Learning Outcomes. As a Resident Assistant, we expect you to learn from the position and have new experiences that xxxxxx growth and development. The learning outcomes identified for all students in leadership positions are listed below. As you have one on ones with your Resident Director, you will discuss your learning in these areas.
Learning Outcomes. See the course syllabus for specific student learning outcomes.
Learning Outcomes. The parties have agreed that the following learning outcomes should be achieved during the learning mobility:
Learning Outcomes. At the conclusion of the PSA Intern Training Program, the intern will be able to: • Demonstrate systematic, appropriate and thorough procedures in all steps of supplying pharmaceutical products and services. • Demonstrate a commitment to the highest standards of personal and professional ethics and legal practice, including accepting responsibility for the outcomes of individual decisions and actions. • Demonstrate the use of appropriate skills in communicating health information and building positive relationships with patients, carers and other health care professionals, including promoting public health. • Effectively access, evaluate, synthesise and disseminate medicine and health information to patients, carers and other health professionals. • Effectively promote and contribute to the optimal use of medicines by patients and other health care professionals. • Effectively assess and address primary health care needs of patients, including first aid. • Demonstrate effective planning and organisational skills in the management of the business related to pharmacy. • Demonstrate an appreciation for, and commitment to, continuing professional development, and understand the importance of life-long learning. The PSA Intern Training Program is designed to be flexible to fit the interns’ needs and can be completed in a minimum period of nine months up to a maximum period of 24 months. The standard program timeframe is nine months. The PSA Intern Training Program comprises various components, each designed to guide the intern through the transition from student to competent pharmacist. All activities must be successfully completed and all documents submitted to meet the requirements of the PSA Intern Training Program. All components must be completed within two years of commencing the program. A completion certificate will be awarded to the intern on successful completion of the PSA Intern Training Program. Interns must successfully meet the competencies as outlined in the National Competency Standards Framework for Pharmacists in Xxxxxxxxx 0000. Forms of assessment of these competencies will include satisfactory completion of: • View mandatory orientation eLecture • Participate in mandatory workshop one and two • Five online modules • Public health education project • One practical assessment • Reflective journal entries • Complete one career pathways module • Documentation:
Learning Outcomes. The Consortium and its Partners undertake that EMLE graduates shall be able to convey insights from EAL in a clear way to both a specialized and a non-specialized audience, to apply EAL in court cases and to formulate policy opinions taking into account social responsibilities. EMLE graduates shall also have the capabilities for pursuing additional studies autonomously. This in- cludes, most notably, interdisciplinary research in legal and/or economic fields. The agreed EMLE learning outcomes are detailed in Annex III.
Learning Outcomes. The College shall be responsible for ensuring that P-TECH faculty understand the necessary learning outcomes for dual credit courses.. The College will provide the P-TECH and dual credit instructors with details for all professional development that the College's respective departments offer. AISD shall require P-TECH faculty to attend the College’s dual credit learning outcomes training. The College shall designate personnel to monitor instructional quality to ensure compliance with applicable course articulation agreements and the standards the state, SACS, the College, and AISD establish. AISD shall be responsible for ensuring that P-TECH faculty understand the necessary learning outcomes for high-school-level courses.
Learning Outcomes. 2.1 Level [ESG 1.2] The intended learning outcomes should align with the corresponding level in the Framework for Qualifications in the European Higher Education Area (FQ-EHEA), as well as the applicable national qualifications framework(s).
Learning Outcomes. It is the responsibility of the Licensee to participate in a planning call with Renaissance a minimum of 3-5 business days for remote Professional Services and 4-6 weeks for onsite Professional Services, prior to the delivery of the Professional Services to determine the agreed upon learning outcomes. Renaissance will plan the delivery of the Professional Service to meet those pre- determined learning outcomes. At times the needs expressed by the participants of the Professional Services event do not exactly match the learning outcomes identified in the pre-planning meeting. Renaissance will use commercially reasonable efforts to address those needs as time allows, but Renaissance will first focus on fulfilling the learning outcomes agreed to during the pre-planning meeting.
Learning Outcomes. The parties have agreed that the following learning outcomes should be achieved during the learning mobility: ● Observe and collect information about the organisation of the school and of the English lessons. ● Observation of the development in the reception centre of the European projects. ● Observe the methodology in teaching English as a foreign language with an English teaching team, the development of program activities, and evaluation. ● Learn how teachers design a unit of work with all the key elements of lesson planning, seating arrangements and timing. ● Observe the attention to diversity, especially with those students with specific educational needs, and in socio-emotional or affective attention. ● Collect information about the characteristics of the classes-group and their participation in different activities. ● Identify the different procedures of the school to promote participation with the different sectors of the education community. ● Know the context of the centre or school; the characteristics of the village, city or neighbourhood where the school is located. ● Observe the general operation of the reception school, with visits to the different classrooms to learn about the different multidisciplinary methodologies of the school. ● Receive complete information on aspects related to the Educational Project of the receiving institution and on the Italian system.
Learning Outcomes. By the end of the course, participants should be able to: - demonstrate knowledge about inclusive perspectives that provide success for people with ASD taking into consideration the diversity of the human within the community, school, working place and family; - understand ASD from different fundamental perspectives, namely neurodiversity, The International Classification of Functioning, quality of life, positive psychology; primary perspective, strengths-based approaches, preferences, interests, humanism, and pragmatism; - understand the needs, strengths and weaknesses, needs, and priorities of people with ASD from the cognitive, emotional, social, behavioral and communication perspectives; - recognize the heterogeneous nature of the ASD and how it impacts differently in individuals and families; - understand common challenges of ASD within different environments across life-span; - understand evidence-based principles and strategies underlying successful interventions for people with XXX; - identify challenges and opportunities in the workplace in order to answer the needs of the professionals that work with people with XXX; - know how to act in favor of people with ASD using a philosophy coined by humanity, responsibility taking and problem solving.
