EAPRIL 2012: WISH for a Succesful Internship
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This document discusses the WISH method, a self-regulation strategy developed by the Better Learning in Practice project to help vocational students set and achieve personal learning goals during internships. The WISH method involves defining a learning goal, imagining achieving it, identifying potential stumbling blocks, and forming "if-then" plans to accomplish the goal despite obstacles. An evaluation after one year found the method increased students' focus on personal goals and the importance of specific, feasible objectives. Mentors' involvement also impacted the intervention's quality. The WISH method and exercise are aimed at optimizing workplace learning during internships.
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This document summarizes key concepts about e-learning design from the book E-Learning by Design by William Horton. It defines e-learning as using technology for learning experiences. There are varieties of e-learning like standalone courses, simulations, mobile learning, and social learning. Design involves planning instruction, while development is implementation. Instructional design is the process of planning learning by applying learning principles. Various design perspectives and influences are discussed, along with aligning learning goals, objectives, sequences, and activities to create effective e-learning.
Teaching constructs (rp2)
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
Teaching statement workshop science_bridge
Writing a Successful Teaching Statement
Peter Newbury
Center for Teaching Development, UCSD
ctd.ucsd.edu
developing courses.pdf
This document provides an overview of a workshop on curriculum planning and course design. The workshop aims to help participants understand what curriculum entails beyond just content, and identify different components for designing a course that actively engages students. It discusses defining curriculum, Schwab's curriculum commonplaces of the teacher, student, subject matter and milieu. Participants reflect on these factors and how to select essential content and learning outcomes. The workshop also addresses assessment, learning activities, resources and the importance of front-end analysis to guide course planning decisions.
10 Minute Trainer for TLs_2016-06-01
This document outlines a training module for team leads on developing short, impactful training sessions. It discusses key principles of adult learning, such as applying prior knowledge and motivating learners by explaining relevance. Trainees are guided to create a 10-minute training on an ISM (important sales method) using a structured approach: state the rationale, set objectives, design engaging activities, and evaluate learning. The document models this process and provides worksheets for trainees to develop their own lesson plans to present.
Formative Assessment
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
Cengage Learning, Webinar, Dev Studies, Strategies for Integrating Reading & ...
Professors Dr. Lori Hughes and Dr Lana Myers, Lone Star College-Montgomery, shared their successful strategies for teaching integrated reading and writing (IRW) courses. They presented their integration strategies, combined assessments, and lessons learned through two years of IRW pilots and full-scale implementation of an IRW program.
Introduction to Teaching Portfolios
This document summarizes a workshop on teaching portfolios for teaching assistants. It defines what a teaching portfolio is, discusses the different types and components of portfolios, and provides examples. The workshop objectives are to help participants compare portfolio types, identify portfolio resources, recognize common components, and create an action plan. Attendees learn about developing portfolio elements like philosophy statements, teaching activities, evidence of student learning, and reflections. Questions are provided to help participants think about their own portfolios.
A successful lesson plan
The document outlines six steps to creating a successful lesson plan: 1) outline learning objectives, 2) develop an introduction, 3) plan specific learning activities, 4) plan to check for understanding, 5) develop a conclusion and preview, and 6) create a realistic timeline. It emphasizes identifying objectives, engaging students, checking comprehension, summarizing key points, and building flexibility into the timeline. The goal is to design a lesson plan that effectively facilitates learning through a variety of activities and assessments.
Putting the ‘learning’ back into active learning
In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.
Teaching & Learning Style Tools (Slideshare).pptx
This presentation explains various strategies to help with classroom control methods using Mutil-Tiered Systems of Support as a reference.
Co Teaching Un 100
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
Goal-Setting, AAPT Facilitators Workshop
A set of slides on backwards design (Wiggins & McTighe, 2005) and multiple learning goals for significant learning (Fink, 2013), for the American Association of Philosophy Teachers' workshop for facilitators of the AAPT Teaching & Learning Workshops--training to facilitate those workshops.
