Learners Performance Quotes

it is difficult to accept that the best learning road is slow, and that doing poorly now is essential for better performance later. It is so deeply counterintuitive that it fools the learners themselves,

If you were to visit a dozen talent hotbeds tomorrow, you would be struck by how much time the learners spend observing top performers.

Feedback functions formatively only if the information fed back to the learner is used by the learner in improving performance.

Above all, the most basic message is that teachers and students must avoid interpreting current performance as learning. Good performance on a test during the learning process can indicate mastery, but learners and teachers need to be aware that such performance will often index, instead, fast but fleeting progress.

Tool,” William said,...."As in a device to perform or facilitate mechanical or manual labor?” “That’s right Encyclopedia Britannica. Or in layman’s terms: screwdriver, hammer—” “How about a wrench,” William interrupted,“ — "You’ve got a quick learner on your hands, Bryn,” Paul said .... “Sure, wrench works just fine as well,” ... “Whatever blows your skirt up buddy.” ... “Well a wrench would come in handy right now,” William mused. “Because you definitely have a couple screws loose.

See yourself as a learner rather than a performer. Performers look to get things right. Learners focus on improving their abilities.

One giver is greater than a thousand takers. One earner is greater than a thousand beggars. One achiever is greater than a thousand quitters. One performer is greater than a thousand complainers. One learner is greater than a thousand teachers. One creator is greater than a thousand imitators. One leader is greater than a thousand followers. One thinker is greater than a thousand dreamers. One conqueror is greater than a thousand warriors. One master is greater than a thousand amateurs. One encourager is greater than a thousand haters. One victor is greater than a thousand failures.

in 2015 Ernst & Young professional services in the United Kingdom removed degree classification from its hiring criteria, citing a lack of evidence that university success correlated with job performance.

Leaders instill courage in the hearts of those who follow. This rarely happens through words alone. It generally requires action. It goes back to what we said earlier: Somebody has to go first. By going first, the leader furnishes confidence to those who follow. As a next generation leader, you will be called upon to go first. That will require courage. But in stepping out you will give the gift of courage to those who are watching. What do I believe is impossible to do in my field, but if it could be done would fundamentally change my business? What has been done is safe. But to attempt a solution to a problem that plagues an entire industry - in my case, the local church - requires courage. Unsolved problems are gateways to the future. To those who have the courage to ask the question and the tenacity to hang on until they discover or create an answer belongs the future. Don’t allow the many good opportunities to divert your attention from the one opportunity that has the greatest potential. Learn to say no. There will always be more opportunities than there is time to pursue them. Leaders worth following are willing to face and embrace current reality regardless of how discouraging or embarrassing it might be. It is impossible to generate sustained growth or progress if your plan for the future is not rooted in reality. Be willing to face the truth regardless of how painful it might be. If fear causes you to retreat from your dreams, you will never give the world anything new. it is impossible to lead without a dream. When leaders are no longer willing to dream, it is only a short time before followers are unwilling to follow. Will I allow my fear to bind me to mediocrity? Uncertainty is a permanent part of the leadership landscape. It never goes away. Where there is no uncertainty, there is no longer the need for leadership. The greater the uncertainty, the greater the need for leadership. Your capacity as a leader will be determined by how well you learn to deal with uncertainty. My enemy is not uncertainty. It is not even my responsibility to remove the uncertainty. It is my responsibility to bring clarity into the midst of the uncertainty. As leaders we can afford to be uncertain, but we cannot afford to be unclear. People will follow you in spite of a few bad decisions. People will not follow you if you are unclear in your instruction. As a leader you must develop the elusive skill of leading confidently and purposefully onto uncertain terrain. Next generation leaders must fear a lack of clarity more than a lack of accuracy. The individual in your organization who communicates the clearest vision will often be perceived as the leader. Clarity is perceived as leadership. Uncertainty exposes a lack of knowledge. Pretending exposes a lack of character. Express your uncertainty with confidence. You will never maximize your potential in any area without coaching. It is impossible. Self-evaluation is helpful, but evaluation from someone else is essential. You need a leadership coach. Great leaders are great learners. God, in His wisdom, has placed men and women around us with the experience and discernment we often lack. Experience alone doesn’t make you better at anything. Evaluated experience is what enables you to improve your performance. As a leader, what you don’t know can hurt you. What you don’t know about yourself can put a lid on your leadership. You owe it to yourself and to those who have chosen to follow you to open the doors to evaluation. Engage a coach. Success doesn’t make anything of consequence easier. Success just raises the stakes. Success brings with it the unanticipated pressure of maintaining success. The more successful you are as a leader, the more difficult this becomes. There is far more pressure at the top of an organization than you might imagine.

One of the most intriguing ideas in the developmental sciences over the past decades is the phenomenon of the “J-shaped curve.”19 While observing children learning to master new skills in dozens of domains (math, writing, the arts), psychologists noticed a surprising pattern: as a learner struggles to master difficult new challenges, there is often an initial decline in skill. Errors are made on tasks that previously seemed easy, and the learner feels more “stupid” than ever before. This is the dip that forms the middle part of the “J.” But it turns out that the “stupid mistakes,” in retrospect, were nothing more than growth errors. Once the learner gets past the dip, performance rises rapidly to new heights.

Finally, (and controversially) there might be a case – in monolingual classes – for allowing the learners to conduct some speaking activities, initially at least, in their mother tongue. Allowing learners to use their L1 in the interests of promoting talk and a sense of community may well be a necessary stage in the transition from a monolingual (L1) through a bilingual (L1 and L2) to finally a monolingual (L2) culture again. Certainly, if students are not used to having conversations in the classroom (in whatever language), they may become more disposed to the idea if there is an initial transition period of ‘L1 permissiveness’, or if tasks are first performed in the L1 (as a kind of rehearsal) before moving into the L2.

Possible explanations for talented language learning fall into two general areas. One view says: What matters is a person's sense of mission and dedication to language learning. You don't need to describe high performers as biologically exceptional, because what they do is a product of practice. Anyone can become a foreign-language expert - even an adult. (...) The other view says: Something neurological is going on. We may not know exactly what the mechanisms are, but we can't explain exceptional outcomes fully through training or motivation.

sociocultural theory views speaking and thinking as tightly interwoven. Speaking (and writing) mediates thinking, which means that people can gain control over their mental processes as a consequence of internalizing what others say to them and what they say to others. This internalizing is thought to occur when an individual interacts with an interlocutor within his or her zone of proximal development (ZPD)—that is, in a situation in which the learner can perform at a higher level because of the support (scaffolding) offered by an interlocutor.

