Test 1.2.3
•
0 likes•88 views
- Pie will help children use digital devices more responsibly by encouraging constructive communication between parents and children. - It aims to have children learn to be wiser about screen time from having conversations with their parents about organizing different types of content by their level of interactivity. - Initial user testing found that having parents and children arrange content based on interests helped spark natural conversations but lacked clarity on next steps and building self-governing skills.
Report
Share
Report
Share
Download to read offline
Recommended
Team Artboard concept_validation_mvp_pivot_10122018
The document discusses developing a product to help parents manage their children's screen time and digital media usage. It describes validating a minimum viable product (MVP) with parents through interviews. The MVP visualized active vs. passive content usage and content categories. Parents provided feedback that it helped them understand their child's interests and start conversations. They suggested refining the content categorization, adding long-term and weekly comparisons, and including suggestions and prompts to facilitate communication between parents and children.
Avondale intermediate to day
This document outlines tasks for a teacher only day, including discussing empowering strands of the ELPF in groups and creating a narrative presentation using an unfamiliar presentation tool to share ideas with the whole group. Teachers are asked to reflect on changes made to their teaching practice and students' learning as a result of engaging in blended e-learning, as well as next steps and where to find support.
Using Poll Everywhere to Create an Interactive Story-based Presentation
This document discusses using Poll Everywhere to create interactive stories for learning by having learners answer questions to advance the plot. It recommends determining the learning objectives, genre, characters and plot of the story. Learners will answer multiple choice questions that move the story forward, with their responses determining the "winning team" or outcome through a segmentation report. Poll Everywhere allows creating polls with questions and answer options to test and include in a PowerPoint downloadable slide.
Mission Viejo Final New Media Storytime Training
This document outlines an agenda and topics for a meeting on using digital tools in early childhood education. It discusses checking in with participants, reviewing competencies, and giving feedback on storytime practice assignments. Presentations will cover using a digital felt board app, ebooks, and non-book apps in storytimes. Guiding principles around the parent-child relationship and developmentally appropriate technology will also be discussed. Participants will practice using an iPad for presentations and sharing resources. The goals are to support early learning and relationship building through thoughtful use of technology.
Game based learning
The document discusses game-based learning and how incorporating games and ICT resources can make learning fun. It outlines several benefits of game-based learning such as defined learning outcomes, real-world application of skills, feedback, and an immersive environment. It also discusses considerations for teachers in implementing game-based learning such as matching games to curriculum, time availability, and associated activities. The document provides examples of games that can be used and the roles of teachers and students. Challenges of game-based learning including curriculum integration and assessing learning are also presented.
Game based learning ppt presentation - final project
The document discusses game-based learning in early childhood education. It argues that play is important for early childhood development and that game-based learning can be an effective educational tool. Game-based learning uses digital games and virtual environments to engage students and help them learn while having fun. The document reviews research showing that game-based learning leads to better educational outcomes than traditional methods alone. It also examines the diffusion and adoption of educational games and virtual worlds in early childhood classrooms over time.
Class1 dgbl ineducationjhu_summer2013
This document outlines the syllabus and weekly schedule for a course on gaming and media design for learning, including assignments such as designing a digital game, analyzing existing educational games, and discussing how games can be incorporated into classroom instruction. It introduces concepts like digital game-based learning and Bloom's Digital Taxonomy, and provides examples of existing educational games that teach various subjects in an engaging way through gameplay.
Quest
The document discusses how creative and social play promotes cognitive development in preschool children ages 3-5. It notes that structured lessons are less effective for young learners than play-based activities. The author observed preschool classrooms and saw children developing language and problem-solving skills through playing with toys and doing art projects. The consultant emphasized that the first 7 years are critical for all aspects of a child's development. The author's service work in a preschool classroom demonstrated how play can foster learning and prepare children for kindergarten.
Recommended
Team Artboard concept_validation_mvp_pivot_10122018
The document discusses developing a product to help parents manage their children's screen time and digital media usage. It describes validating a minimum viable product (MVP) with parents through interviews. The MVP visualized active vs. passive content usage and content categories. Parents provided feedback that it helped them understand their child's interests and start conversations. They suggested refining the content categorization, adding long-term and weekly comparisons, and including suggestions and prompts to facilitate communication between parents and children.
