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1 Nov 2005: The current UK-SPEC professional engineering accreditation provides specific incentives for demonstrating the teaching of ESD in the curriculum. ... skills into the undergraduate. curriculum through the medium of engineering. for sustainable development.

26 Apr 2005: Macroeconomics Wednesday 8 June 1.30–3.30 3. Quantitative economics. Economics Tripos, Part I, 2005 – ECT1The examination will take place in the Sidgwick Avenue Lecture-rooms. ... Quantitative methods in economics. S P E C I A L N O.

21 Dec 2005: Freehold buildings (including the cost of renewals) are depreciated on a straight line basis over the expected useful economic life of 50 years. ... The related benefactions are credited to a deferred capital grant and are released to the Income and

20 Dec 2005: The conference is Supported by the Centre for Research in the Arts, Social Sciences and Humanities (CRASSH), the Department of Geography, and Centre for History and Economics, Cambridge.

8 Dec 2005: External properties are stated at historical cost. All freehold buildings are depreciated on a straight line basis over their expected useful economic life of 50 years. ... Maintenance of premises The cost of major refurbishment is capitalised and

7 Dec 2005: Freehold buildings are depreciated on a straight line basis over their expected useful economic life of 100 years. ... The related benefactions are credited to a deferred capital account and are released to the Income and Expenditure Account over the

2 Dec 2005: Centre for Environmental Policy and Governance. London School of Economics 20th June 2005. ... Strict environmental legislation is undermined by weak enforcement and the dominance of economic drivers.

1 Dec 2005: PART IIA EXAMINATION OF THE ECONOMICS TRIPOS. Thursday 9 June 2005 9-12.

25 Nov 2005: Currently, there are seven groups: Aboriginal. studies, architecture, business and economic studies,. ... economy and society, community economic development,. economic history, the geography of finance, regional.

18 Nov 2005: This is done through enrichment and extension activities beyond the school curriculum, and through activities designed to increase mathematical understanding among the general public.