1,722,460 research outputs found
Fleming, J, NX2780
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/385441Surname: FLEMING. Given Name(s) or Initials: J. Military Service Number or Last Known Location: NX2780. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 4097.235176
Item: [2016.0049.17734] "Fleming, J, NX2780
Fleming, J G, 2789480
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/385433Surname: FLEMING. Given Name(s) or Initials: J G. Military Service Number or Last Known Location: 2789480. Missing, Wounded and Prisoner of War Enquiry Card Index Number: SEA-4082.235161
Item: [2016.0049.17726] "Fleming, J G, 2789480
Fleming, J. R. The story of Church union in Scotland, its origins and progress, 1560-1929
No full textKoszul André. Fleming, J. R. The story of Church union in Scotland, its origins and progress, 1560-1929. In: Revue des Sciences Religieuses, tome 11, fascicule 4, 1931. pp. 659-660
Issues of methodology in relation to researching trust and confidence policy in policing
No full text
Editorial: Wellbeing and work-integrated learning
Full text linkHigher Education Institutions (HEIs) have important responsibilities for the duty of care of their students, and to ensure the wellbeing of students is kept front and center of curriculum and institutional developments. While the focus has primarily been on physical campuses, it is critical that these responsibilities extend to off campus activities, such as work-integrated learning (WIL). This special issue includes 11 articles focusing on the wellbeing of WIL students, with many authors drawing on empirical research. Key themes include students’ understanding of WIL wellbeing; students’ experiences of WIL and wellbeing; strategies for preparing WIL students to support wellbeing; understanding the wellbeing needs of diverse WIL students; and the important role of workplace supervisors in supporting WIL wellbeing. Several authors amplify the voices of students and all share thought-provoking teaching and curriculum strategies. All WIL stakeholders have a responsibility to support the learning success and wellbeing of students.fals
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