Sometimes,” she told me, “a girl will give a guy a blow job at the end of the night because she doesn’t want to have sex with him and he expects to be satisfied. So if I want him to leave and I don’t want anything to happen . . .” She trailed off, leaving me to imagine the rest. There was so much to unpack in that short statement: why a young man should expect to be sexually satisfied; why a girl not only isn’t outraged, but considers it her obligation to comply; why she doesn’t think a blow job constitutes “anything happening”; the pressure young women face in any personal relationship to put others’ needs before their own; the potential justification of assault with a chaser of self-blame. “It goes back to girls feeling guilty,” Anna said. “If you go to a guy’s room and are hooking up with him, you feel bad leaving him without pleasing him in some way. But, you know, it’s unfair. I don’t think he feels badly for you.” In their research on high school girls and oral sex, April Burns, a professor of psychology at City University of New York, and her colleagues found that girls thought of fellatio kind of like homework: a chore to get done, a skill to master, one on which they expected to be evaluated, possibly publicly. As with schoolwork, they worried about failing or performing poorly—earning the equivalent of low marks. Although they took satisfaction in a task well done, the pleasure they described was never physical, never located in their own bodies. They were both dispassionate and nonpassionate about oral sex—socialized, the researchers concluded, to see themselves as “learners” in their encounters rather than “yearners.” The concern with pleasing, as opposed to pleasure, was pervasive among the girls I met, especially among high schoolers, who were just starting sexual experimentation.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

For example, in Spain, the Barcelona Age Factor (BAF) project studied the effects of changing the age of beginning to teach English to Catalan/Spanish bilingual students. When the starting age for teaching English was lowered, Carmen Muñoz and her colleagues took advantage of the opportunity to compare the learning outcomes for students who had started learning at different ages. They were able to look at students’ progress after 100, 416, and 726 hours of instruction. Those who had begun to learn later (aged 11, 14, or 18+) performed better on nearly every measure than those who had begun earlier (aged 8). This was particularly true of measures based on metalinguistic awareness or analytic ability. On listening comprehension, younger starters showed some advantages. Muñoz suggests that this may be based on younger learners’ use of a more implicit approach to learning while older learners’ advantages may reflect their ability to use more explicit approaches, based on their greater cognitive maturity. She points out that, in foreign language instruction, where time is usually limited, ‘younger learners may not have enough time and exposure to benefit fully from the alleged advantages of implicit learning’ (Muñoz 2006: 33).

In 2009, Kahneman and Klein took the unusual step of coauthoring a paper in which they laid out their views and sought common ground. And they found it. Whether or not experience inevitably led to expertise, they agreed, depended entirely on the domain in question. Narrow experience made for better chess and poker players and firefighters, but not for better predictors of financial or political trends, or of how employees or patients would perform. The domains Klein studied, in which instinctive pattern recognition worked powerfully, are what psychologist Robin Hogarth termed “kind” learning environments. Patterns repeat over and over, and feedback is extremely accurate and usually very rapid. In golf or chess, a ball or piece is moved according to rules and within defined boundaries, a consequence is quickly apparent, and similar challenges occur repeatedly. Drive a golf ball, and it either goes too far or not far enough; it slices, hooks, or flies straight. The player observes what happened, attempts to correct the error, tries again, and repeats for years. That is the very definition of deliberate practice, the type identified with both the ten-thousand-hours rule and the rush to early specialization in technical training. The learning environment is kind because a learner improves simply by engaging in the activity and trying to do better. Kahneman was focused on the flip side of kind learning environments; Hogarth called them “wicked.” In wicked domains, the rules of the game are often unclear or incomplete, there may or may not be repetitive patterns and they may not be obvious, and feedback is often delayed, inaccurate, or both. In the most devilishly wicked learning environments, experience will reinforce the exact wrong lessons. Hogarth noted a famous New York City physician renowned for his skill as a diagnostician. The man’s particular specialty was typhoid fever, and he examined patients for it by feeling around their tongues with his hands. Again and again, his testing yielded a positive diagnosis before the patient displayed a single symptom. And over and over, his diagnosis turned out to be correct. As another physician later pointed out, “He was a more productive carrier, using only his hands, than Typhoid Mary.” Repetitive success, it turned out, taught him the worst possible lesson. Few learning environments are that wicked, but it doesn’t take much to throw experienced pros off course. Expert firefighters, when faced with a new situation, like a fire in a skyscraper, can find themselves suddenly deprived of the intuition formed in years of house fires, and prone to poor decisions. With a change of the status quo, chess masters too can find that the skill they took years to build is suddenly obsolete.

people with negative attitudes don’t have a learner’s heart. Dumping such individuals off your team will hurt in the short run, but not in the long run. You have to remember that star performers with an attitude put a constant drag on everyone else. The price you pay for their performance is constant agitation. People with negative attitudes can’t help but stir the pot.

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

Bilingual speakers constantly select some features from their linguistic repertoire and inhibit others, relying on what psycholinguists call the executive function of the brain. Bialystok and her colleagues, who study how bilingualism affects the mind and brain, have used behavioral and neuroimaging methods to show that bilinguals, because of their constant use of two languages, perform better on executive control tasks than do monolinguals (Barac & Bialystok, 2012; Bialystok, 2011, 2015, 2016; Kroll & Bialystok, 2013).

It is instructive rather than evaluative. The feedback is focused on correcting some aspect of the student’s performance—a step in a procedure, a misconception, or information to be memorized. It isn’t advice or a grade but some actionable information that will help the student improve. It is important to know the difference between the three types of feedback because not all feedback is actionable. It is specific and in the right dose. Your feedback should focus on only one or two points. Don’t point out everything that needs adjusting. That’s overwhelming for a dependent learner and may actually confirm her belief that she is not capable. It is timely. Feedback needs to come while students are still mindful of the topic, assignment, or performance in question. It needs to come while they still think of the learning goal as a learning goal—that is, something they are still striving for, not something they already did. It is delivered in a low stress, supportive environment. The feedback has to be given in a way that doesn’t trigger anxiety for the student. This means building a classroom culture that celebrates the opportunity to get feedback and reframes errors as information. Making Feedback Culturally Responsive: Giving “Wise” Feedback For feedback to be effective, students must act on it.

World-class performers spend most of their time practicing moves and techniques that fall beyond their comfort zone. Meanwhile, average people spend most of their time trying to polish existing skills.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Feedback and reflection play pivotal roles in rapid learning. Whether from peers, instructors, or through self-assessment, constructive feedback is a catalyst for learners to reflect on their performance and continuously improve.

A key tenet of rapid learning involves an ongoing feedback loop. Whether through interactions with peers, guidance from instructors, or personal reflection, learners constantly evaluate their performance, enabling iterative adjustments for continuous enhancement of the learning process.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Deliberate practice usually isn’t enjoyable, and for most learners it requires a coach or trainer who can help identify areas of performance that need to be improved, help focus attention on specific aspects, and provide feedback to keep perception and judgment accurate

Goal setting has been demonstrated to be a useful strategy in building learners' self-efficacy (Schunk, 1991). Close-at-hand goals with specific performance standards help learners to understand and judge progress and then translate that to their sense of self.

Education was still considered a privilege in England. At Oxford you took responsibility for your efforts and for your performance. No one coddled, and no one uproariously encouraged. British respect for the individual, both learner and teacher, reigned. If you wanted to learn, you applied yourself and did it. Grades were posted publicly by your name after exams. People failed regularly. These realities never ceased to bewilder those used to “democracy” without any of the responsibility. For me, however, my expectations were rattled in another way. I arrived anticipating to be snubbed by a culture of privilege, but when looked at from a British angle, I actually found North American students owned a far greater sense of entitlement when it came to a college education. I did not realize just how much expectations fetter—these “mind-forged manacles,”2 as Blake wrote. Oxford upholds something larger than self as a reference point, embedded in the deep respect for all that a community of learning entails. At my very first tutorial, for instance, an American student entered wearing a baseball cap on backward. The professor quietly asked him to remove it. The student froze, stunned. In the United States such a request would be fodder for a laundry list of wrongs done against the student, followed by threatening the teacher’s job and suing the university. But Oxford sits unruffled: if you don’t like it, you can simply leave. A handy formula since, of course, no one wants to leave. “No caps in my classroom,” the professor repeated, adding, “Men and women have died for your education.” Instead of being disgruntled, the student nodded thoughtfully as he removed his hat and joined us. With its expanses of beautiful architecture, quads (or walled lawns) spilling into lush gardens, mist rising from rivers, cows lowing in meadows, spires reaching high into skies, Oxford remained unapologetically absolute. And did I mention? Practically every college within the university has its own pub. Pubs, as I came to learn, represented far more for the Brits than merely a place where alcohol was served. They were important gathering places, overflowing with good conversation over comforting food: vital humming hubs of community in communication. So faced with a thousand-year-old institution, I learned to pick my battles. Rather than resist, for instance, the archaic book-ordering system in the Bodleian Library with technological mortification, I discovered the treasure in embracing its seeming quirkiness. Often, when the wrong book came up from the annals after my order, I found it to be right in some way after all. Oxford often works such. After one particularly serendipitous day of research, I asked Robert, the usual morning porter on duty at the Bodleian Library, about the lack of any kind of sophisticated security system, especially in one of the world’s most famous libraries. The Bodleian was not a loaning library, though you were allowed to work freely amid priceless artifacts. Individual college libraries entrusted you to simply sign a book out and then return it when you were done. “It’s funny; Americans ask me about that all the time,” Robert said as he stirred his tea. “But then again, they’re not used to having u in honour,” he said with a shrug.