UCSD Teaching Statement workshop
This document provides guidance on developing an effective teaching statement for academic job applications. It discusses the purpose of teaching statements, outlines common components like teaching philosophy and goals, and provides examples. General guidelines are presented, such as keeping statements brief, being specific with examples, and focusing on teaching over research. Resources for creating teaching statements are listed at the end.
The online teaching portfolio
This workshop was targeted at UK teaching staff in higher education who would like to explore the use of online portfolios to showcase and reflect on their teaching practice.
Dialogue Education
An educational session introducing Dialogue Education in the context of higher education, professional education, and workforce training contexts
Teaching statement workshop
Center for Teaching Development (UCSD)
Weekly Workshop: Writing a Successful Teaching Statement
March 7, 2013
ctd.ucsd.edu
Similar to EAPRIL 2012: WISH for a Succesful Internship (20)
Cengage Learning, Webinar, Dev Studies, Strategies for Integrating Reading & ...
Cengage Learning, Webinar, Dev Studies, Strategies for Integrating Reading & ...
More from Jos Akkermans
Sustainable Careers: Towards a Conceptual Model
This presentation features some highlights from our conceptual paper on sustainable careers (De Vos, Van der Heijden, & Akkermans, 2018 in Journal of Vocational Behavior)
Erasmus University Guest Lecture - Building a Sustainable Career
On Monday September 25th I gave a guest lecture at Erasmus University Rotterdam about sustainable careers. Among other things, we discussed what a sustainable career is, why we need to pay attention to them, and what young individuals can do to successfully start a sustainable career.
The role of career competencies and career adaptability in students' well-bei...
During AOM 2017, I presented a paper about the role of career competencies and career adaptability in students' well-being and performance, on behalf of the first author, Kristina Paradniké.
School-to-work transition in the contemporary career: An interdisciplinary sy...
I presented this paper on behalf of the first author, Rowena Blokker. The paper features a systematic review of the school-to-work transition literature, including antecedents and consequences, and a preliminary conceptual model of macro and micro factors.
Duurzame Loopbanen van Universitair Docenten
Keynote tijdens het symposium "Waardering van Docenten" aan de Vrije Universiteit Amsterdam op 20 juni 2017 in het kader van de promotie van Thea van Lankveld
Career Competencies and CareerSKILLS
Akkermans, J., Brenninkmeijer, V., & Blonk, R.W.B. Career competencies and CareerSKILLS. Paper presented at the bi-annual Unemployment, Job Insecurity and Health (UJIH) conference, November 2011, in Helsinki, Finland.
Career Competencies and Employability: A Successful Team?
Akkermans, J., Brenninkmeijer, V., & Blonk, R.W.B. Career competencies and employability: A successful team? Paper presented at the bi-annual conference of the European Association of Work and Organizational Psychology (EAWOP), May 2011, in Maastricht, Netherlands
Managing Sustainable Careers of Young Workers
These are the slides from a keynote talk that I did during the CityWork Amsterdam event on May 29th 2017 at the RAI convention center in Amsterdam.
EAWOP 2017 Symposium Employability 2.0
The document discusses innovative ways of studying employability and presents findings from a study on employability conducted by Jos Akkermans, Stefan Mol, and Sofija Pajic at the EAWOP Meeting in Dublin, Ireland. The study used latent profile analysis to examine different profiles of employability competencies in university graduates and their relationship to study and job performance, drawing on a systematic literature review. The findings from the study were discussed by Nele de Cuyper.
EAWOP 2017 Presentation Buffering the Breach
This study examined how unit commitment climate buffers the negative effects of psychological contract breach (PCB). The researchers found that:
1) A high level of agreement in commitment climate (climate strength) moderated the relationship between PCB and decreased work engagement, such that strong agreement buffered the negative effects.
2) However, only the interaction between high commitment climate level and strength buffered the effects - high level alone did not.
