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The document outlines the 10 step process for curriculum design: 1) Needs assessment, 2) Rational statement, 3) Determining content, 4) Defining goals for topics, 5) Writing learning objectives, 6) Choosing instructional strategies, 7) Evaluation, 8) Constructing instructional units, 9) Implementation, and 10) Sharing the curriculum. It provides examples and descriptions for each step, emphasizing the importance of aligning objectives, content, instructional methods, and evaluation. The overall goal is to design an educational program that meets learners' needs and produces the intended outcomes.
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3. Representative curriculum designs including subject-centered, discipline-based, broad field, correlation, process-centered, and learner-centered/problem-centered designs.
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1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
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After completion of the presentation, the participants will be able to know:
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* What is Curriculum?
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* What kind of challenges, curriculum developers face while preparing the curriculum.
* 10 standards of a Good curriculum.
* conclusion
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The Saylor-Alexander model of curriculum is a 4-step process that includes determining goals and objectives, selecting and creating the curriculum design, developing implementation plans, and selecting evaluation procedures. It emphasizes flexibility and freedom for students and teachers. The model proposes evaluating the total educational program, curriculum plan, instructional effectiveness, and student achievement using various techniques to inform further planning. While it honors student needs and interests, teachers may find it difficult to balance all student factors.
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The Tyler Model is a classic 4-step approach to curriculum development consisting of determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives. The model was developed by Ralph Tyler in the 1940s and has influenced curriculum development. It focuses on aligning learning experiences with objectives based on the needs and philosophy of the school. Objectives are indicators of student mastery, experiences help achieve the objectives, experiences are logically organized, and objectives are then evaluated through assessment of student achievement.
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The document discusses the mathematics curriculum and its organization. It defines curriculum as the sum of all student activities and experiences provided by the school. The key components of developing a mathematics curriculum include setting goals, planning learning experiences and content, and assessing outcomes. When organizing the curriculum, principles like logical and psychological order, correlation across topics and grades, and adapting to individual differences should be followed. Approaches to organizing the curriculum include the topical, spiral, logical-psychological, unitary, and integrated approaches.
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The document summarizes different models for curriculum development:
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2) The Taba Model uses an inductive approach with teachers developing pilot units and revising them.
3) The Saylor, Alexander, and Lewis Model is deductive, starting with broad goals and moving to specific objectives and evaluation.
4) The Olivia Model involves 12+ steps from identifying needs to evaluating instruction and the curriculum.
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This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
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2. Sources that influence curriculum design such as science, society, moral doctrine, knowledge, and the learner.
3. Representative curriculum designs including subject-centered, discipline-based, broad field, correlation, process-centered, and learner-centered/problem-centered designs.
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The document discusses curriculum design and its key elements. It defines curriculum design as the arrangement of the four curriculum elements: aims/goals/objectives, subject matter/content, learning activities, and evaluation. There are two levels of curriculum organization - micro level which refers to arranging the content of a specific subject, and macro level which organizes the entire curriculum. The document also outlines four major types of curriculum design: subject-centered, learner-centered, problem-centered, and core learning designs. Finally, it discusses two important factors to consider in curriculum design - horizontal organization which arranges curriculum components, and vertical organization which focuses on the spiral progression of content.
Principle of teaching and learning review
This document discusses the meaning and types of principles in education. It defines principles as fundamental laws or doctrines that guide education. There are three main types of principles: starting principles which involve student characteristics, guiding principles which are instructional methods and techniques, and ending principles which are the goals and outcomes of education. The document then lists several specific principles of effective instruction, such as beginning with clear objectives, involving multiple senses, and creating a supportive learning environment. Overall, the principles outlined are meant to provide guidance for effective and productive teaching and learning.
dimensions and principles of curriculum design
The document discusses the key dimensions and principles of curriculum design, including scope, sequence, continuity, integration, articulation, and balance. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. Sequence involves organizing content in a logical progression from simple to complex. Continuity provides vertical repetition of content to strengthen learning. Integration draws from real-world themes to connect different subject areas. Articulation sequences content either vertically between grades or horizontally within grades. Balance aims to evenly distribute elements like content, time, and experiences.
The written curriculum ppp
The document discusses the key elements of a PYP (Primary Years Programme) curriculum. It explains that a PYP curriculum is transdisciplinary and inquiry-based, with learning organized through units of inquiry addressed in a programme of inquiry. Each unit explores a central idea through lines of inquiry and allows students to investigate globally significant issues. The document also notes that PYP schools ensure learning is engaging, relevant, challenging, significant, constructivist, concept-based, and involves taking responsible action. It describes how the programme of inquiry and unit planners synthesize the essential elements and create connections between the written, taught, and assessed curriculum.
Effective Administrative Support Professional
To introduce the reader or the learner on how to be an Effective Administrative Support Professional, in today’s business world.
Introductory business management concepts @ OxfordCambridge.Org all for free and free for all
Introduction to Curriculum Design
This document discusses curriculum design and related concepts. It defines curriculum as the deliberate design of the total school experience to produce an educational effect. Curriculum involves setting boundaries on what is taught, organizing educational experiences, and relating content to the learner, society, and subject matter. Effective curriculum design provides both structure and flexibility for teachers to exercise professional judgment in how content is taught.
Approaches to curriculum design
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
Approaches to curriculum design cd
The document outlines six key features of curriculum design: 1) Teachers who are quality educators and companions for learners. 2) Learners who are central to the educational process. 3) Knowledge, skills and values that help learners succeed. 4) Strategies and methods selected by teachers to align with learners' needs. 5) Performance that results from a good curriculum. 6) Partnerships with community stakeholders. It also describes three common approaches to curriculum design: learner-centered, subject-centered, and problem-centered.
Intended vs Implemented vs Achieved Curriculum
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
Report in The Curriculum and Development in the Philippines (sources are ackn...
The document discusses the history of curriculum development in the Philippines from pre-Spanish times to the present. It describes how education during the pre-Spanish era was informal and focused on practical skills taught at home. When the Spanish arrived in 1521, they established Catholic schools to teach reading, writing, religion and Spanish values. After independence, curriculum reforms aimed to secularize education and teach more science, math and English. The document outlines the ongoing efforts to develop curriculum that meets the needs of learners and society in the Philippine context.
intended vs implemented vs achieved curriculum
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
Curriculum development in the philippines
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
PowerPoint - Definitions of Curriculum and Christian Education
This document defines key terms related to curriculum and Christian education. It discusses curriculum as including the recommended, supported, taught, tested, learned, and hidden aspects. Christian education is understood from four perspectives: religious instruction, socialization, personal development, and liberation. Formal, nonformal, and informal learning environments are also addressed. The curriculum design process involves defining instructional purposes, goals, outcomes, scope and sequence, and methods based on educational foundations. The resulting instructional plan guides the creation of curricular materials for teaching.
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PowerPoint - Definitions of Curriculum and Christian Education
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Lesson 2 Instructional Objective.ppt
The document provides information on educating healthcare providers including guiding principles, provider roles, core competencies, and challenges.
The guiding principles state that education of healthcare providers must address priority health needs within a society, identify relevant national policies and standards, and define the expected role of providers. Provider roles include caregiver, decision-maker, communicator, community leader, and manager. Core competencies encompass essential knowledge, skills, values and behaviors that are common to all students in an academic program. Challenges in educating providers include information overload, limited opportunities for skills practice, poor monitoring of student progress, and lack of incentives for teachers to improve.
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EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptx
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
Monitoring and Supervising Curriculum & Curriculum Revision and Evaluation
This document provides an overview of curriculum monitoring and supervision. It discusses:
- Definitions of curriculum and its key elements/components like goals, content, learning experiences, and evaluation approaches.
- The importance of curriculum monitoring in determining if a curriculum is still relevant/effective and making improvements.
- The role of curriculum supervision in planning, directing, supporting the development, implementation and evaluation of curriculum.
- The process of curriculum revision to update and improve curriculum according to changes in needs, knowledge, and practices. It outlines the steps involved in revising curriculum according to the Higher Education Commission of Pakistan.
Curriculum implementation
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
training and development module 3
This document discusses concepts related to designing training programs. It begins by defining training and development as activities aimed at transferring or modifying knowledge, skills, and attitudes through learning experiences. When designing training programs, the objectives must be considered as well as learner readiness, learning principles, and trainer characteristics. The document then outlines an 8-step process for designing training programs, including defining the purpose and audience, determining participant needs, setting goals and objectives, outlining content, developing activities, preparing evaluations, and planning for follow-up. Finally, it discusses design theories like elaboration theory and Gagne and Briggs theory that can be applied when choosing training methods.
Minor Project #2 Nutrition Education Lesson Plan You.docx
Minor Project #2:
Nutrition Education Lesson Plan
Your second project is connected to the other two projects. Here you will develop a lesson plan;
the lesson plan will be the guide you follow for your major project, the nutrition education
presentation. The topic is the same as the nutrition concern of your target population you
selected in the ungraded Discussion post in Unit 2. The lesson plan is to summarize the areas
covered in your presentation and the steps to be followed throughout the presentation.
Lesson plan to include:
• Creative title (This should point to your topic.)
• Topic (From the ungraded Discussion post in Unit 2.)
• Target Population (From the ungraded Discussion post in Unit 2.)
• Time duration: (Specify either 15 or 20 minutes.)
• Objectives (You Must have at least 3 objectives and no more than 4 {remember, your
presentation is only 15-20 minutes}. Refer to Chapter 11 {pages 281-286}).
• Procedures: Includes:
o Introduction to audience
o Body of lesson including props and activities
o Closing
• Method of evaluation (Refer to Chapter 12 {pages 318-327}).
• Materials needed (Be specific and detailed.)
Format:
• When setting up the lesson plan, use bullet points as I have done here. The objectives
should be written in complete sentences and follow the correct format as found in the
textbook. The procedures should be in paragraph form, explaining the details of your
presentation of information. This is where you will include any activities you will be
incorporating into the lesson.
• Remember, to know your objectives were met, there must be a method of evaluation.
The method(s) must align with the objectives you developed. Evaluations generally
occur at the conclusion of a lesson; examples include asking the audience questions,
playing a memory game, having audience members complete a worksheet, etc. This is
an integral part of counseling and presentations.
• Under materials, list all materials needed for the entire presentation. This should be
detailed (educational handout your previously prepared, lesson plan, small expo board,
expo marker, props, etc.). Be specific; list everything you would need it you were
actually giving this presentation to the community.
• The layout of the lesson plan should be typed, in your own words but rather easy to
read and follow. You should organize the lesson plan in a logical order of how you would
naturally present it. Again, this lesson plan will be used in the major project
presentation, so it should cover every topic you want to address with your audience.
Refer to Chapter 12 (pages 328-330), for more on Lesson Plans and Program Plans, and pages
318-327 for more on Types of Evaluations and Outcomes and Data Collection Techniques.
Important: Be sure you do not use the template in the text; follow these instructions. Also, if
your topic and target audience are similar to the two lesson plans shown as examples .
Chapter 6
Here is a draft lesson plan on hair coloring techniques:
Course Title: Cosmetology
Subject: Hair Coloring
Topic: Basic Hair Coloring Techniques
Objectives:
By the end of this lesson, students will be able to:
1. Identify the different types of hair color and their effects
2. Demonstrate proper hair sectioning and application techniques
3. Explain the importance of a patch test and consultation
Teaching Aids:
- PowerPoint presentation on hair color theory
- Video on proper hair sectioning
- Mannequin heads
- Color swatches
- Gloves, towels, bowls
- Developer and various hair color
2. writing learning-objectives
This document discusses learning objectives and their importance in education. It defines key terms like goals, objectives, instructional objectives and learning objectives. It emphasizes that objectives should be learner-centered and measurable. The document outlines the components of a well-written learning objective, including the audience or learner, the observable behavior, the conditions of performance, and criteria for acceptable demonstration of the behavior. It provides examples of learning objectives written according to these components and guidelines. The document stresses that learning objectives are essential for guiding curriculum development, instructional methods, and student assessment.
Curriculum and Course Planning_BINALET.pptx
The document discusses curriculum definitions and the process of curriculum development and course design. It provides definitions of curriculum from various scholars and outlines the key elements involved in curriculum planning including determining objectives, content, teaching methods, and assessment. It also describes the five phases of formal curriculum development as 1) defining learning outcomes, 2) selecting learning experiences, 3) choosing relevant content, 4) developing assessments, and 5) evaluating effectiveness. The five phases provide a systematic approach to curriculum design.
Educational objectives
writing educational objectives
terminologies
definition, advantage, criteria, qualities, taxonomy/domains
Curriculum Development Process
The document discusses key elements of developing an effective curriculum:
1) A curriculum combines various elements like content, strategies, and methods to ensure quality education and student excellence, but these elements must be properly balanced.