When teachers grade by activities, it’s nearly impossible to unpack the resulting data to show where the student needs to make gains. However, when teachers score by deconstructing an activity score into different benchmarks in the grade book, patterns emerge and become useful for describing the learner’s performance, giving specific feedback about it, and making decisions about what to do next.

The first eye-opener came in the 1970s, when DARPA, the Pentagon’s research arm, organized the first large-scale speech recognition project. To everyone’s surprise, a simple sequential learner of the type Chomsky derided handily beat a sophisticated knowledge-based system. Learners like it are now used in just about every speech recognizer, including Siri. Fred Jelinek, head of the speech group at IBM, famously quipped that “every time I fire a linguist, the recognizer’s performance goes up.” Stuck in the knowledge-engineering mire, computational linguistics had a near-death experience in the late 1980s. Since then, learning-based methods have swept the field, to the point where it’s hard to find a paper devoid of learning in a computational linguistics conference. Statistical parsers analyze language with accuracy close to that of humans, where hand-coded ones lagged far behind. Machine translation, spelling correction, part-of-speech tagging, word sense disambiguation, question answering, dialogue, summarization: the best systems in these areas all use learning. Watson, the Jeopardy! computer champion, would not have been possible without it.

commit suicide, commit grand larceny, commit adultery. Thus, commit does not mean just “do or make” but “do or make something negative.” An ESL student who learns that commit in commit a murder means “to do or perform an action” might attempt to make the following seemingly logical combinations: commit a joke on someone, commit the housework, commit a lie. The problem—a huge problem for nonnative learners—is that commit does not collocate with joke, housework, or lie.

Feedback places students in a category all their own. This girl’s accomplishments were truly huge accomplishments if you only compare her performance to her ability. If you were to compare her performance with another student’s, she may look, once again, as just a mediocre, slow-processing reader. It isn’t fair, though, to compare her or belittle her progress, success, or accomplishments with another learner’s. She deserves the right to grow, process, and succeed at a rate that works for her and then celebrate when she meets her goals! That’s what feedback has the power to produce in a classroom. (2014)

Feedback places students in a category all their own. This girl’s accomplishments were truly huge accomplishments if you only compare her performance to her ability. If you were to compare her performance with another student’s, she may look, once again, as just a mediocre, slow-processing reader. It isn’t fair, though, to compare her or belittle her progress, success, or accomplishments with another learner’s. She deserves the right to grow, process, and succeed at a rate that works for her and then celebrate when she meets her goals! That’s what feedback has the power to produce in a classroom.

It is difficult to accept that the best learning road is slow, and that doing poorly now is essential for better performance later. It is so deeply counterintuitive that it fools the learners themselves

Worked examples allow your learners to borrow knowledge. By studying worked examples, learners can emulate how others perform a task.

On one level, it’s easy to think that learning professionals are in the business of delivering learning content. But from a cognitive perspective, we’re really in the business of helping learners build schemata that they can then use to perform their jobs.

Learning-oriented individuals focus more on increasing their competence and self-improvement, and tend to persist more and exert more effort in the face of difficult challenges than performers. Studies suggest that learners experience more difficult tasks as an opportunity to push their limits and grow their competencies, whereas performers experience them as dead-ends, indicating the limits of their intelligence.

The Communicative Approaches (the focus on meaning approaches) uphold that adults acquire their L2 through “subconscious learning process that allow them to pick up language ‘naturally’, as in the first language acquisition’’ (Markee 1996, 25). According to this view, the mastery of grammar (i. e. word-formation devices) comes naturally, through extended exposure to the target language (L2), similar to the way children become aware of word-formation’s devices of their mother tongue (L1). In contrast, Ullman, M. T. (2001, 1) upholds that “linguistic forms whose grammatical computation depends upon procedural memory in L1 are posited to be largely dependent upon declarative/lexical memory in L2”. In short, L2 learners have a limited acquisition capacity of linguistic forms (word-formation rules) compared to native children (Clahsen 2006; Ullman, M. T. 2001). The implication here is that L2 learners acquire L2 complex words as a unit rather than analytically. Yet, there is Cross-linguistic influence which affects L2 learners’ linguistic development and performance. Though, Cross-linguistic influence is both positively and negatively. Pre intermediate L2 learners are assisted by positive Cross-linguistic influence in their acquisition of L2 word-formation devices. On the other hand, Cross-linguistic influence diverts L2 learners from the natural order of acquiring L2 word-formation devices; impeding them in attaining an early native-like manifestation of their target language.

We will become better learners and more independent thinkers.

KEY INSIGHTS •   We must learn to lead ourselves before we can expect to effectively lead others. •   Build the skills to do the job, not to get the job. •   To earn credibility as a leader, we must model the desired behaviors for the group. •   The best performers cultivate a high level of self-awareness. They make this an established part of their routine. •   Become a learning machine. Your mode of operation is of a constant learner. •   Your curiosity is the high-octane fuel that propels your growth. •   Strengthened by a feedback-giving coach, purposeful practice leads to improvement. It can be difficult, sometimes frustrating work. Push through it. •   The highest-performing professionals in the world work on the tiniest details of the fundamentals of their craft every day. •   The framework for learning is intake/consume, test, reflect, and teach. •   Don’t let your now become your ceiling. Becoming is better than being.

Self-aware learners create exceptional performances.

What do we learn from the children’s refusal to be unseen and unheard? Centrally, and simply, the children are saying, We are here. They want to speak, not just listen. They want to play, not just work. They want to perform, not just sit in the audience. They want to stand out, not fit in. They want to be teachers, not just learners. They want to be known and seen as children, not just students. They are reminding teachers to teach people, not content.