3) PCB had the most strongly buffered negative effects on engagement when both commitment climate level and strength were high.
EAWOP 2017 Presentation All In or All Out
This document summarizes a presentation examining potential trade-off effects of human resource management (HRM) investments in employee employability. The presentation suggests that the "employability management paradox" - the idea that increasing employee employability could decrease organizational commitment - may not exist. Results from two studies found that high-commitment HRM practices like training, performance management, and communication were positively related to employee commitment indirectly through both internal and external employability. There was no evidence that increasing employability diminished organizational commitment. The findings imply organizations need not worry that investing in employee employability will reduce attachment to the company.
Kooij et al. (2017) - The Influence of FTP on Work Engagement and Performance...
This two-wave study aimed to examine future time perspective (FTP) as an antecedent of job crafting,
and in turn job crafting as a mediator in associations between FTP and work outcomes. Based on the
lifespan socio-emotional selectivity theory, we expected that open-ended and limited FTP would evoke
different forms of job crafting, which in turn would be associated with changes in work engagement
and job performance. In line with our expectations, we found that employees whose open-ended FTP
increased over a 1-year time period also crafted more job resources and challenging job demands such
that their job provided them with more opportunities for knowledge acquisition, which in turn resulted
in increased levels of work engagement and job performance. However, contrary to our expectations,
employees whose limited FTP increased over the 1-year time period did not proactively reduce their
hindering job demands. Hence, although crafting fewer hindering job demands was directly related to
decreased levels of work outcomes as expected, we found no indirect effect of changes in limited FTP
on changes in work engagement and performance via changes in this job crafting behaviour. These
findings have important implications for the literature on job crafting and FTP.
Akkermans & Tims (2017) - Crafting your Career: How Career Competencies Relat...
This study aimed to investigate whether career competencies could enhance an
employee's subjective career success in terms of perceived employability and
work–home balance via job crafting behaviors. Based on Job Demands-
Resources (JD-R) Theory, we examined a potential motivational process in
which career competencies, as a personal resource, would enhance career success
through expansive job crafting. The results showed that job crafting mediated
the positive relationship between career competencies and both internal
and external perceived employability. In addition, job crafting mediated the
positive relationship between career competencies and work–home enrichment.
We expected a negative association between job crafting and work–home interference,
yet our results indicated that career competencies are indirectly and
positively related to work–home interference via job crafting. With our findings,
we add to JD-R Theory by (1) showing that career competencies may be
considered a personal resource, (2) empirically examining the role of job crafting
in motivational processes, and (3) showing that enhanced subjective career
success can be an outcome of motivational processes. Organisations may use
these findings to implement developmental HR practices aimed at increasing
career competencies and job crafting.
Plomp et al. (2016) - Career Competencies and Job Crafting: How proactive Emp...
This study examines how proactive employees influence their well-being through job crafting and career competencies. The study found that proactive personality was positively related to both job crafting and career competencies. Job crafting and career competencies were both found to mediate the positive relationship between proactive personality and employee well-being, as measured by job satisfaction and perceived health. The findings suggest that proactive employees can enhance their well-being through both proactively shaping their job duties and developing career-related skills and abilities.
Akkermans & Tims (2016) - Crafting your Career: How Career Competencies Relat...
This study examines whether career competencies can enhance subjective career success in terms of perceived employability and work-home balance through job crafting behaviors. The results showed that job crafting mediated the positive relationship between career competencies and both internal and external perceived employability as well as work-home enrichment. However, career competencies were also positively related to work-home interference through job crafting. The findings suggest that career competencies and job crafting can help employees achieve better career success by improving their employability and work-home balance.
Akkermans et al. (2016) - What About Time? Examining Chronological and Subjec...
Purpose – The aging workforce is becoming an increasingly important topic in today’s labor market. However, most scientific research and organizational policies focus on chronological age as the main determinant of successful aging. Based on life span developmental theories – primarily socioemotional selectivity theory and motivational theory of life span development – the purpose of this paper is to test the
added value of using subjective age – in terms of remaining opportunities and remaining time – over and above chronological age in their associations with motivation at work and motivation to work.
