№ files_lp_3_process_7_005740
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Problem-based learning (PBL) is an educational method designed to enhance student engagement and learning in biology through the resolution of authentic case problems in small groups.
Year:
1999
Region / City:
Not specified
Theme:
Education / Biology
Document Type:
Educational resource
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
First-year college biology students
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Modifications:
Not specified
Price: 8 / 10 USD
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The product description is provided for reference. Actual content and formatting may differ slightly.
Note:
Year
Region / City:
Philadelphia, PA; Lapsowanne, OR; Sedona, AZ; Burke, ID; Pasadena, CA
Theme:
Business strategy, Organizational Development, Human Resources, Hospitality, Entertainment, Acquisitions
Document Type:
Course material
Organization / Institution:
CTU (Colorado Technical University)
Target Audience:
Students in organizational development and business strategy
Year:
2022
Region / city:
United States
Topic:
Nursing, Medical Education
Document Type:
Educational Material
Organization / Institution:
Ackley & Ladwig
Author:
Ackley, Ladwig
Target Audience:
Nursing Students, Healthcare Professionals
Effective Period:
Ongoing
Approval Date:
Not Specified
Modification Date:
Not Specified
Year:
2016
Volume:
1
Issue:
1
Pages:
xx-xx
ISSN (Print):
2477-5959
ISSN (Online):
2477-8451
Type of document:
Research article
Field:
Physics education
Institution:
Pattimura University, Ambon, Indonesia
Authors:
Jamaludin, John Rafafy Batlolona
Target audience:
High school physics students, educators, researchers
Keywords:
Concept understanding, Problem-based learning, Doppler effect
Date received:
March 1, 2016
Date revised:
March 15, 2016
Date accepted:
March 30, 2016
Methodology:
Experimental study with control and experimental groups, independent sample T-test
Participants:
58 students of class 11 science major at Christian Senior High School Ambon
Year:
2026
Institution:
University of Sharjah, College of Medicine
Document Type:
Educational Supplementary Material
Topic:
Problem-Based Learning, Social Accountability, Medical Education
Audience:
Undergraduate medical students and educators
Scope:
Years 1–3 of medical curriculum
Components:
PBL cases, glossary, social accountability questionnaire, appendices
Medical Specialties Covered:
Life Cycle, Musculoskeletal, Hematopoietic, Cardiovascular, Respiratory, Endocrine, Gastrointestinal, Renal, Reproductive, Neurosciences, Special Senses, Neuropsychiatry, Multisystem
Educational Methods:
Problem-Based Learning (PBL), Team-Based Learning (TBL), Case Method (CM), Interprofessional Education (IPE)
Key Features:
Case titles, topics/themes, life cycle stages, medical conditions, glossary definitions
Note:
Year
Contextual Description:
A document providing detailed examples of the classification of programme and support costs for humanitarian projects.
