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The Directive introduced a new level of transparency to help progress towards eventually replacing animal use in science and was instrumental in accelerating the concrete application of the 3Rs and the establishment of institutions and centres dedicated to dissemination, education and research based on the Principles across Europe.
The skills themselves are alluded to in St. Augustine's Confessions: Latin: ...legere et scribere et numerare discitur 'learning to read, and write, and do arithmetic'. [3] The phrase is sometimes attributed to a speech given by Sir William Curtis circa 1807: this is disputed.
As members of the community, ask the learners about their classes, ask parents why they have their children enrolled in government-funded schools, charter schools, private schools or homeschools ...
The National Centre for the Replacement, Refinement and Reduction of Animals in Research (NC3Rs, pronounced as "N C 3 Rs") is a British organization with the goal of reducing the number of animals used in scientific research.
The 3Rs have a broader scope than simply encouraging alternatives to animal testing, but aim to improve animal welfare and scientific quality where the use of animals can not be avoided. These 3Rs are now implemented in many testing establishments worldwide and have been adopted by various pieces of legislation and regulations. [2]
The 3Rs of Junior Forest Wardens (a Canadian outdoor-education program for families): Responsibility to yourself, Responsibility to others, Responsibility to your community and the planet; Return, Reclamation, Rehabilitation, rebel group in Central African Republic; Relief, recovery, and reform, categories of program under the New Deal
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions.