Sentence examples for peer assistance from inspiring English sources
After an increase in police suicides — 23 cases in 1994 and 1995 combined — an independent, nonprofit counseling service was created, called Police Organization Providing Peer Assistance, said Bill Genet, the founder and director.
They claimed that online quizzes and assessments could enhance learning through the mechanism of retrieval practice, short videos allow for mastery learning and complement the optimal attention span of students, and discussion forums help to provide peer assistance interaction.
In 2009, the union negotiated an overhaul of the teacher evaluation system, instituting peer assistance and review and collaborative decision-making.
In Elgin, the local union worked with its district, with the support of the NEA Foundation, to develop its peer assistance system as a way to comply with the state's new teacher evaluation laws.
We have considered peer assistance and review programs, such as the model used in Montgomery County Public Schools, as a way for educators to be the experts on teacher quality.
There has been little published on the potential for using peer assistance interventions to improve TB patient education and encouraging medication adherence.
Among the ways of doing that, she said, are holding regular social outings for employees, designating "coffee corners" where people can chat over breaks and creating peer-assistance programs that allow workers to discuss issues or problems in confidence.
The cornerstone of the IANPHI approach is a peer-assistance model for NPHI strengthening and enhancement, with an emphasis on countries without NPHIs or with NPHIs in their early stages.
To that end, IANPHI has also developed an NPHI toolkit (www.sph.emory.edu/IANPHI), which provides access to a variety of Web-based information resources for countries, NPHIs, and IANPHI peer-assistance teams to use as they work to assess, develop, and improve NPHIs and build public health capacity around the world.
Similarly, on the original rubric, there was a dimension titled "Student-directed Learning," which included the following attributes: refers to guidelines of rubric to direct work, divides and completes tasks, negotiates roles within group, checks for understanding regarding process and/or content, and provides peer feedback, assistance, and/or redirection.
The analysis of the second module, "Interpersonal competences in the use of ICT at university", showed that both men and women felt they had good interpersonal competence when they "turned to their peers" for assistance, but were less self-assured when "deciding to wait and ask for a tutorial with a teacher".