Design/methodology/approach – Workers from five different divisions throughout the Netherlands (n=186) from a taxi company participated in the survey study.
Findings – The results from the regression analyses and structural equation modeling analyses support
the hypotheses: when subjective age was included in the models, chronological age was virtually unrelated to workers’ intrinsic motivation, extrinsic motivation, and motivation to continue to work for one’s organization. Moreover, subjective age was strongly related to work motivation. Specifically,
workers who perceived many remaining opportunities were more intrinsically and extrinsically motivated, and those who perceived a lot of remaining time were more motivated across the board.
Originality/value – The findings indicate that subjective age is an important concept to include in studies focussing on successful aging, thereby contributing to life span developmental theories. Further implications for research and practice are discussed.
Keywords Age, Work motivation, Future time perspective, Remaining
Kooij et al. (2016) - The Influence of FTP on Work Engagement and Work Perfor...
This two-wave study aimed to examine future time perspective (FTP) as an antecedent of job crafting, and in turn job crafting as a mediator in associations between FTP and work outcomes. Based on the lifespan socio-emotional selectivity theory, we expected that open-ended and limited FTP would evoke different forms of job crafting, which in turn would be associated with changes in work engagement and job performance. In line with our expectations, we found that employees whose open-ended FTP increased over a 1-year time period also crafted more job resources and challenging job demands such that their job provided them with more opportunities for knowledge acquisition, which in turn resulted
in increased levels of work engagement and job performance. However, contrary to our expectations, employees whose limited FTP increased over the 1-year time period did not proactively reduce their hindering job demands. Hence, although crafting fewer hindering job demands was directly related to decreased levels of work outcomes as expected, we found no indirect effect of changes in limited FTP
on changes in work engagement and performance via changes in this job crafting behaviour. These findings have important implications for the literature on job crafting and FTP.
Akkermans et al. (2015) - Practice Makes Perfect
A major work-related transition that individuals go through in the beginning of their career is the school-to-work transition (STWT) . During this transition young individuals face many challenges and changes in a relatively brief period of time, such as developing a professional identity (McKee-Ryan et al. 2005 ), fi nding suitable employment (e.g., Scherer 2004 ), and going through the organizational socialization
process (Koivisto et al. 2007 ). The STWT is more relevant now than ever because of increasing demands for fl exibility and career self-management (e.g., Akkermans et al. 2013c ), and because the worldwide economic crisis of the past
years has struck young employees hardest of all (European Commission 2012 ). Therefore, this chapter focuses specifi cally on this transition. First, we will discuss recent trends with regard to employment statistics of young workers in Europe.
Second, we will focus on known antecedents and consequences of an adaptive STWT. Next, we will discuss the new career perspective, and examine two emerging
topics; career adaptability and career competencies . Finally, we will present two cases in which the CareerSKILLS method in The Netherlands, and the School-to-Work Group Method in Finland will be detailed.
Akkermans et al. (2015) - It's All About CareerSKILLS
The aim of our study was to investigate the effectiveness of the CareerSKILLS program, a career development intervention based on career competencies and the JOBS methodology, which aims to stimulate career self-management
and well-being of young employees. In a quasi-randomized control trial, the effects of the program were tested in a homogeneous sample of young employees
with intermediate vocational education (Nintervention = 112, Nnon-intervention = 61) and in a heterogeneous sample of employees from a special reintegration program (Nintervention = 71, Nnon-intervention = 41). Our results support the effectiveness of the intervention: participants of the CareerSKILLS program, versus a control group, showed increases in six career competencies (refl ection of
motivation, refl ection on qualities, networking, self-profi ling, work exploration, and career control), self-effi cacy, resilience against setbacks, careerrelated behaviors, perceived employability, and work engagement. These
results provide empirical support for the effectiveness of the CareerSKILLS program. Theoretical and practical implications are discussed.
