Abstract[s] of [theses] submitted in partial fulfillment of the requirement for the degree of doctor of philosophy in the graduate school of the University of Illinois

Mode of access: Internet.

A catalogue raisonné of the works of the most eminent Dutch, Flemish, and French painters : in which is included a short biographical notice of the artists, with a copious description of their principal of pictures, a statement of the prices at which such pictures have been sold at public sales on the continent and in England, a reference to the galleries and private collections, in which a large portion are at present, and the names of the artists by whom they have been engraved, to which is added, a brief notice of the scholars & imitators of the great masters of the above schools /

Includes indexes.

Bachelor of Science theses on water resources engineering, University of California, Berkeley.

Mode of access: Internet.

Masters in art [odd numbers, i.e.] Andrea del Sarto [Raphael Sanzio, The frescoes of Raphael, Michelangelo as a sculptor, Michelangelo as a painter, Leonardo da Vinci].

Mode of access: Internet.

The book of plant descriptions; or, Record of plant analyses, with a synopsis of the terms most frequently used in the description of plants; and a schedule of work to be performed in the botanical laboratory; also, a list of subjects suitable for theses. Prepared for the use of teachers and students.

Mode of access: Internet.

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.

Theses De Cochleatione Eivsque Venenosa Contagione, Et Mvltiplicibvs Speciebvs : Qvas Svb Praeside Hasione Leflero Narragonensi, Pro priuato & domestico exercitio sui defendet Volvcrinia Lepida Stutzerensis: In Collegij huius facultatis Penetralibus, in freque[n]tia utriusque, sexus. Calendis Temporis praesentis, praeteriti et futuri

Nicht identisch mit VD16 T 958, VD16 T 959, VD16 ZV 16098 und VD16 ZV 21003

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