Year:
2004
Region / city:
Global
Topic:
Marine Warranty, Offshore Construction
Document Type:
Code of Practice
Organization:
Joint Rig Committee
Author:
Unknown
Target Audience:
Marine Warranty Surveyors, Underwriters, Assured
Effective Period:
2004–ongoing
Approval Date:
15 July 2004
Amendment Date:
3 September 2019
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters
Note:
Year
Year:
2002
Organization:
Academy of Nutrition and Dietetics
Document Type:
Professional guideline
Topic:
Nutrition Care Process, PES Statements, Nutrition Diagnosis
Target Audience:
Registered Dietitian Nutritionists (RDNs)
Steps:
Nutrition Assessment, Nutrition Diagnosis, Nutrition Intervention, Nutrition Monitoring/Evaluation
PES Components:
Problem, Etiology, Signs and Symptoms
Classification:
Intake, Clinical, Behavioral
Examples Included:
Yes
References:
eatrightpro.org, andeal.org, jrnjournal.org
Version:
1.3
Note:
Document history
Version (date):
2018-04-04
Document version (date):
2018-04-04
Author:
Christoph Plasil, Jörg Dittmar, Mario Sattler, Bernd Birklhuber, Michael Brunsch, Olaf Willmann, Jan Gilissen, Jonas Roels
Organisation:
via donau; AT, BMVIT; AT, WSV; DE, ITZBund; DE, nv De Scheepvaart; BE
Authorised by:
NtS Expert Group
Source:
www.example.com
Subject:
Infoservice, Announcement
Validity period:
01.01.2016 – 20.04.2016
Date:
02.01.2016 – 20.02.2016
Object section:
River, Lock
Location:
Rhein (Gesamtstrecke), Elbe-Havel-Kanal, Donau
Period of limitation:
02.01.2016 – 20.02.2016
Interval:
Monday to Friday except public holidays
Kind of limitation:
Blockage
Reason of notice:
Repair
Communication means:
Internet
Contents:
Information about maintenance, repairs, and public holiday notices
Fairway section:
Rhein, Elbe-Havel-Kanal, Donau
Local name:
Rhein, Wusterwitz, Kachlet
Geo object:
Lock chamber, River
Start and end of affected section:
170.0 – 865.5
Year:
2009
Region / City:
United States
Topic:
Citation Styles
Document Type:
Guide
Author:
Modern Language Association
Target Audience:
Students, Academics
Period of Application:
2009-present
Approval Date:
2009
Date of Changes:
N/A
Topic:
Child nutrition and feeding practices
Document type:
Guidance handout
Intended audience:
Parents and caregivers of infants and toddlers
Duration covered:
Three days (two weekdays and one weekend day)
Context of use:
Workshop attendance
Content includes:
Recording instructions, tips, and sample food diary entries
Examples provided:
Infant and toddler food diary entries
Example dates:
January 2017
Focus age groups:
Infants and toddlers
Note:
Year
Year:
2023
Subject area:
Pharmacy residency training
Document type:
Policy examples
Governing standards:
ASHP Standards for Accreditation of Postgraduate Pharmacy Residencies
Issuing organization:
American Society of Health-System Pharmacists
Intended audience:
Pharmacy residency programs and residents
Scope:
Duty hours, moonlighting, and on-call requirements
Compliance reference:
ASHP Duty Hour Requirements for Pharmacy Residencies
Monitoring process:
Monthly duty hour attestation in PharmAcademic™
Responsible role:
Residency Program Director
Content period:
Ongoing
Year:
2005
Region / city:
Federal Republic of Germany, United States
Theme:
Security requirements for contractors
Document type:
Government regulation
Organization / institution:
U.S. Government
Author:
Not specified
Target audience:
Contractors, Subcontractors
Effective period:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Year:
2010
Region / City:
North Carolina
Topic:
Legal Documents, Notarization, Grantor Execution
Document Type:
Legal Deed
Organization / Institution:
Department of Transportation
Author:
Not specified
Target Audience:
Individuals, Corporations, Legal Professionals
Period of Validity:
Not specified
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
2023
Region / City:
Indiana
Topic:
Program Guidelines, Child Safety
Document Type:
Policy Template
Organization:
Indiana University
Author:
Indiana University
Target Audience:
Program staff, volunteers
Period of validity:
Ongoing
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2023
Region / City:
USA
Topic:
Cybersecurity Services, Risk Assessment, Vulnerability Testing
Document Type:
Template
Agency/Institution:
HACS
Author:
HACS
Target Audience:
Federal Agencies, Contractors
Period of Action:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
Not specified
Region / City:
Not specified
Subject:
Mathematical notation, LaTeX formatting
Document Type:
Reference document
Organization / Institution:
Not specified
Author:
Murray Sargent
Target Audience:
Those working with LaTeX or mathematical equations
Period of validity:
Not specified
Approval date:
Not specified
Date of changes:
Not specified
Contextual description:
A reference guide for LaTeX commands related to mathematical notation, symbols, and equation formatting.
Subject:
Biology
Document type:
Study guidance notes
Intended audience:
Students
Educational context:
Biology examinations
Related assessment:
HSC Biology
Purpose:
Guidance on interpreting and responding to exam questions
Source context:
School-provided support material