IB programmes challenge students to excel in their studies, the organization of training of children on individual education encourage both personal and academic achievement. To request transcripts and certificates, please visit our information page.
The IB supports schools and teachers to provide a rigorous, high-quality education, offering professional development that improves pedagogy and leadership. IB students at university Research from leading institutions shows that IB students are more likely than their peers to succeed in higher education. Implementing the IB The IB works closely with district, regional and national representatives to implement IB programmes and professional development in countries all over the world. CP, DP, and PYP Workshops in Buenos Aires – IB Americas The late registration fee will not apply to this event. Conferences Each year, the IB gathers educational leaders, decision makers and practitioners from schools, universities and governments, as well as students, to discuss and develop ideas on international education.
Ask a question Ask a question about any aspect of our organization, from becoming an IB World School to accessing professional development. Military education and training is a process which intends to establish and improve the capabilities of military personnel in their respective roles. It begins with recruit training, proceeds to education and training specific to military roles, and may also include additional training during a military career. The primary form of military training is recruit training, which makes use of various conditioning techniques to resocialize trainees into the military system, ensure that they will obey all orders without hesitation, and teach basic military skills. After their recruit training, personnel may undergo further training specific to their military role, including the use of any specialist equipment.
After this point, they are normally deemed fit for military service. Military personnel may continue to receive training during their career. Larger countries may have military academies, which combine military training with formal qualifications. Misplaced Loyalties: The Role of Military Culture in the Breakdown of Discipline in Two Peace Operations”. Journal of Military and Strategic Studies. CS1 maint: Explicit use of et al.
New York: Little, Brown and Co. Hidden categories: CS1 maint: Explicit use of et al. This page was last edited on 19 February 2018, at 10:38. People who create online learning get involved in many types of content development tasks. Electronic Performance Support Systems, Help documentation, presentations and so on. During all of these tasks, you will be organizing content at a high level to give it a meaningful structure. A meaningful structure is logical, helping people to comprehend and retain the content as well as helping them quickly find the content they need.
Assuming that you’ve sufficiently wrapped your mind around the content, use the list below to find the most effective strategy for organizing it. Sticking to one high-level strategy will help streamline the design process and it helps learners and users understand the larger framework of a course, website or document. The content on this page is organized alphabetically. Alphabetical A conventional but important organizing principle for content is alphabetical order.
Because most people learn how to use alphabetical order in childhood, it’s nearly intuitive. Alphabetical order allows for quick and easy access to information. Example: Help documentation, glossaries, lists like this. Categorical Some content has a flat structure. There is no hierarchy, no sequence and all of the topics are more or less at the same level of difficulty with no prerequisites. In this case, you can organize the content by category in a nonlinear structure. Cause and Effect Organizing content by cause and effect may not be the first approach you think of, but it can be effective when used for the the right purpose.
When the content presents problems and solutions, then a cause and effect structure is appropriate. Example: A course on troubleshooting a network for IT professionals could be arranged by problems and solutions. Inherent Structure Often content has its own structure that is cognitively natural to the subject. If the content presents events in a time line, then a chronological order is self-evident.
If the content revolves around various geographical areas, then organization by location is natural. Example: A course teaching agriculture extension agents about soil could be organized by soil layers, starting with the topsoil. Order of Importance In a flat structure without hierarchy, the most effective approach for organizing content might be by the order of its importance. Because learners usually pay the most attention to the beginning and end of a topic, you have quite a few options for arranging the content. Simple to Complex Instructional content can be organized from the simple to complex even when the simpler content is not subordinate or prerequisite to the complex content.