Despite compelling new knowledge about learning, how the brain works, and what constitutes effective classroom groupings, classrooms have changed little over the past 100 years. We still assume that children of a given age are enough like each other that they can and should traverse the same curriculum in the same fashion. Further, schools act as though all children should finish classroom tasks as near to the same moment as possible, and that school year should be the same length for all learners. To this end, teachers generally assess student content mastery via tests based on specific chapters of the adopted textbook and summative tests at the end of designated marking periods. Teachers use the same grading system for all children of a given age and grade, whatever their starting point at the beginning of the year, with grades providing little if any indication of whether individual students have grown since the previous grading period or the degree to which students' attitudes and habits of mind contributed to their success or stagnation. Toward the end of the school year, schools administer standardized tests on the premise that all students of a certain age should have reached an average level of performance on the prescribed content by the testing date. Teachers, students, and schools that achieve the desired level of performance are celebrated; those that do not perform as desired are reprimanded, without any regard to the backgrounds, opportunities, and support systems available to any of the parties. Curriculum often has been based on goals that require students to accumulate and retain a variety of facts or to practice skills that are far removed from any meaningful context. Drill-and-practice worksheets are still a prime educational technology, a legacy of behaviorism rooted firmly in the 1930s. Teachers still largely run "tight ship" classes and are likely to work harder and more actively than their students much of the time.

many cases of young adults who find foreign language learning exceedingly difficult. They identified several ways in which these students differ from successful learners. Most perform poorly on at least some of the measures that make up aptitude tests. Some have problems with certain kinds of verbal skills, even in their own language. What is perhaps most important about this research is that, with great effort and instructional support, some of these students are able to succeed in spite of their difficulties. The challenge is to find instructional approaches that meet the needs of learners with a variety of aptitude profiles.

Bonnie Schwartz (1993), for example, concludes that instruction and feedback change only superficial aspects of language performance and do not affect the underlying systematic knowledge of the new language. She argues that language acquisition is based on the availability of natural language in the learner’s environment. Interaction with speakers of that language is sufficient to trigger the acquisition of the underlying structure of the language.

learners receiving intensive ESL instruction for five hours every day for five months of one school year (in Grade 5 or 6) were compared to learners at the end of secondary school who had received the same total amount of instruction spread over 7–8 years of schooling. On a number of measures, the students who received the intensive instruction performed as well as or better than those whose instruction was delivered in what has been called a ‘drip feed’ approach (Lightbown and Spada 1994). In subsequent research, comparisons were made between groups of Grade 5 and 6 students who participated in intensive English language instruction during a single school year, but with the time distributed differently: some students received five hours of English a day for five months; others received the same total number of hours, doing two and a half hours of English each day for 10 months. The researchers found that both groups benefited from the overall increase in hours of instruction with some additional advantages for learners receiving the more intensive instruction (Collins et al. 1999; Collins and White 2011). The advantages were evident not only in superior language abilities but also in attitudes toward the language and satisfaction with language learning experiences. Similar findings have been reported for different models of intensive and core French programmes (Netten and Germain 2004; Lapkin, Hart, and Harley 1998).

In one of the early descriptive studies on learner interaction, Michael Long and Patricia Porter (1985) examined the language produced by adult learners performing a task in pairs. There were 18 participants: 12 non-native speakers of English whose first language was Spanish, and six native English speakers. The non-native speakers were intermediate or advanced learners of English. Each individual learner participated in separate discussions with a speaker from each of the three levels. For example, an intermediate-level speaker had a conversation with another intermediate-level speaker, another with an advanced-level speaker, and another with a native speaker of English. Long and Porter compared the speech of native and non-native speakers in conversations, analysing the differences across proficiency levels in conversation pairs. They found that learners talked more with other learners than they did with native speakers. Also, learners produced more talk with advanced-level learners than with intermediate-level partners, partly because the conversations with advanced learners lasted longer.

Mark Patkowski (1980) studied the relationship between age and the acquisition of features of a second language other than pronunciation. He hypothesized that, even if accent were ignored, only those who had begun learning their second language before the age of 15 could achieve full, native-like mastery of that language. Patkowski studied 67 highly educated immigrants to the United States. They had started to learn English at various ages, but all had lived in the United States for more than five years. He compared them to 15 native-born Americans with a similarly high level of education, whose variety of English could be considered the second language speakers’ target language. The main question in Patkowski’s research was: ‘Will there be a difference between learners who began to learn English before puberty and those who began learning English later?’ However, he also compared learners on the basis of other characteristics and experiences that some people have suggested might be as good as age in predicting or explaining a person’s success in mastering a second language. For example, he looked at the total amount of time a speaker had been in the United States as well as the amount of formal ESL instruction each speaker had had. A lengthy interview with each person was tape-recorded. Because Patkowski wanted to remove the possibility that the results would be affected by accent, he transcribed five-minute samples from the interviews and asked trained native-speaker judges to place each transcript on a scale from 0 (no knowledge of English) to 5 (a level of English expected from an educated native speaker). The findings were quite dramatic. The transcripts of all native speakers and 32 out of 33 second language speakers who had begun learning English before the age of 15 were rated 4+ or 5. The homogeneity of the pre-puberty learners suggests that, for this group, success in learning a second language was almost inevitable. In contrast, 27 of the 32 post-puberty learners were rated between 3 and 4, but a few learners were rated higher (4+ or 5) and one was rated at 2+. The performance of this group looked like the sort of range one would expect if one were measuring success in learning almost any kind of skill or knowledge: some people did extremely well; some did poorly; most were in the middle.

Robert DeKeyser (2000) carried out a replication of the Johnson and Newport study, working with Hungarian immigrants to the United States. He also found a strong relationship between age of immigration and performance on the judgement task. In addition, he asked participants to take language aptitude tests and found that, for participants who began learning English as adults, aptitude scores were correlated with success. However, there was no such correlation for those who learned English in childhood. These findings appear to confirm the hypothesis that adult learners may learn language in a way that is different from the way young children learn.

With regard to the linguistic constraint on classroom speaking, the teacher’s role in preparing learners for speaking activities (rather than simply plunging them into them) and of supporting them during speaking activities is obviously extremely important. Allowing learners to script and rehearse their own dialogues in pairs or small groups before publicly performing them is one way of reducing some of the anxiety associated with speaking the L2 in public. Another is providing the words and phrases they might need in advance, and having these available on the board during the activity. You can always erase these progressively as the learners become more proficient at using them.

4C/ID 1. Learning tasks, which are preferably based on real life tasks and fulfill the role of a back bone for the training program. 2. Supportive information, which is made available to learners because it helps them to perform the problem-solving and reasoning aspects of learning tasks it mainly concerns information on how the domain is organized and how problems in the domain can be systematically approach by the learner. 3. Procedural information which is presented to learners because it helps them to perform the routine aspects of learning tasks. It mainly concerns procedural steps that precisely specify under which conditions a particular action must be taken by the learner. 4.Part task practice, which may provide learners with additional practice for routine aspects of the complex task that need to be developed to a very high level of automaticity. From Cognitive load theory

I have hunted too long to ever stop. I am used to my own way in all things. I have waited too long, fought too hard, and suffered too much to allow her the freedom she will desire. Her life will never be her own, only what I make of it." Aidan smiled then, and Alexandria could feel him relaxing. "If you do as you believe, put her before your own comfort, you will have no choice but to allow her freedom." "I am not like Mikhail or Jacques or, it seems, you. I intend that her protection come above all else." Gregori's voice held an edge. Aidan grinned at him, laughter spilling from his golden eyes. "I can only hope I have the chance to see you, Gregori, under the spell of your woman. You must promise that you will bring her to meet us one day." "Not if I end up like you or Mikhail. I will not have my dangerous reputation destroyed in such a way." A hint of humor seemed to creep in and then was quickly gone, as if the wind had carried it away. "I will see to the vampire," Aidan said. "You should avoid confronting death." "I killed him from a distance. You will find it...unsettling," Gregori warned. "You are even more powerful than I remember." "I have acquired much knowledge over the years," Gregori conceded. His pale eyes rested thoughtfully on Aidan's face. "You will find your brother much changed, also. He is a fast learner, that one, and unafraid of reaching too far into the shadows. I tried to tell him the cost, but he would not listen." Aidan shook his head. "Julian always said rules were made to be broken. He has always gone his own way. But he did respect you. You were the only real influence in his life, maybe the only one he ever listened to." Gregori shook his head. "He could not listen any longer. The wind called, the mountains, the far-off places. I could not hope to stop him. He was dark inside, and nothing would ever satisfy him." "You call it darkness. But it was that quality in you that made you open the world for us. It made you seek out the healing techniques that you have passed on to me, to others. It allowed you to perform the miracles that you have performed for our people. It has done the same for Julian," Aidan replied softly.

