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Whilst it is important to recognise students' views about their learning needs they have not identified themes to be important that psychiatrists would consider essential.
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Accordingly, schools and educators could strive to provide pedagogical opportunities that recognise student's culture, language and identity (e.g. Kinloch, 2012; Lee, 2007; Morrell, 2008).
Universities struggle to impose fair and consistent ways of recognising students' differential needs related to disabilities and caring responsibilities, not to mention the widening gulf in how students fund their studies, resulting in very different work schedules and home lives.
Among them are a number of £1,000 bursaries awarded on the basis of a student's academic record before joining, as well as second and final year bursaries recognising students' success while at university.
In order to manage student expectations, universities must recognise where students are coming from: Universities need to understand the backgrounds and previous educational experiences students have had.
It is also important to recognise that students learn in different ways and that role-play may be a preferred method for students who learn through concrete experiences.
In the mid-1960s Adeiaan de Groot, a Dutch psychologist and chess grandmaster, began pushing for a more objective way to recognise top students.
Administrators must recognise that students – and their cheque-writing parents – are not consumers: they are not always right and they are not entitled to high grades.
The case is also strong to recognise that students do not earn full-time and may be dependent on parents, some of whom won't or can't pay.
Paul Hobman can recognise a student house instantly, he says.
Traditionally, the degree was awarded four years after graduation to recognise the student's "self-development".
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