Avondale intermediate to day
This document outlines tasks for a teacher only day, including discussing empowering strands of the ELPF in groups and creating a narrative presentation using an unfamiliar presentation tool to share ideas with the whole group. Teachers are asked to reflect on changes made to their teaching practice and students' learning as a result of engaging in blended e-learning, as well as next steps and where to find support.
Using Poll Everywhere to Create an Interactive Story-based Presentation
This document discusses using Poll Everywhere to create interactive stories for learning by having learners answer questions to advance the plot. It recommends determining the learning objectives, genre, characters and plot of the story. Learners will answer multiple choice questions that move the story forward, with their responses determining the "winning team" or outcome through a segmentation report. Poll Everywhere allows creating polls with questions and answer options to test and include in a PowerPoint downloadable slide.
Mission Viejo Final New Media Storytime Training
This document outlines an agenda and topics for a meeting on using digital tools in early childhood education. It discusses checking in with participants, reviewing competencies, and giving feedback on storytime practice assignments. Presentations will cover using a digital felt board app, ebooks, and non-book apps in storytimes. Guiding principles around the parent-child relationship and developmentally appropriate technology will also be discussed. Participants will practice using an iPad for presentations and sharing resources. The goals are to support early learning and relationship building through thoughtful use of technology.
Game based learning
The document discusses game-based learning and how incorporating games and ICT resources can make learning fun. It outlines several benefits of game-based learning such as defined learning outcomes, real-world application of skills, feedback, and an immersive environment. It also discusses considerations for teachers in implementing game-based learning such as matching games to curriculum, time availability, and associated activities. The document provides examples of games that can be used and the roles of teachers and students. Challenges of game-based learning including curriculum integration and assessing learning are also presented.
Game based learning ppt presentation - final project
The document discusses game-based learning in early childhood education. It argues that play is important for early childhood development and that game-based learning can be an effective educational tool. Game-based learning uses digital games and virtual environments to engage students and help them learn while having fun. The document reviews research showing that game-based learning leads to better educational outcomes than traditional methods alone. It also examines the diffusion and adoption of educational games and virtual worlds in early childhood classrooms over time.
Class1 dgbl ineducationjhu_summer2013
This document outlines the syllabus and weekly schedule for a course on gaming and media design for learning, including assignments such as designing a digital game, analyzing existing educational games, and discussing how games can be incorporated into classroom instruction. It introduces concepts like digital game-based learning and Bloom's Digital Taxonomy, and provides examples of existing educational games that teach various subjects in an engaging way through gameplay.
Quest
The document discusses how creative and social play promotes cognitive development in preschool children ages 3-5. It notes that structured lessons are less effective for young learners than play-based activities. The author observed preschool classrooms and saw children developing language and problem-solving skills through playing with toys and doing art projects. The consultant emphasized that the first 7 years are critical for all aspects of a child's development. The author's service work in a preschool classroom demonstrated how play can foster learning and prepare children for kindergarten.
Team artboard midpoint_check-in
The document discusses a proposed digital literacy app called Project Pie for parents of children aged 5-13. It notes over 100 million families in the US have children using digital devices. Interviews found parents struggle with limiting screen time and communicating rules effectively. The app aims to bridge communication by making it interactive and tangible. An MVP was proposed to organize and compare usage data with communication suggestions. Further interviews uncovered potential to clarify instructions and improve communication atmospheres. A business model canvas and financial model estimated breakeven of 8,600-17,200 users per month. Next steps include acquisition, testing, and updating the website.
Technology[1]
The document discusses the benefits of technology in early childhood education classrooms. It outlines five areas of child development that technology can positively impact: social/emotional, language, physical/motor, cognition, and approaches to learning. Specific examples are provided on how digital cameras, photo storytelling, and the Starfall website can be used to support teaching concepts like farms/animals and phonics. The key benefits of educational technology are exploration, imagination, problem solving, and building on prior knowledge in an engaging way when guided by teachers.
Team artboard midpoint_check-in
The document discusses a proposed digital literacy app called Project Pie for parents of children aged 5-13. It outlines key insights from interviews with parents who struggle to communicate with their children about responsible screen time. The interviews revealed that parents found the app's instructions unclear and some felt uncomfortable with the conversation approach. The document also presents a business model canvas and financial model, estimating the app needs 8,600-17,200 monthly users to break even on its $30,000 fixed costs. Next steps include acquiring early adopters, testing the concept, and updating the website to track user data.
