university students over the three years of their degree courses. The ways in which they went about learning were also investigated along with the relationship between individual students' 'core' conceptions of learning and the ways in which they learned. Results indicated that their conceptions and ways of learning were similar in some respects to those found for other university students. However, some students went about learning in ways that were incongruent with the core conception of learning they held. This can be regarded as dissonance between strategies and conceptions of learning. The implications of this for teaching and learning for such students are discussed.