Ancillary charges, such as taxes, duty, protective in transit insurance, freight, and installation may be included in or excluded from the acquisition cost in accordance with the non-Federal entity's regular accounting practices.
A 3-character code used to identify a specific category of extramural research activity, applied to financial assistance mechanisms.
The emphasis is on the learning process, including the emotional support that learners offer each other, as much as the learning task itself.
The European e-Competence Framework (e-CF) provides a reference of 40 competences as applied at the Information and Communication Technology (ICT) workplace, using a common language for competences, skills, knowledge and proficiency levels that can be understood across Europe.
Identical in its structure and content to the e-CF 3.0 CWA, the new EN format provides great opportunities for further dissemination and continued adoption of the framework Europe-wide.
When you turn on the nightly news, you expect to find competing viewpoints and different perspectives from one station to the next.
Free Press will continue advocating for measures that would put more of the public airwaves into the hands of local owners.NIH uses three funding mechanisms for extramural research awards: grants, cooperative agreements and contracts.Within each funding mechanism, NIH uses 3-character activity codes (e.g., F32, K08, P01, R01, T32, etc.) to differentiate the wide variety of research-related programs NIH supports.In short, peer teaching occurs when students, by design, teach other students. “There is a wealth of evidence that peer teaching is extremely effective for a wide range of goals, content, and students of different levels and personalities (Mc Keachie et al., 1986).Peer teaching involves one or more students teaching other students in a particular subject area and builds on the belief that “to teach is to learn twice’ (Whitman, 1998).” “Peer teaching can enhance learning by enabling learners to take responsibility for reviewing, organizing, and consolidating existing knowledge and material; understanding its basic structure; filling in the gaps; finding additional meanings; and reformulating knowledge into new conceptual frameworks’ (Dueck, 1993).” “Help from peers increases learning both for the students being helped as well as for those giving the help.