ICT Assignment
The document summarizes a lesson where students use an app called Puppet Pals to retell the story of the Three Little Pigs. The teacher introduces the app by demonstrating its functions. Students then work in pairs using iPads to select characters, settings and record their own version of the story. Finally, the student pairs present their videos to the class and provide self-assessment feedback. The teacher evaluates that students gained skills in collaboration, communication, storytelling and technology use while reinforcing comprehension of the source text. Areas for future improvement include choosing student pairs more strategically and incorporating more educational technology in lessons.
Powerpoint
Kirsty Gilbert conducted a lesson where she introduced Year 1 and 2 students to the Puppet Pals app. The students worked in pairs to retell the story of The Three Little Pigs using the app to select characters, settings, and record their story. Each pair then presented their video to the class. The lesson allowed students to learn collaboratively, communicate clearly, and illustrate a story using technology, while recalling details of the story. Kirsty observed that most students were able to use the app independently, though some pairs had one dominant child. She concluded the lesson provided learning across multiple subject areas and that incorporating more technology in lessons could benefit students with proper support for staff.
Paper Plate Art in childcare
This document provides instructions for a classroom activity to make paper plate spiders. It details the materials needed, preparation time, learning objectives, and step-by-step instructions. The activity aims to help children develop fine motor skills by bending pipe cleaners and applying decorations. It also works on hand-eye coordination when drawing eyes and threading ribbon. Safety concerns are noted and suggestions given for incorporating additional subjects like math, literacy, and problem solving.
Assessment ppt (2)
1) The document describes an ICT lesson where Year 1 students used iPads and the Pic Collage app to create wedding invitations based on plans they had drafted.
2) The teacher demonstrated how to use Pic Collage and had students work in pairs to combine their invitation ideas into a single digital invitation.
3) Students were able to insert text, change backgrounds and fonts, and provided peer feedback using a "two stars and a wish" method to reflect on their work.
Co-creating with Children with ADHD
This co-creation report was done in collaboration with Claudia Adiwijaya for Hoda Hamouda's Design Research Methods class at ECUAD.
Co-creation Report: Children with Attention Deficit Hyperactivity Disorder
made by Claudia Adiwijaya and Joey Cheung
Part(1/2)
A study to impact the communication skill of children with Attention Deficit Hyperactivity Disorder (ADHD) with their classmate and other children without ADHD.
Team artboard bmc_comparatorresearch_10192018
This document discusses several products and organizations related to children's digital literacy:
- Pie will provide parents screen time visualization and personalized suggestions to encourage open communication about digital usage.
- The Common Sense organization provides free, non-profit resources like content guides and suggestions to help parents teach their kids about digital literacy.
- Be Internet Awesome is a free, online game from Google that makes digital safety education engaging for kids.
- Timing is a free Mac app that automatically tracks time and productivity without interrupting the user. It aims to help people with time management and provide reports for freelancers.
Technology in Early Childhood Education
The document discusses the use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
Children studies technology in the classroom
This document discusses appropriate uses of technology in early childhood classrooms from birth to age 5. It provides examples of developmentally appropriate activities using technology for infants, toddlers, and preschoolers that promote learning through interaction. Technology should be used as a tool to enhance learning in ways that are interactive and encourage social engagement. Examples given include reading e-books to infants, apps that allow toddlers to follow directions, and letter-writing games on tablets for preschoolers. Guiding questions for appropriate technology use ask if it is developmentally matched, interactive, fosters social interaction, and prepares young children for further learning.
Supporting children's learning in ICT - Powerpoint
The document summarizes an ICT lesson where the teacher used the wordfoto app with a class of 25 year 3 students. The purpose was for the students to use the app to create artwork by describing their friends using words. Students first brainstormed words in groups and then used iPads, laptops and computers to access the app individually. With guidance from the teacher, students were able to insert photos of friends and add descriptive words to create layered artworks. The activity helped students develop ICT, literacy and social skills. The teacher reflected that integrating technology engaged the students and supported learning, especially for lower-ability students.
