Catalogus van eene fraaije verzameling kapitale origineele Engelsche en andere gekleurde en ongekleurde prenten, in vergulde lijsten, met geamailleerde glazen, als mede eene verzameling fraaije teekeningen, voorts ... gebonden en losse prent- en boekwerken ... alles te zamen uitmakende het gerenomeerd kunstmagazijn van den heere C. Josi : hetwelk verkocht zal worden op Maandag, den 20sten April 1818, ten huize van C. Roos, in het "Huis met de Hoofden", op de Keizersgracht, bij de Leliegracht, te Amsterdam, door de makelaars: Cornelis Sebille Roos, Jeronimo de Vries en Albertus Brondgeest : de catalogus is tegens betaling van 51/2 stuiver te bekomen ....

Veilingcatalogus.

Herinneringen uit het leven van wijlen den WelEerw. Zeer Christiaan Meeuse, in leven : predikant op den Hoek, Lande van Axel /

Includes bibliographical references.

Music, Mime & Metamorphosis: Interdisciplinary intersections, interactions and influences between music, mime and corporate communication

This doctoral thesis comprises three distinct yet related projects which investigate interdisciplinary practice across: music collaboration; mime performance; and corporate communication. Both the processes and underpinning research of these projects explore, expose and exploit areas where disparate and apparently conflicting fields of professional practice successfully and effectively; intersect, interact, and inform each other - rather than conflict - thereby enhancing each, both individually and collectively. Informed by three decades of professional practice across: music; stage performance; television; corporate communication; design; and tertiary education, the three projects have produced innovative, creative, and commercial viable outcomes, manifest in a variety of media including: music; written text; digital, audio/visual; and internet. In exploring new practice and creating new knowledge, these project outcomes clearly demonstrate the value and effectiveness of reconciling disparate fields of practice through the application of inter-disciplinary creativity and innovation to professional practice.

‘Teachers flipping out’ beyond the online lecture : maximising the educational potential of video

While video is recognised as an important medium for teaching and learning in the digital age, many video resources are not as effective as they might be, because they do not adequately exploit the strengths of the medium. Presented here are some case studies of video learning resources produced for various courses in a university environment. This ongoing project attempts to identify pedagogic strategies for the use of video; learning situations in which video has the most efficacy; and what production techniques can be employed to make effective video learning resources.

But what makes it doctoral? Taking on the traditionalists : interdisciplinary, practice-led doctoral research in the creative industries - a case study in academic politics, research, rigour and relevance

This paper examines a Doctoral journey of interdisciplinary exploration, explication, examination...and exasperation. In choosing to pursue a practice-led doctorate I had determined from the outset that ‘writing 100,000 words that only two people ever read’, was not something which interested me. Hence, the oft-asked question of ‘what kind of doctorate’ I was engaged in, consistently elicited the response, “a useful one”. In order to satisfy my own imperatives of authenticity and usefulness, my doctoral research had to clearly demonstrate relevance to; productively inform; engage with; and add value to: wider professional field(s) of practice; students in the university courses I teach; and the broader community - not just the academic community. Consequently, over the course of my research, the question, ‘But what makes it Doctoral?’ consistently resounded and resonated. Answering that question, to satisfy not only the traditionalists asking it but, perhaps surprisingly, some academic innovators - and more particularly, myself as researcher - revealed academic/political inconsistencies and issues which challenged both the fundamental assumptions and actuality of practice-led research. This paper examines some of those inconsistencies, issues and challenges and provides at least one possible answer to the question: ‘But what makes it Doctoral?’