In recent years, there’s been a lot of talk about the reasons behind the low performance of many students of color, English learners, and poor students. Rather than examine school policies and teacher practices, some attribute it to a “culture of poverty” or different community values toward education. The reality is that they struggle not because of their race, language, or poverty. They struggle because we don’t offer them sufficient opportunities in the classroom to develop the cognitive skills and habits of mind that would prepare them to take on more advanced academic tasks (Boykin & Noguera, 2011; Jackson, 2011). That’s the achievement gap in action. The reasons they are not offered more opportunities for rigor are rooted in the education system’s legacy of “separate and unequal” (Kozol, 2006; Oakes, 2005).

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In summary, the results showed that giving tasks verbally produced more thinking—sooner and deeper—and generated fewer questions at every grade level, in every context, and even in classes with high populations of English language learners. That is, there was no context in which giving a task verbally led students to perform worse than giving it textually—whether on a board, on a worksheet, or in a textbook/workbook.

Sadler (1989) described a theory of formative assessment that is dependent on students’ understanding of what they are supposed to be learning and on their capacity to monitor the quality of their own work. He wrote (Sadler, 1989) that “the learner has to (a) possess a concept of the standard (or goal, or reference level) being aimed for, (b) compare the actual (or current) level of performance with the standard, and (c) engage in appropriate action which leads to some closure of the gap” (p. 121).

You can’t learn without feedback…. It’s not teaching that causes learning. It’s the attempts by the learner to perform that causes learning, dependent upon the quality of the feedback and opportunities to use it

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【V信83113305】：Moorpark College, located in Southern California, is a renowned community college known for its academic excellence and vibrant campus life. Established in 1967, it offers over 100 associate degree and certificate programs, catering to diverse student needs. The college is particularly famous for its Exotic Animal Training and Management (EATM) program, one of the few of its kind in the world, attracting students passionate about wildlife care. Moorpark also boasts strong STEM, arts, and humanities departments, supported by state-of-the-art facilities like the Astronomy Plaza and Performing Arts Center. With a commitment to affordability and accessibility, the college provides robust transfer pathways to four-year universities, including UC and CSU systems. Its inclusive environment, dedicated faculty, and student clubs foster both personal and professional growth, making it a top choice for learners.，办理MC大学毕业证-穆尔帕克学院, 办穆尔帕克学院毕业证MC-university, 办理穆尔帕克学院毕业证, 极速办穆尔帕克学院毕业证MC文凭学历制作, 办理美国大学毕业证书, 留学生买文凭毕业证-穆尔帕克学院, 申请学校!Moorpark College成绩单穆尔帕克学院成绩单Moorpark College改成绩

【V信83113305】：Palomar College, located in San Marcos, California, is a renowned community college known for its academic excellence and vibrant campus life. Established in 1946, it serves over 30,000 students annually, offering a wide range of associate degrees, certificate programs, and transfer opportunities to four-year universities. The college boasts state-of-the-art facilities, including advanced science labs, a planetarium, and a performing arts center. With a commitment to diversity and inclusion, Palomar fosters a supportive learning environment through small class sizes and dedicated faculty. Its athletics programs, known as the Comets, compete in various sports, adding to the school spirit. Emphasizing innovation and student success, Palomar College remains a cornerstone of higher education in Southern California, empowering learners to achieve their career and academic goals.，Palomar College帕洛马尔学院挂科了怎么办？, PC学位证毕业证, 办理帕洛马尔学院毕业证-PC毕业证书-毕业证, 办帕洛马尔学院毕业证PC-university, 帕洛马尔学院成绩单办理, 办美国Palomar College帕洛马尔学院文凭学历证书, 原版定制帕洛马尔学院毕业证-PC毕业证书-一比一制作, 办理真实PC毕业证成绩单留信网认证

【V信83113305】：Fanshawe College, located in London, Ontario, is one of Canada’s leading public colleges, renowned for its hands-on learning and industry-focused programs. Established in 1967, the college serves over 43,000 students annually, offering more than 200 programs, including diplomas, certificates, apprenticeships, and degrees. With state-of-the-art facilities, such as the Centre for Applied Transportation Technologies and the School of Digital and Performing Arts, Fanshawe provides students with practical skills tailored to today’s job market. The college emphasizes experiential learning through co-op placements, internships, and partnerships with local and global industries. Its diverse student body includes international learners from over 100 countries, fostering a multicultural environment. Fanshawe also boasts strong ties to the community, supporting innovation and economic growth in the region. With a commitment to student success, cutting-edge programs, and a vibrant campus life, Fanshawe College continues to be a top choice for students seeking career-ready education in Canada.，安全办理-范莎学院文凭Fanshawe毕业证学历认证, 购买范莎学院毕业证和学位证认证步骤, 购买加拿大毕业证, 想要真实感受Fanshawe范莎学院版毕业证图片的品质点击查看详解, Fanshawe范莎学院毕业证最简单办理流程, 网上制作Fanshawe毕业证-范莎学院毕业证书-留信学历认证放心渠道, 范莎学院毕业证成绩单-高端定制Fanshawe毕业证

【V信83113305】：Brock University, located in St. Catharines, Ontario, is a prominent public research institution in Canada. Established in 1964, it is named after Major-General Sir Isaac Brock, a celebrated British military leader. The university is renowned for its strong emphasis on experiential learning, offering students hands-on opportunities through co-op programs, internships, and community engagement. With over 19,000 students, Brock provides a vibrant academic environment across seven faculties, including notable programs in Business, Education, and Health Sciences. The campus features modern facilities, such as the state-of-the-art Goodman School of Business and the Marilyn I. Walker School of Fine and Performing Arts. Surrounded by the scenic Niagara Escarpment, Brock’s picturesque setting enhances its appeal. Committed to inclusivity and innovation, the university fosters a supportive community where students thrive academically and personally. Its combination of rigorous academics and practical experience makes Brock a top choice for learners seeking a well-rounded education.，Brock University布鲁克大学原版购买, 高端Brock毕业证办理流程, Brock毕业证在线制作布鲁克大学文凭证书, 快速办理Brock毕业证-布鲁克大学毕业证书-百分百放心, Brock毕业证怎么办理-加钱加急, 加急办布鲁克大学文凭学位证书成绩单gpa修改, 原版布鲁克大学毕业证最佳办理流程, 极速办理Brock毕业证书, 挂科办理布鲁克大学毕业证文凭