2016-04-20 research seminar
This document summarizes a survey on teachers' use of digital games in the classroom. The key findings are:
1) Most teachers learn about and start using games on their own or from other teachers, rather than through formal training. This shows that adopting digital tools remains teacher-led rather than institutionally supported.
2) There is a lack of common resources for teachers to find best practices for using games. Developers and teachers want better ways to discover appropriate games.
3) The author captured best practices on teachers' game use through interviews. Twelve patterns were identified, such as using roleplaying in literature class. The patterns are meant to be a starting point for an online community where teachers can share experiences.
Designing fr children iit-presentation
The conference brought together people from varied backgrounds related to children onto a common platform. 80 papers were presented under broad categories related to children's development, environment, education, and special needs. The varied backgrounds of participants led to interesting, fun, serious, controversial, and highly technical ideas and concepts all related to children. People were united in their goal of making a difference for children.
Powerful presentations for kids full script
This document provides an overview of different presentation tools that can be used by students to create technology-enhanced presentations, including Smore, infographics, Big Huge Labs, and Blabberize. It describes several ideas for how each tool can be used in the classroom, such as using Smore to create book reviews, classroom newsletters, or student introductions. With Big Huge Labs, students could make maps, puzzles, trading cards, or magazine covers. Blabberize allows adding audio to presentations and could be used for vocabulary, poetry, or collaborative projects. Infographics help provide visual explanations and could showcase math or science concepts. Overall, the document suggests these tools as engaging ways for students to demonstrate their understanding through multimedia
Ict
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
Ict
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
Ict
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to enhance the storytelling and student engagement. The author reflected that students seemed to enjoy using the technology and were highly engaged throughout the active lesson.
Team artboard concept_validation_10/03/2018
The document discusses concerns parents have around their children's screen time, including that parents feel current control solutions do not work and prefer communication over enforced limits. It also notes that parents find visualization could help communicate with their children about screen time by showing usage and interests. Interviews with parents provided insights into what parents want in screen time controls, such as reward systems, using simple vocabulary kids understand, promoting active use over passive viewing, and understanding children's interests.
NHL Stenden University of Applied Sciences Diploma Degree Transcript
办NHL Stenden毕业证书制作荷兰斯坦德应用科技大學假文凭定制Q微168899991办NHL Stenden留信网教留服认证海牙认证改NHL Stenden成绩单GPA办NHL Stenden高仿学位证毕业证电子版ID驾照如何申请斯坦德应用科技NHL Stenden University of Applied Sciences Diploma Degree Transcript
More Related Content
Similar to Test 1.2.3
Team artboard midpoint_check-in
The document discusses a proposed digital literacy app called Project Pie for parents of children aged 5-13. It notes over 100 million families in the US have children using digital devices. Interviews found parents struggle with limiting screen time and communicating rules effectively. The app aims to bridge communication by making it interactive and tangible. An MVP was proposed to organize and compare usage data with communication suggestions. Further interviews uncovered potential to clarify instructions and improve communication atmospheres. A business model canvas and financial model estimated breakeven of 8,600-17,200 users per month. Next steps include acquisition, testing, and updating the website.
Technology[1]
The document discusses the benefits of technology in early childhood education classrooms. It outlines five areas of child development that technology can positively impact: social/emotional, language, physical/motor, cognition, and approaches to learning. Specific examples are provided on how digital cameras, photo storytelling, and the Starfall website can be used to support teaching concepts like farms/animals and phonics. The key benefits of educational technology are exploration, imagination, problem solving, and building on prior knowledge in an engaging way when guided by teachers.
Team artboard midpoint_check-in
The document discusses a proposed digital literacy app called Project Pie for parents of children aged 5-13. It outlines key insights from interviews with parents who struggle to communicate with their children about responsible screen time. The interviews revealed that parents found the app's instructions unclear and some felt uncomfortable with the conversation approach. The document also presents a business model canvas and financial model, estimating the app needs 8,600-17,200 monthly users to break even on its $30,000 fixed costs. Next steps include acquiring early adopters, testing the concept, and updating the website to track user data.