Akkermans (2013) - Steun de Starter!
Jonge werknemers zijn het hardst getroff en door de
wereldwijde economische crisis, resulterend in een enorme
jeugdwerkeloosheid. Hoe kunnen we juist deze groep
stimuleren in hun loopbaanontwikkeling en hun welzijn?
Dit artikel bespreekt de belangrijkste bevindingen van een
promotieonderzoek op dit thema.
More from Jos Akkermans (20)
Erasmus University Guest Lecture - Building a Sustainable Career
Erasmus University Guest Lecture - Building a Sustainable Career
The role of career competencies and career adaptability in students' well-bei...
The role of career competencies and career adaptability in students' well-bei...
School-to-work transition in the contemporary career: An interdisciplinary sy...
School-to-work transition in the contemporary career: An interdisciplinary sy...
Career Competencies and Employability: A Successful Team?
Career Competencies and Employability: A Successful Team?
Kooij et al. (2017) - The Influence of FTP on Work Engagement and Performance...
Kooij et al. (2017) - The Influence of FTP on Work Engagement and Performance...
Akkermans & Tims (2017) - Crafting your Career: How Career Competencies Relat...
Akkermans & Tims (2017) - Crafting your Career: How Career Competencies Relat...
Plomp et al. (2016) - Career Competencies and Job Crafting: How proactive Emp...
Plomp et al. (2016) - Career Competencies and Job Crafting: How proactive Emp...
Akkermans & Tims (2016) - Crafting your Career: How Career Competencies Relat...
Akkermans & Tims (2016) - Crafting your Career: How Career Competencies Relat...
Akkermans et al. (2016) - What About Time? Examining Chronological and Subjec...
Akkermans et al. (2016) - What About Time? Examining Chronological and Subjec...
Kooij et al. (2016) - The Influence of FTP on Work Engagement and Work Perfor...
Kooij et al. (2016) - The Influence of FTP on Work Engagement and Work Perfor...
Akkermans et al. (2015) - It's All About CareerSKILLS
Akkermans et al. (2015) - It's All About CareerSKILLS
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校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
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综上所述，办理(kcl毕业证书)英国金斯顿大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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办理阿卡迪亚大学毕业证（uvic毕业证）本科文凭证书原版一模一样
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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
Section 79(A) of Maharashtra Societies act 1860
Lot of redevelopment projects are going on, where law and procedures are not followed , causing harm to the members of the society . This PPT is useful for every citizen living in society Building
Parabolic antenna alignment system with Real-Time Angle Position Feedback
Introduction
Parabolic antennas are a crucial component in many communication systems, including satellite communications, radio telescopes, and television broadcasting. Ensuring these antennas are properly aligned is vital for optimal performance and signal strength. A parabolic antenna alignment system, equipped with real-time angle position feedback and fault tracking, is designed to address this need. This document delves into the components, design, and implementation of such a system, highlighting its significance and applications.
Importance of Parabolic Antenna Alignment
The alignment of a parabolic antenna directly affects its performance. Even minor misalignments can lead to significant signal loss, which can degrade the quality of the received signal or cause communication failures. Proper alignment ensures that the antenna's focal point is accurately directed toward the signal source, maximizing the antenna's gain and efficiency. This precision is especially crucial in applications like satellite communications, where the antenna must track geostationary satellites with high accuracy.
Components of a Parabolic Antenna Alignment System
A parabolic antenna alignment system typically includes the following components:
Parabolic Dish: The primary reflector that collects and focuses incoming signals.
Feedhorn and Low Noise Block (LNB): Positioned at the dish's focal point to receive signals.
Stepper or Servo Motors: Adjust the azimuth (horizontal) and elevation (vertical) angles of the antenna.
Microcontroller (e.g., Arduino, Raspberry Pi): Processes sensor data and controls the motors.
Potentiometers: Provide feedback on the antenna's current angle positions.