【V信83113305】：North Idaho College (NIC) is a public community college located in Coeur d'Alene, Idaho, known for its scenic campus near Lake Coeur d'Alene. Established in 1933, NIC offers a wide range of associate degrees, certificates, and workforce training programs. The college emphasizes student success through small class sizes, personalized instruction, and strong community ties. NIC is particularly recognized for its programs in nursing, automotive technology, and outdoor leadership, leveraging Idaho's natural environment for hands-on learning. The campus features modern facilities, including a state-of-the-art aerospace center and a renowned performing arts theater. With a commitment to affordability and accessibility, NIC serves diverse students, including traditional learners, working adults, and international students. Its vibrant student life, athletics, and cultural events foster a dynamic educational experience. NIC remains a cornerstone of higher education in the Inland Northwest.，【V信83113305】定制-北爱达荷学院毕业证NIC毕业证书,北爱达荷学院毕业证NIC毕业证学校原版100%一样,NIC毕业证书加急制作,NIC毕业证学校原版一样吗,加急定制-NIC学位证北爱达荷学院毕业证书,一比一制作-NIC文凭证书北爱达荷学院毕业证,百分比满意度-NIC毕业证,100%满意-NIC毕业证北爱达荷学院学位证,100%收到-NIC毕业证书北爱达荷学院毕业证,100%加急制作-NIC毕业证学校原版一样

【V信83113305】：Southeast Missouri State University (SEMO), located in Cape Girardeau, Missouri, is a dynamic public institution known for its strong academic programs and vibrant campus life. Founded in 1873, SEMO offers over 200 areas of study, including renowned programs in business, education, and the arts. The university emphasizes hands-on learning, with opportunities for internships, research, and community engagement. Its picturesque campus features modern facilities like the River Campus, a hub for performing arts, and the state-of-the-art Holland School of Visual and Performing Arts. With a diverse student body and a supportive environment, SEMO fosters leadership and personal growth. The Redhawks athletics teams compete in NCAA Division I, adding to the spirited campus culture. Affordable tuition and a commitment to student success make SEMO a top choice for learners seeking quality education in the Midwest.，【V信83113305】没-东南密苏里州立大学毕业证书SMSU挂科了怎么补救,SMSU-diploma安全可靠购买东南密苏里州立大学毕业证,网络办理SMSU毕业证-东南密苏里州立大学毕业证书-学位证书,加急办SMSU文凭学位证书成绩单gpa修改,SMSU毕业证认证PDF成绩单,SMSU-pdf电子毕业证,最安全购买SMSU毕业证方法,666办理SMSU毕业证最佳渠道

【V信83113305】：Santa Monica College (SMC) is a renowned community college located in Santa Monica, California, known for its academic excellence and vibrant campus life. Established in 1929, SMC offers a wide range of associate degrees, certificate programs, and transfer opportunities to prestigious universities like UCLA and USC. With its diverse student body and dedicated faculty, the college fosters an inclusive learning environment that emphasizes innovation and critical thinking. The campus features state-of-the-art facilities, including modern labs, a performing arts center, and extensive library resources. SMC is also celebrated for its strong support services, such as counseling, career guidance, and financial aid, ensuring student success. Beyond academics, the college hosts numerous clubs, cultural events, and athletic programs, enriching the student experience. Situated near the Pacific Ocean, SMC combines quality education with a dynamic coastal lifestyle, making it a top choice for students worldwide. Its commitment to affordability and accessibility continues to empower learners to achieve their academic and professional goals.，圣莫尼卡学院学位定制, SMC圣莫尼卡学院学位证书快速办理, 办理Santa Monica College圣莫尼卡学院毕业证文凭, 办圣莫尼卡学院毕业证Santa Monica College Diploma, SMC文凭制作流程学术背后的努力, 办圣莫尼卡学院文凭学位证书成绩单GPA修改, Santa Monica College圣莫尼卡学院学位证书快速办理

【V信83113305】：Nestled in the heart of Southern California, College of the Canyons (COC) stands as a beacon of academic excellence and community engagement. This two-year public community college, founded in 1969, serves the Santa Clarita Valley with a commitment to accessible education and student success. Known for its innovative programs, COC offers over 100 associate degrees and career technical certificates, catering to diverse student needs. The campus boasts state-of-the-art facilities, including advanced STEM labs and a renowned performing arts center. With a strong emphasis on workforce development, COC partners with local industries to provide hands-on training and internship opportunities. Its vibrant student life, inclusive environment, and dedicated faculty make it a transformative hub for learners aiming to transfer to universities or enter the workforce. College of the Canyons truly embodies the spirit of opportunity and growth.，峡谷学院文凭COTC毕业证学历认证方法,原版峡谷学院毕业证最佳办理流程,学历文凭认证COTC毕业证-峡谷学院毕业证如何办理,100%学历峡谷学院毕业证成绩单制作,硕士文凭定制峡谷学院毕业证书,100%办理峡谷学院毕业证书,网上办理峡谷学院毕业证书流程,网络办理峡谷学院毕业证官方成绩单学历认证,峡谷学院毕业证最快且放心办理渠道,峡谷学院毕业证本科学历办理方法

【V信83113305】：Oklahoma City Community College (OCCC) stands as a cornerstone of higher education and workforce development in central Oklahoma. Renowned for its accessible and affordable pathways, OCCC empowers a diverse student body with over 60 degree and certificate programs. Its curriculum is strategically designed to meet regional demands, offering robust tracks in health sciences, business, engineering, and public safety. The college fosters a vibrant, supportive learning environment with modern facilities, including state-of-the-art labs and a renowned visual and performing arts center. Beyond the classroom, OCCC deeply values community engagement, providing extensive continuing education and cultural enrichment opportunities. By championing student success and responding dynamically to the needs of both learners and local industries, OCCC is a vital engine for personal growth and economic prosperity in the Oklahoma City metro area.，【V信83113305】1分钟获取俄克拉荷马城市社区学院毕业证最佳办理渠道,加急俄克拉荷马城市社区学院毕业证OCCC毕业证书办理多少钱,网上补办OCCC俄克拉荷马城市社区学院毕业证成绩单多少钱,百分百放心原版复刻俄克拉荷马城市社区学院OCCC毕业证书,网上制作OCCC毕业证-俄克拉荷马城市社区学院毕业证书-留信学历认证放心渠道,OCCC毕业证书俄克拉荷马城市社区学院毕业证诚信办理,OCCC毕业证办理多少钱又安全,OCCC俄克拉荷马城市社区学院毕业证最简单办理流程,OCCC俄克拉荷马城市社区学院毕业证最放心办理渠道,OCCC成绩单俄克拉荷马城市社区学院毕业证快速办理方式

【V信83113305】：Nestled in Western Australia, Edith Cowan University (ECU) stands as a dynamic and innovative institution, celebrated for its strong industry connections and practical approach to learning. Named after the first woman elected to an Australian parliament, its ethos is deeply rooted in social justice and opportunity. ECU is organized into several schools, with particular renown in fields like cybersecurity, nursing, teaching, and the performing arts. Its courses are rigorously designed in collaboration with industry partners, ensuring graduates are job-ready and equipped with relevant, real-world skills. With modern campuses in Perth and regional hubs, ECU provides a supportive and engaging student experience, fostering a vibrant community of learners who are prepared to make a significant impact in their chosen professions and the wider world.，高端烫金工艺ECU毕业证成绩单制作, 澳洲大学毕业证定制, 学历文凭认证ECU毕业证-埃迪斯科文大学毕业证如何办理, 哪里买ECU埃迪斯科文大学毕业证|ECU成绩单, 100%收到-ECU毕业证书埃迪斯科文大学毕业证, 办埃迪斯科文大学毕业证ECU-Diploma, 埃迪斯科文大学文凭ECU毕业证学历认证方法, 办理澳洲ECU本科学历