ICT Assignment
The document summarizes a lesson where students use an app called Puppet Pals to retell the story of the Three Little Pigs. The teacher introduces the app by demonstrating its functions. Students then work in pairs using iPads to select characters, settings and record their own version of the story. Finally, the student pairs present their videos to the class and provide self-assessment feedback. The teacher evaluates that students gained skills in collaboration, communication, storytelling and technology use while reinforcing comprehension of the source text. Areas for future improvement include choosing student pairs more strategically and incorporating more educational technology in lessons.
Powerpoint
Kirsty Gilbert conducted a lesson where she introduced Year 1 and 2 students to the Puppet Pals app. The students worked in pairs to retell the story of The Three Little Pigs using the app to select characters, settings, and record their story. Each pair then presented their video to the class. The lesson allowed students to learn collaboratively, communicate clearly, and illustrate a story using technology, while recalling details of the story. Kirsty observed that most students were able to use the app independently, though some pairs had one dominant child. She concluded the lesson provided learning across multiple subject areas and that incorporating more technology in lessons could benefit students with proper support for staff.
Paper Plate Art in childcare
This document provides instructions for a classroom activity to make paper plate spiders. It details the materials needed, preparation time, learning objectives, and step-by-step instructions. The activity aims to help children develop fine motor skills by bending pipe cleaners and applying decorations. It also works on hand-eye coordination when drawing eyes and threading ribbon. Safety concerns are noted and suggestions given for incorporating additional subjects like math, literacy, and problem solving.
Assessment ppt (2)
1) The document describes an ICT lesson where Year 1 students used iPads and the Pic Collage app to create wedding invitations based on plans they had drafted.
2) The teacher demonstrated how to use Pic Collage and had students work in pairs to combine their invitation ideas into a single digital invitation.
3) Students were able to insert text, change backgrounds and fonts, and provided peer feedback using a "two stars and a wish" method to reflect on their work.
Co-creating with Children with ADHD
This co-creation report was done in collaboration with Claudia Adiwijaya for Hoda Hamouda's Design Research Methods class at ECUAD.
Co-creation Report: Children with Attention Deficit Hyperactivity Disorder
made by Claudia Adiwijaya and Joey Cheung
Part(1/2)
A study to impact the communication skill of children with Attention Deficit Hyperactivity Disorder (ADHD) with their classmate and other children without ADHD.
Team artboard bmc_comparatorresearch_10192018
This document discusses several products and organizations related to children's digital literacy:
- Pie will provide parents screen time visualization and personalized suggestions to encourage open communication about digital usage.
- The Common Sense organization provides free, non-profit resources like content guides and suggestions to help parents teach their kids about digital literacy.
- Be Internet Awesome is a free, online game from Google that makes digital safety education engaging for kids.
- Timing is a free Mac app that automatically tracks time and productivity without interrupting the user. It aims to help people with time management and provide reports for freelancers.
Technology in Early Childhood Education
The document discusses the use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
Children studies technology in the classroom
This document discusses appropriate uses of technology in early childhood classrooms from birth to age 5. It provides examples of developmentally appropriate activities using technology for infants, toddlers, and preschoolers that promote learning through interaction. Technology should be used as a tool to enhance learning in ways that are interactive and encourage social engagement. Examples given include reading e-books to infants, apps that allow toddlers to follow directions, and letter-writing games on tablets for preschoolers. Guiding questions for appropriate technology use ask if it is developmentally matched, interactive, fosters social interaction, and prepares young children for further learning.
Supporting children's learning in ICT - Powerpoint
The document summarizes an ICT lesson where the teacher used the wordfoto app with a class of 25 year 3 students. The purpose was for the students to use the app to create artwork by describing their friends using words. Students first brainstormed words in groups and then used iPads, laptops and computers to access the app individually. With guidance from the teacher, students were able to insert photos of friends and add descriptive words to create layered artworks. The activity helped students develop ICT, literacy and social skills. The teacher reflected that integrating technology engaged the students and supported learning, especially for lower-ability students.
2016-04-20 research seminar
This document summarizes a survey on teachers' use of digital games in the classroom. The key findings are:
1) Most teachers learn about and start using games on their own or from other teachers, rather than through formal training. This shows that adopting digital tools remains teacher-led rather than institutionally supported.
2) There is a lack of common resources for teachers to find best practices for using games. Developers and teachers want better ways to discover appropriate games.
