Sentence examples for responsibilities students from inspiring English sources

He told BBC Radio 4's World at One programme: "These contracts are for the most part taken by people who have caring responsibilities, students, who might be able to work 20 hours one week … the next week, because you're taking somebody to hospital, you can only work 10 hours".

"The people who actually use that contract are for the most part people with caring responsibilities, students, people who can't guarantee fixed hours over a series of weeks and who are able therefore to flex their work and take their work as necessary," he said.

It should be named the flexible hours contract because the people that actually use that contract are, for the most part, people who have caring responsibilities, students, people who can't guarantee hours, fixed hours, over a series of weeks, but who are able therefore to flex their work and take the work as necessary".

Out of 13 responsibilities, students give the responsibility only to their teachers in 4 tasks, and only to themselves in 2 tasks, while the rest are stated as the responsibilities shared by both themselves and their teachers.

These theories adequately support the responsibilities students have to meet whilst learning theory and applying this in a practical sense during classroom study and real-life exposure to patients whilst on clinical placement.

Empowered with this level of responsibility, students come up with great ideas for lessons, discover or produce superb resources and demonstrate real authority in leading class discussions.

Promoting collective cognitive responsibility: students functioning like expert teams that go beyond division of labor to making every member responsible for doing whatever is necessary to achieve success in a joint effort (Scardamalia [2002]).

Furthermore, 'inquiry-based learning may be characterized by the degree of responsibility students have in posing and responding to questions, designing investigations, and evaluating and communicating their learning (student-directed inquiry) compared to the degree of involvement the teacher takes (teacher-guided inquiry).

The authenticity of the task, the responsibility students were stimulated to take, the teamwork and the sense of ownership that evolved, and especially the presentation and defense of their project to a jury of professional scientists forced students to bridge the gap and to think and behave as professional researchers.

What responsibilities do students have to use reliable sources, fact-check information and cite the provenance of material?

One way to address this confusion is to be more explicit about the mutual responsibilities of students and service.