【V信83113305】：Founded in the early 1960s, County College of Morris (CCM) stands as a premier public community college in Randolph, New Jersey. Renowned for its academic excellence and career-focused programs, CCM offers over 100 associate degree and certificate programs. These offerings provide a robust foundation for students aiming to transfer to four-year institutions or enter the workforce directly. The college features state-of-the-art facilities, including advanced science labs and a renowned performing arts center, fostering a dynamic learning environment. With a strong commitment to student success, CCM supports learners through comprehensive services and a vibrant campus life. Its dedication to accessibility and high-quality education makes it a cornerstone of the Morris County community and a launchpad for future achievement.，【V信83113305】做今年新版莫里斯郡学院毕业证,制作美国文凭莫里斯郡学院毕业证,高端定制莫里斯郡学院毕业证留信认证,高端原版莫里斯郡学院毕业证办理流程,在线办理莫里斯郡学院毕业证offer外壳皮,在线办理莫里斯郡学院毕业证本科硕士成绩单方法,如何办理莫里斯郡学院毕业证一比一定制,快速办理莫里斯郡学院毕业证如何放心,硕士博士学历CCOM毕业证-莫里斯郡学院毕业证书-真实copy原件,办理美国-CCOM毕业证书莫里斯郡学院毕业证

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【V信83113305】：Founded in 1967, Sheridan College in Ontario, Canada, has carved a distinguished reputation, particularly for its groundbreaking animation program, often hailed as the "Harvard of Animation." Its graduates are a who's who in the industry, contributing to major studios like Pixar and Disney. However, Sheridan's excellence extends far beyond, encompassing robust programs in film, business, technology, and the performing arts. With campuses in Oakville, Brampton, and Mississauga, it provides a dynamic and inclusive learning environment that blends rigorous academic theory with intensive hands-on, practical experience. This career-focused approach ensures students are not just learners but innovators and creators, equipped with the skills to lead and excel in a competitive global marketplace. Sheridan is truly a launchpad for creative and professional excellence.，做今年新版谢尔丹学院毕业证, 谢尔丹学院毕业证Sheridan毕业证学校原版100%一样, 极速办理谢尔丹学院毕业证书, 定制-谢尔丹学院毕业证Sheridan毕业证书, 申请学校!Sheridan成绩单谢尔丹学院成绩单Sheridan改成绩, 网络快速办理Sheridan毕业证成绩单, 购买Sheridan毕业证, 加拿大Sheridan College谢尔丹学院毕业证成绩单在线制作办理

【V信83113305】：Red Deer Polytechnic, located in Alberta, Canada, is a dynamic institution known for its hands-on learning and career-focused programs. Formerly known as Red Deer College, it transitioned to a polytechnic in 2021, expanding its offerings in applied degrees, diplomas, and certificates. The campus features modern facilities, including advanced labs, a performing arts center, and sports amenities, fostering a vibrant student experience. With small class sizes and strong industry connections, the institution emphasizes practical skills and employability. Programs span diverse fields like health sciences, trades, business, and creative arts. Committed to community engagement, Red Deer Polytechnic also supports research and innovation, making it a key educational hub in central Alberta. Its inclusive environment and student-centered approach attract learners seeking real-world success.，办理红鹿学院毕业证-RDC毕业证书-毕业证, 挂科办理红鹿学院毕业证文凭, 购买红鹿学院文凭, 办理红鹿学院文凭, 办理Red Deer College红鹿学院成绩单高质量保密的个性化服务, 办红鹿学院毕业证成绩单, 办理红鹿学院成绩单高质量保密的个性化服务, 留学生买文凭RDC毕业证-红鹿学院

【V信83113305】：Fanshawe College, located in London, Ontario, is one of Canada's largest and most respected public colleges. Established in 1967, it offers over 200 programs, including diplomas, certificates, apprenticeships, and degrees, catering to diverse fields such as business, health sciences, technology, and the arts. Known for its hands-on learning approach, the college emphasizes practical skills and industry connections, ensuring graduates are job-ready. Fanshawe boasts state-of-the-art facilities, including advanced labs, simulation centers, and a renowned School of Digital and Performing Arts. Its strong ties with local and international employers provide students with valuable co-op and internship opportunities. The college also fosters a vibrant campus life, with numerous clubs, sports teams, and cultural events. With a commitment to innovation and student success, Fanshawe College continues to be a top choice for learners seeking quality education and career advancement in Canada and beyond.，Fanshawe文凭制作流程确保学历真实性, 办范莎学院毕业证学位证书文凭认证-可查, 原装正版范莎学院毕业证真实水印成绩单制作, 办理加拿大大学毕业证书, 购买范莎学院毕业证, 制作范莎学院成绩单, 挂科办理Fanshawe College范莎学院学历学位证

【V信83113305】：Located in London, Ontario, Fanshawe College is one of Canada’s leading post-secondary institutions, renowned for its hands-on learning and industry-focused programs. Established in 1967, the college serves over 43,000 students annually, offering more than 200 programs, including diplomas, degrees, apprenticeships, and graduate certificates. Fanshawe excels in fields like business, health sciences, technology, and creative arts, with state-of-the-art facilities such as the Centre for Applied Transportation Technologies and the School of Digital and Performing Arts. The college emphasizes experiential learning through co-op placements, internships, and partnerships with local and global industries. Its diverse student body includes international learners from over 100 countries, fostering a vibrant, multicultural campus. Fanshawe also boasts strong ties to the community, supporting regional economic growth through innovation and workforce development. With a commitment to student success, cutting-edge resources, and a dynamic learning environment, Fanshawe College prepares graduates for thriving careers in an ever-evolving job market.，网上制作范莎学院毕业证-Fanshawe毕业证书-留信学历认证, 哪里买范莎学院毕业证|Fanshawe College成绩单, 高质Fanshawe College范莎学院成绩单办理安全可靠的文凭服务, 如何办理Fanshawe College范莎学院学历学位证, 办范莎学院学历证书学位证书成绩单, 出售Fanshawe College范莎学院研究生学历文凭, 定做范莎学院毕业证-Fanshawe毕业证书-毕业证, 出售Fanshawe College证书-哪里能购买Fanshawe College毕业证

【V信83113305】：Southeast Missouri State University (SEMO), located in Cape Girardeau, Missouri, is a public university known for its strong academic programs and vibrant campus life. Founded in 1873, SEMO offers over 200 areas of study, including renowned programs in business, education, and the arts. The university emphasizes hands-on learning, with opportunities for internships, research, and community engagement. SEMO’s picturesque campus features modern facilities like the River Campus, home to the Holland School of Visual and Performing Arts, which overlooks the Mississippi River. With a diverse student body and a supportive environment, SEMO fosters personal and professional growth. The Redhawks athletics teams compete in NCAA Division I, adding to the spirited campus culture. Affordable tuition and a commitment to student success make SEMO a top choice for learners seeking quality education in the Midwest.，SMSU假学历, 东南密苏里州立大学成绩单复刻, 一比一原版SMSU东南密苏里州立大学毕业证购买, 出售东南密苏里州立大学研究生学历文凭, 美国大学文凭购买, 美国大学文凭定制专业服务认证, 一流Southeast Missouri State University东南密苏里州立大学学历精仿高质, Southeast Missouri State University东南密苏里州立大学学位证书快速办理, Southeast Missouri State University文凭毕业证丢失怎么购买