3) The author captured best practices on teachers' game use through interviews. Twelve patterns were identified, such as using roleplaying in literature class. The patterns are meant to be a starting point for an online community where teachers can share experiences.
Designing fr children iit-presentation
The conference brought together people from varied backgrounds related to children onto a common platform. 80 papers were presented under broad categories related to children's development, environment, education, and special needs. The varied backgrounds of participants led to interesting, fun, serious, controversial, and highly technical ideas and concepts all related to children. People were united in their goal of making a difference for children.
Powerful presentations for kids full script
This document provides an overview of different presentation tools that can be used by students to create technology-enhanced presentations, including Smore, infographics, Big Huge Labs, and Blabberize. It describes several ideas for how each tool can be used in the classroom, such as using Smore to create book reviews, classroom newsletters, or student introductions. With Big Huge Labs, students could make maps, puzzles, trading cards, or magazine covers. Blabberize allows adding audio to presentations and could be used for vocabulary, poetry, or collaborative projects. Infographics help provide visual explanations and could showcase math or science concepts. Overall, the document suggests these tools as engaging ways for students to demonstrate their understanding through multimedia
Ict
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
Ict
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
Ict
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to enhance the storytelling and student engagement. The author reflected that students seemed to enjoy using the technology and were highly engaged throughout the active lesson.
Team artboard concept_validation_10/03/2018
The document discusses concerns parents have around their children's screen time, including that parents feel current control solutions do not work and prefer communication over enforced limits. It also notes that parents find visualization could help communicate with their children about screen time by showing usage and interests. Interviews with parents provided insights into what parents want in screen time controls, such as reward systems, using simple vocabulary kids understand, promoting active use over passive viewing, and understanding children's interests.
Similar to Test 1.2.3 (20)
Co-creation Report: Children with Attention Deficit Hyperactivity Disorder
Co-creation Report: Children with Attention Deficit Hyperactivity Disorder
Supporting children's learning in ICT - Powerpoint
Supporting children's learning in ICT - Powerpoint
Recently uploaded
NHL Stenden University of Applied Sciences Diploma Degree Transcript
办NHL Stenden毕业证书制作荷兰斯坦德应用科技大學假文凭定制Q微168899991办NHL Stenden留信网教留服认证海牙认证改NHL Stenden成绩单GPA办NHL Stenden高仿学位证毕业证电子版ID驾照如何申请斯坦德应用科技NHL Stenden University of Applied Sciences Diploma Degree Transcript
定制美国西雅图城市大学毕业证学历证书原版一模一样
原版一模一样【微信：741003700 】【美国西雅图城市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）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，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
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
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
一比一原版马里兰大学毕业证(UMD毕业证书)如何办理
学校原件一模一样【微信：6496090】【马里兰大学毕业证(UMD毕业证书)成绩单学位证】【微信：6496090】（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：6496090】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：6496090】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【微信：6496090】
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。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部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！
办理马里兰大学毕业证(UMD毕业证书)【微信：6496090 】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。
办理马里兰大学毕业证(UMD毕业证书)【微信：6496090 】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。
办理马里兰大学毕业证(UMD毕业证书)【微信：6496090 】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，办理马里兰大学毕业证(UMD毕业证书)【微信：6496090 】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。
一比一原版肯特大学毕业证UKC成绩单一模一样
原件一模一样【微信：6496090】【肯特大学毕业证UKC学位证成绩单】【微信：6496090】（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：6496090】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：6496090】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【微信：6496090】
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。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部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！
办理肯特大学毕业证UKC学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理肯特大学毕业证UKC学位证【微信：6496090 】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。
办理肯特大学毕业证UKC学位证【微信：6496090 】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，办理肯特大学毕业证UKC学位证【微信：6496090 】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。
一比一原版马来西亚世纪大学毕业证成绩单一模一样
原件一模一样【微信：6496090】【马来西亚世纪大学毕业证学位证成绩单】【微信：6496090】（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：6496090】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：6496090】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【微信：6496090】
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。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部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！