2) A curriculum relates to an entire study program and consists of courses and subjects organized coherently to help students achieve learning objectives.
3) Regular evaluation of the curriculum is important to identify problems and ensure continuous improvement.
Presentation Theory
The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
This document discusses the importance of numbering systems and sectioning units in course development. It explains that numbering systems provide a consistent way to represent numbers and allow for arithmetic operations. Sectioning units clearly organizes the content and establishes a logical flow and progression for students. The document recommends numbering each unit and including an introduction, objectives, lessons, and assessment sections to structure the material for students. Providing this framework helps students understand what is expected and supports their learning of the concepts.
objectives
By the end of the presentation, candidates should be able to:
- Define learning objectives and differentiate between goals and objectives.
- Explain the importance of learning objectives and discuss types and components of educational objectives.
- Discuss how to write an educational objective and identify common mistakes.
Chapter 06
A properly planned program ensures students progress satisfactorily by determining resources, essential topics, sequencing subjects, developing lesson plans, and getting input from an advisory committee. The committee helps identify important subjects and skills. Instructional goals are set at the course, subject, and lesson levels. Objectives specify what students will be able to do, like identify financial considerations of operating a business. Lesson planning involves considering the cognitive, affective, and psychomotor domains.
Lesson 3 Plan for teaching (2).ppt
The document provides guidance on developing a plan for teaching a course. It discusses developing a course syllabus, planning for student assessment, selecting teaching methods and learning materials, and developing a course schedule. The key aspects of a course syllabus are outlined, including course objectives, logistics, assignments, and assessment methods. Effective student assessment requires clear learning objectives, a variety of assessment methods, feedback to students, and support for grading. Formative and summative assessment are also discussed.
Presentation on writing outcomes
This document provides guidance on developing learning outcomes. It begins by outlining the intended learning outcomes of the workshop, which are to develop outcomes adhering to the SMART principles, critique existing outcomes, and demonstrate constructive alignment. It then defines curriculum and outlines the topics to be covered, including learning outcomes, constructive alignment, and consolidation. The document provides details on writing outcomes focusing on what students can do, guidelines for effective outcomes using Bloom's taxonomy and level descriptors, and the importance of alignment between outcomes, teaching strategies, and assessment. It includes examples and activities for writing and evaluating outcomes to ensure they are specific, measurable, attainable, relevant, and targeted.
Class session 3
This document discusses curriculum design in medical education. It provides an agenda for the class session which includes discussing Brookfield's Critical Incident Questionnaire, the use of rubrics in teaching and learning, and writing goals and learning objectives. It then discusses using rubrics for assessment and providing feedback to students. Key aspects of rubrics like dimensions and achievement levels are outlined. The relationship between goals, objectives, instructional strategies, feedback and assessment in integrated course design is discussed. Writing goals, objectives, Bloom's taxonomy, and examples of learning objectives are also covered.
Curriculum design 101
This presentation will assist people in developing customized curricula based on multiple approaches. The Kern methodology is highly recommended.
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Does teamwork really matter? Looking beyond the job posting to understand lab...
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OJP data from firms like Vicinity Jobs have emerged as a complement to traditional sources of labour demand data, such as the Job Vacancy and Wages Survey (JVWS). Ibrahim Abuallail, PhD Candidate, University of Ottawa, presented research relating to bias in OJPs and a proposed approach to effectively adjust OJP data to complement existing official data (such as from the JVWS) and improve the measurement of labour demand.1：1制作加拿大麦吉尔大学毕业证硕士学历证书原版一模一样
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
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2留学回国人员证明（使馆认证）使馆网站真实存档可查。
我们对海外大学及学院的毕业证成绩单所使用的材料尺寸大小防伪结构（包括：皇家墨尔本理工大学皇家墨尔本理工大学本科学位证成绩单隐形水印阴影底纹钢印LOGO烫金烫银LOGO烫金烫银复合重叠。文字图案浮雕激光镭射紫外荧光温感复印防伪）都有原版本文凭对照。质量得到了广大海外客户群体的认可同时和海外学校留学中介做到与时俱进及时掌握各大院校的（毕业证成绩单资格证结业证录取通知书在读证明等相关材料）的版本更新信息能够在第一时间掌握最新的海外学历文凭的样版尺寸大小纸张材质防伪技术等等并在第一时间收集到原版实物以求达到客户的需求。
本公司还可以按照客户原版印刷制作且能够达到客户理想的要求。有需要办理证件的客户请联系我们在线客服中心微信：95270640 或咨询在线父亲的家很狭小除了一张单人床和一张小方桌几乎没有多余的空间山娃一下子就联想起学校的男小便处山娃很想笑却怎么也笑不出来山娃很迷惑父亲的家除了一扇小铁门连窗户也没有墓穴一般阴森森有些骇人父亲的城也便成了山娃的城父亲的家也便成了山娃的家父亲让山娃呆在屋里做作业看电视最多只能在门口透透气不能跟陌生人搭腔更不能乱跑一怕迷路二怕拐子拐人山娃很惊惧去年村里的田鸡就因为跟父亲进城一不小心被人拐跑了至今不见踪影害不
Detailed power point presentation on compound interest and how it is calculated
Detailed information about compund interest
Economic Risk Factor Update: June 2024 [SlideShare]
May’s reports showed signs of continued economic growth, said Sam Millette, director, fixed income, in his latest Economic Risk Factor Update.