Fault Detection Sensors: Monitor for potential faults such as cable discontinuities or LNB failures.
Control Software: Runs on the microcontroller, handling real-time processing and decision-making.
Real-Time Angle Position Feedback
Real-time feedback on the antenna's angle position is essential for maintaining precise alignment. This feedback is typically provided by potentiometers or rotary encoders, which continuously monitor the azimuth and elevation angles. The microcontroller reads this data and adjusts the motors accordingly to keep the antenna aligned with the signal source.
Fault Tracking in Antenna Alignment Systems
Fault tracking is vital for the reliability and performance of the antenna system. Common faults include cable discontinuities, LNB malfunctions, and motor failures. Sensors integrated into the system can detect these faults and either notify the user or initiate corrective actions automatically.
Design and Implementation
1. Parabolic Dish and Feedhorn
The parabolic dish is designed to reflect incoming signals to a focal point where the feedhorn and LNB are located. The dish's size and shape depend on the specific application and frequency range.
2. Motors and Position Control
Stepper motors or servo motors are used to control the azimuth and elevation of
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一比一原版加拿大特伦特大学毕业证如何办理
原版一模一样【微信：741003700 】【加拿大特伦特大学毕业证成绩单】【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
办理加拿大特伦特大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理加拿大特伦特大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理加拿大特伦特大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理加拿大特伦特大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
原版办理【微信号:BYZS866】【美国西北大学毕业证(NWU毕业证书)】【微信号:BYZS866】《成绩单、外壳、雅思、offer、真实留信官方学历认证（永久存档/真实可查）》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。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【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【微信号BYZS866】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【微信号BYZS866】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
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【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。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Parabolic antenna alignment system with Real-Time Angle Position Feedback
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EAPRIL 2012: WISH for a Succesful Internship
- 1. Better Learning in Practice: WISH for a successful internship Haske van Vlokhoven Jos Akkermans Eapril Conference November 29, 2012
- 2. Project Better Learning in Practice Design Intervention Research Evaluation •Goal is to optimize workplace learning during internship for VET students •Practice-oriented •Design-based research • 4 years funding from the Dutch ministry of Education, Culture and Science (OCW).
- 3. Stakeholders Better Learning in Practice
- 4. Workplace learning Insufficient direction of workplace learing by the vocational training institutes (Algemene Rekenkamer, 2008) Lack of balance and organisation by the different stakeholders (Poortman & Visser, 2009) (too) Little attention for the learning process itself. Students are not capable and willing enough to learn (Poortman, 2007). The learning effiency could profit of more attention to personal learning goals during internship (Poortman, 2007).
- 5. Self regulation strategy to work on personal (learning)goals Mental Contrasting & Implementation Intentions (MCII) HIER EEN REFERENTIE? En wat korte uitleg op slide
- 6. The WISH-method Wish Define your most significant personal learning goal Imagine Imagine you have achieved your learning goal. What does it looks like? Stumbling blocks Have a look at your internship situation. What hinders to achieve your learning goal? (H)Accomplish Reflect on possible actions when you might encounter these obstacles. What will you do? Formulate a “if…then”- sentence
- 7. WISH in three phases of internship . Preparation + Assistence + Assessment
- 8. WISH example
- 9. Evaluation of WISH after one year Importance of a personal goal Importance of a feasible goal Make sure the chosen goal is specific enough Answers of students should be discussed Quality of the intervention is dependent of the’quality’ of the mentor
- 10. WISH exercise
- 11. Reflection on the experience Reflection on the method Tips for improvement
- 13. WISH card Wish Think of the coming internship moment. What will be your most important learning goal? Imagine Imagine you have achieved your learning goal. You did it! What does it looks like? Stumbling block Have a look at your internship situation. What hinders to achieve your learning goal? (H) accomplish What will you do when you encounter these stumbling blocks? Formulate a “if…then”- sentence © Beter Leren in de Praktijk