办理马来西亚世纪大学毕业证学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理马来西亚世纪大学毕业证学位证【微信：6496090 】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。
办理马来西亚世纪大学毕业证学位证【微信：6496090 】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，办理马来西亚世纪大学毕业证学位证【微信：6496090 】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。
一比一原版南安普顿索伦特大学毕业证Southampton成绩单一模一样
原件一模一样【微信：6496090】【南安普顿索伦特大学毕业证Southampton学位证成绩单】【微信：6496090】（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：6496090】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：6496090】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【微信：6496090】
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。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部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！
办理南安普顿索伦特大学毕业证Southampton学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理南安普顿索伦特大学毕业证Southampton学位证【微信：6496090 】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。
办理南安普顿索伦特大学毕业证Southampton学位证【微信：6496090 】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，办理南安普顿索伦特大学毕业证Southampton学位证【微信：6496090 】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。
Divertidamente SLIDE.pptxufururururuhrurid8dj
Hsuehebvdhdueuw8wiiwieih3udud8e8wisbdydvw7wbidj38ehehdheuwjhdiwjwieheheueurhryrurhrgryd7eueue
一比一原版美国哥伦比亚大学毕业证Columbia成绩单一模一样
原件一模一样【微信：6496090】【美国哥伦比亚大学毕业证Columbia学位证成绩单】【微信：6496090】（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：6496090】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：6496090】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【微信：6496090】
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。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部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！
办理美国哥伦比亚大学毕业证Columbia学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国哥伦比亚大学毕业证Columbia学位证【微信：6496090 】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。
办理美国哥伦比亚大学毕业证Columbia学位证【微信：6496090 】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，办理美国哥伦比亚大学毕业证Columbia学位证【微信：6496090 】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。
原版制作(MDIS毕业证书)新加坡管理发展学院毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(MDIS毕业证书)新加坡管理发展学院毕业证学位证》【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
Graphic Design Tools and Software .pptx
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
ARENA - Young adults in the workplace (Knight Moves).pdf
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
一比一原版(LSBU毕业证书)伦敦南岸大学毕业证如何办理
学校原件一模一样【微信：6496090 】【(LSBU毕业证书)伦敦南岸大学毕业证成绩单】【微信：6496090 】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6496090
【主营项目】
一.毕业证【q微6496090】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6496090】
◇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(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】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(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】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(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】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(LSBU毕业证书)伦敦南岸大学毕业证【微信：6496090 】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。
Heuristics Evaluation - How to Guide.pdf
This guide helps identify potential issues related to navigation, clarity, consistency, and other factors that can affect user experience.
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...Designforuminternational
India’s architectural landscape is a vibrant tapestry that weaves together the country's rich cultural heritage and its modern aspirations. From majestic historical structures to cutting-edge contemporary designs, the work of Indian architects is celebrated worldwide. Among the many firms shaping this dynamic field, Design Forum International stands out as a leader in innovative and sustainable architecture. This blog explores some of the best Indian architects, highlighting their contributions and showcasing the most famous architects in India.一比一原版(Vancouver毕业证书)温哥华岛大学毕业证如何办理
学校原件一模一样【微信：6496090 】【(Vancouver毕业证书)温哥华岛大学毕业证成绩单】【微信：6496090 】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6496090
【主营项目】
一.毕业证【q微6496090】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6496090】
◇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(Vancouver毕业证书)温哥华岛大学毕业证【微信：6496090 】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(Vancouver毕业证书)温哥华岛大学毕业证【微信：6496090 】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(Vancouver毕业证书)温哥华岛大学毕业证【微信：6496090 】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(Vancouver毕业证书)温哥华岛大学毕业证【微信：6496090 】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。
Getting Data Ready for Culture Hack by Neontribe
Sometime in the 2010s, this is how explained how to make data "hackday ready"
Practical eLearning Makeovers for Everyone
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
Recently uploaded (20)
NHL Stenden University of Applied Sciences Diploma Degree Transcript
NHL Stenden University of Applied Sciences Diploma Degree Transcript
Introduction to User experience design for beginner
Introduction to User experience design for beginner
ARENA - Young adults in the workplace (Knight Moves).pdf
ARENA - Young adults in the workplace (Knight Moves).pdf
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...