For more market updates, subscribe to The Independent Market Observer at https://blog.commonwealth.com/independent-market-observer.
South Dakota State University degree offer diploma Transcript
办理美国SDSU毕业证书制作南达科他州立大学假文凭定制Q微168899991做SDSU留信网教留服认证海牙认证改SDSU成绩单GPA做SDSU假学位证假文凭高仿毕业证GRE代考如何申请南达科他州立大学South Dakota State University degree offer diploma Transcript
在线办理(GU毕业证书)美国贡萨加大学毕业证学历证书一模一样
学校原件一模一样【微信：741003700 】《(GU毕业证书)美国贡萨加大学毕业证学历证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Tdasx: In-Depth Analysis of Cryptocurrency Giveaway Scams and Security Strate...
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Enhancing Asset Quality: Strategies for Financial Institutions
Ensuring robust asset quality is not just a mere aspect but a critical cornerstone for the stability and success of financial institutions worldwide. It serves as the bedrock upon which profitability is built and investor confidence is sustained. Therefore, in this presentation, we delve into a comprehensive exploration of strategies that can aid financial institutions in achieving and maintaining superior asset quality.
Tdasx: In-Depth Analysis of Cryptocurrency Giveaway Scams and Security Strate...
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The Impact of Generative AI and 4th Industrial Revolution
This infographic explores the transformative power of Generative AI, a key driver of the 4th Industrial Revolution. Discover how Generative AI is revolutionizing industries, accelerating innovation, and shaping the future of work.
New Visa Rules for Tourists and Students in Thailand | Amit Kakkar Easy Visa
Discover essential details about Thailand's recent visa policy changes, tailored for tourists and students. Amit Kakkar Easy Visa provides a comprehensive overview of new requirements, application processes, and tips to ensure a smooth transition for all travelers.
Machine Learning in Business - A power point presentation.pptx
Power point presentation on machine learning.
Discover the Future of Dogecoin with Our Comprehensive Guidance
Learn in-depth about Dogecoin's trajectory and stay informed with 36crypto's essential and up-to-date information about the crypto space.
Our presentation delves into Dogecoin's potential future, exploring whether it's destined to skyrocket to the moon or face a downward spiral. In addition, it highlights invaluable insights. Don't miss out on this opportunity to enhance your crypto understanding!
https://36crypto.com/the-future-of-dogecoin-how-high-can-this-cryptocurrency-reach/
Accounting Information Systems (AIS).pptx
An accounting information system (AIS) refers to tools and systems designed for the collection and display of accounting information so accountants and executives can make informed decisions.
真实可查(nwu毕业证书)美国西北大学毕业证学位证书范本原版一模一样
原版定制【微信:bwp0011】《(nwu毕业证书)美国西北大学毕业证学位证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
Optimizing Net Interest Margin (NIM) in the Financial Sector (With Examples).pdf
NIM is calculated as the difference between interest income earned and interest expenses paid, divided by interest-earning assets.
Importance: NIM serves as a critical measure of a financial institution's profitability and operational efficiency. It reflects how effectively the institution is utilizing its interest-earning assets to generate income while managing interest costs.
International Sustainability Standards Board
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New standard for reporting sustainability on lines of tcfd
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