Commentaria in institutiones pathologiae medicinalis autore Hier. David Gaubio /

Mode of access: Internet.

Commentaria in institutiones pathologiae medicinalis autore Hier. David Gaubio /

Mode of access: Internet.

Commentaria in institutiones pathologiae medicinalis autore Hier. David Gaubio /

Mode of access: Internet.

T. Lucretius Carus, Von der natur der dinge;

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Leben und Denkwürdigkeiten Johann Mathias Reichsgrafen von der Schulenburg, Erbherrn auf Emden und Delitz, Feldmarschalls in Diensten der Republik Venedig /

Errata: v. 1, recto of final leaf; v. 2, p. 336.

Die Symbolik des Traumes,

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Elegieen von Properz.

Tr. by K.L. von Knebel.--cf. Engelmann.

Von der Natur der Dinge;

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The United States and Canada, in 1832, 1833, and 1834.

Mode of access: Internet.

T. Lucretius Carus Von der Natur der Dinge : mit dem lateinischen Text nach Wakefield's Ausgabe.

Latin and German on opposite pages.

Reise nach dem südlichen Frankreich und durch die südlichen Küstengegenden von Piemont nach Italien /

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Briefe des Herzogs Karl August von Sachsen-Weimar-Eisenach an Knebel und Herder.

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Beati Fratris David de Augusta, Ordinis Minorum, pia [et] deuota opuscula /

Errata leaf inserted.

Das Leben des Generals von Scharnhorst, nach grösstentheils bisher unbenutzten Quellen.

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Aboriginal and Torres Strait Islander university students conceptions of formal learning and experiences of informal learning

This paper describes an investigation of conceptions of learning held by 22 Aboriginal and Torres Strait Islander students from three universities in Queensland, Australia. Other areas investigated were students' experiences of informal learning, their reasons for studying and the strategies they used to learn. Research into conceptions of learning is gaining impetus and current beliefs include the premise that approaches to learning adopted by university students, and hence learning outcomes, are closely related to their conceptions of learning. There is substantial research focused on Aboriginal learning styles in early childhood and primary school which indicates that Aboriginal children prefer to learn in a practical way as well as through observation and imitation and trial and error. Very little research has focused specifically on Aboriginal university students' conceptions of learning. Results of this study found that these students view and approach formal university learning in much the same way as other university students and most hold quantitative conceptions of learning. The most interesting result was the difference between students' conceptions of formal learning and their experiences of informal learning. Many students' experiences of informal learning were grounded in practical activities or exhibited a cultural focus, however, most formal learning is not dependent upon practical or cultural knowledge. It is proposed that formal learning for Indigenous students recognise and include an Indigenous perspective such as integrating, where appropriate, practical strategies for learning. We also suggest that Indigenous students be helped to develop conceptions that will enable them to learn formal, theoretical material successfully.