Test 1.2.3
- 1. Testing 1-2-3 Children’s Digital Literacy Asher CEO | Elvin CTO | Ruitao CMO | Tara CFONov 9, 2018 Team Artboard
- 3. Value Proposition Pie will help children use digital devices more responsibly by encouraging constructive communication between parents and children. Team Artboard
- 4. RMVP Team Artboard Content Categories Active/Passive Content Usage Communication prompt for parents
- 5. Hypothesis Team Artboard Children will learn to be wiser about screen time from having constructive conversations with their parents
- 6. Testing Method Team Artboard Remote interviews In-person Interviews
- 7. Interviewees Noelle Mom 2 sons (age 13 and 5) Team Artboard Irene Mom A daughter (age 9) Susan Mom 2 daughters (age 12 and 4) Yammie Mom Son (age 12) Daughter (age 8) Tracy Mom Son (age 11)
- 8. Expert Interview Team Artboard Patricia G. Lange Anthropologist studying how people use digital media
- 9. Now let’s imagine... Team Artboard
- 10. Now let’s imagine... Team Artboard
- 11. Now let’s imagine... Team Artboard .
- 12. Now let’s imagine... Team Artboard ..
- 13. Now let’s imagine... Team Artboard …
- 14. Now let’s imagine... Team Artboard ….
- 15. Now let’s imagine... Team Artboard …...
- 16. Team Artboard Learning Different definition for active and passive use? Only parents are talking?
- 17. Team Artboard Learning Different definition for active and passive use? Let them decide! Only parents are talking? Visualize children’s thoughts
- 18. Change Team Artboard A family activity of putting usage data on the spectrum of active/passive usage to invite open-ended communication
- 19. MVP Refinement Team Artboard Key Use Organize Compare
- 20. MVP Refinement Team Artboard Key Use Organize Compare
- 21. Hypothesis Team Artboard ● A spectrum will help the parents and the kid to understand the content that has both active and passive usage involved. ● Seeing each other’s arrangement can help parent and kids to understand each other.
- 22. Interview process Place: Boba Guys Basic rules: No interruption involved, observation only. Parent :Alex Daughter: Ann(10) Team Artboard
- 23. Summary of Interview what works ● Usage ● Bridge the communication ● Knowing the gap and each other’s thinking what doesn’t work ● Instruction ● Communication atmosphere ● Hard for kids.
- 25. So * hard……. o_0
- 26. Team Artboard Too much contents to arrange and consider for both side to think. Ask Top 5 instead include all of them. MVP Refinement
- 27. Team Artboard MVP Refinement They all have different understanding about active and passive content Ask them arrange from what most like to most dislike.
- 28. Change Team Artboard Family activity Parent and child arrange content based on their interests Communication prompt for parents Parent’s thought Child’s thought
- 29. Hypothesis Team Artboard ● As they see the different arrangement of the content usage, they will start a conversation naturally. ● Parents and children will have an equal conversation discussing their thoughts about the screen usage. ● The activity is helpful for them to understand each other and improve their relationship.
- 30. Testing Method Team Artboard Intercept Interview Where: AT&T Park (The Bay Area Science Festival Teen Area) When: Nov. 3 (1:00 PM-4:30 PM)
- 34. User Tests “As a parent, knowing her interests and turn it to a positive and productive way is my responsibility.” "I like the activity because I can tell my mom what apps I used and the reason why I am interested in them." Nicky’s mom Jade Team Artboard
- 35. Team Artboard Learning Not clear about next step after the conversation? Too boring to arrange the screen usage? Not enough to build up self-governing skills?
- 36. Team Artboard Learning Too boring to arrange the screen usage? Turn it into an interesting game Give them a goal Not clear about next step after the conversation? Not enough to build up self-governing skills? Let children realize how screen time relates to interest-growing
- 38. Now let’s imagine... A story about growing interests Team Artboard
- 39. Now let’s imagine... A story about growing interests Team Artboard
- 40. Now let’s imagine... A story about growing interests Team Artboard
- 41. Now let’s imagine... A story about growing interests Team Artboard
- 42. Now let’s imagine... A story about growing interests Team Artboard
- 43. Now let’s imagine... A story about growing interests Team Artboard
- 44. Team Artboard Where should we be in? DESIGN FOR PARENTS DESIGN FOR CHILDREN
- 45. Team Artboard Coming soon... DESIGN FOR PARENTS DESIGN FOR CHILDREN Pie
- 46. Thank you :) Team ArtboardAsher CEO | Elvin CTO | Ruitao CMO | Tara CFO