【V信83113305】：Governors State University (GSU), located in University Park, Illinois, is a public institution known for its commitment to accessible education and innovative programs. Established in 1969, GSU serves a diverse student body, offering undergraduate, graduate, and doctoral degrees across fields like business, education, and health sciences. The university emphasizes hands-on learning, community engagement, and flexible scheduling, including online courses, to accommodate working professionals. GSU’s campus features modern facilities, including the Center for Performing Arts and a state-of-the-art library. With small class sizes, students benefit from personalized attention and strong faculty mentorship. The university also fosters partnerships with local industries, enhancing career opportunities for graduates. Dedicated to affordability and inclusivity, GSU plays a vital role in empowering students to achieve academic and professional success while contributing to regional development. Its dynamic environment makes it a standout choice for learners seeking a transformative education.，办理美国毕业证, 【美国篇】州长州立大学毕业证成绩单, 定做州长州立大学毕业证-GSU毕业证书-毕业证, 州长州立大学成绩单购买, 办理Governors State University州长州立大学毕业证文凭, 办理GSU大学毕业证-州长州立大学, 办理Governors State University州长州立大学成绩单高质量保密的个性化服务, 挂科办理Governors State University州长州立大学毕业证文凭

【V信83113305】：The University of Waikato, located in Hamilton, New Zealand, is a prestigious institution renowned for its academic excellence and vibrant campus life. Established in 1964, it has grown into a leading research university, offering a wide range of undergraduate and postgraduate programs across disciplines such as business, law, science, and Māori studies. The university is particularly celebrated for its strong focus on innovation and sustainability, with world-class facilities like the Gallagher Academy of Performing Arts and the Adams Centre for High Performance. Its diverse student body, including a significant international community, fosters a dynamic and inclusive learning environment. Nestled in the heart of the Waikato region, the campus combines natural beauty with cutting-edge technology, providing an ideal setting for academic and personal growth. With a commitment to empowering students and contributing to global knowledge, the University of Waikato continues to be a top choice for learners worldwide.，怀卡托大学 颁发典礼学术荣誉颁奖感受博士生的光荣时刻, 办怀卡托大学 毕业证University of Waikato-university, 一流怀卡托大学 学历精仿高质, 一流University of Waikato怀卡托大学 学历精仿高质, Waikato学位证毕业证, 怀卡托大学 毕业证-Waikato毕业证书, 新西兰 留学成绩单毕业证, 新西兰 大学文凭定制专业服务认证, WaikatodiplomaWaikato怀卡托大学 挂科处理解决方案

【V信83113305】：Moorpark College, located in Southern California, is a renowned community college known for its academic excellence and innovative programs. Established in 1967, it serves over 15,000 students annually, offering a wide range of associate degrees, career certificates, and transfer opportunities to four-year universities. The college is particularly famous for its Exotic Animal Training and Management (EATM) program, one of the few of its kind in the world, attracting students passionate about wildlife care. Moorpark also boasts strong STEM, arts, and humanities departments, supported by state-of-the-art facilities like the Astronomy Plaza and Performing Arts Center. With a commitment to student success, it provides robust support services, including tutoring, counseling, and career guidance. Its scenic campus and vibrant student life further enhance the educational experience, making it a top choice for learners seeking quality and affordability.，购买穆尔帕克学院毕业证办理留学文凭学历认证, Moorpark College毕业证文凭-穆尔帕克学院毕业证, 穆尔帕克学院成绩单购买, MC穆尔帕克学院原版购买, 正版-美国MC毕业证文凭学历证书, 办理美国Moorpark College穆尔帕克学院毕业证Moorpark College文凭版本, fake MC degree

【V信83113305】：Dean College, located in Franklin, Massachusetts, is a private liberal arts college known for its personalized education and strong student support. Founded in 1865, the college offers associate and bachelor's degree programs in fields like business, arts, and communications. With a small student-to-faculty ratio, Dean emphasizes close mentorship and hands-on learning. Its vibrant campus life includes NCAA Division III athletics, performing arts programs, and numerous student clubs. The college also provides unique opportunities like the Dean R. Sanders ’47 School of Business and partnerships with nearby institutions for advanced studies. Committed to student success, Dean College fosters a tight-knit community where learners thrive academically and personally. Its blend of tradition and innovation makes it a standout choice for students seeking a transformative educational experience.，1:1原版DC迪恩学院毕业证+DC成绩单, 专业办理迪恩学院成绩单高质学位证书服务, 迪恩学院学位定制, 定做迪恩学院毕业证-DC毕业证书-毕业证, 高仿迪恩学院文凭, 制作文凭迪恩学院毕业证-DC毕业证书-毕业证, DC学位证毕业证

【V信83113305】：Diablo Valley College (DVC), located in Pleasant Hill, California, is a renowned community college known for its academic excellence and vibrant student life. Established in 1949, DVC offers a wide range of associate degrees, certificate programs, and transfer opportunities to prestigious universities like UC Berkeley and UCLA. With small class sizes and dedicated faculty, the college fosters a supportive learning environment that caters to diverse student needs. DVC’s campus features modern facilities, including state-of-the-art labs, a library, and performing arts spaces. Students can engage in clubs, athletics, and cultural events, enriching their college experience. Known for its strong STEM and humanities programs, DVC also provides career-focused training in fields like nursing and engineering. Committed to accessibility and affordability, DVC serves as a stepping stone for students aiming to achieve their educational and professional goals. Its inclusive community and high transfer rates make it a top choice for learners across the Bay Area and beyond.，出售DVC迪亚波罗谷学院研究生学历文凭, DVC毕业证认证, 留学生买毕业证DVC毕业证文凭成绩单办理, 美国毕业证学历认证, 办理迪亚波罗谷学院毕业证成绩单办理, Diablo Valley College文凭制作流程学术背后的努力, 制作文凭迪亚波罗谷学院毕业证-DVC毕业证书-毕业证

【V信83113305】：The University of Texas Permian Basin (UTPB), located in Odessa, Texas, is a dynamic public university known for its strong academic programs and commitment to student success. Established in 1973, UTPB serves the Permian Basin region, offering over 40 undergraduate and graduate degrees in fields such as engineering, business, education, and health sciences. The university emphasizes hands-on learning, research opportunities, and small class sizes to foster close faculty-student interactions. UTPB’s modern campus features state-of-the-art facilities, including the Engineering Building and the D. Kirk Edwards Family Human Performance Center. The university also boasts a vibrant student life with NCAA Division II athletics, clubs, and cultural events. With a focus on affordability and accessibility, UTPB provides scholarships and online programs to support diverse learners. Its strategic location in a thriving energy hub further enhances internship and career prospects, making it a valuable institution for students aiming to excel in their fields.，办理TUOTOTPB文凭, 学历证书!TUOTOTPB学历证书德克萨斯大学帕米亚盆地分校学历证书TUOTOTPB假文凭, TUOTOTPB毕业证成绩单专业服务学历认证, TUOTOTPB文凭制作, 办理TUOTOTPB德克萨斯大学帕米亚盆地分校毕业证文凭, 一比一原版德克萨斯大学帕米亚盆地分校毕业证购买, 制作文凭德克萨斯大学帕米亚盆地分校毕业证-TUOTOTPB毕业证书-毕业证, 美国德克萨斯大学帕米亚盆地分校毕业证成绩单在线制作办理, 美国留学本科毕业证

【V信83113305】：Howard Community College (HCC), located in Columbia, Maryland, is a renowned public community college known for its commitment to academic excellence and student success. Established in 1966, HCC offers a wide range of associate degree programs, workforce training, and continuing education courses tailored to meet diverse student needs. The college prides itself on small class sizes, personalized instruction, and state-of-the-art facilities, including advanced STEM labs and performing arts centers. HCC also fosters strong partnerships with local industries and four-year universities, ensuring seamless transfers for students pursuing bachelor's degrees. With a vibrant campus life, inclusive community, and dedicated faculty, Howard Community College empowers learners to achieve their educational and career goals while contributing to the region's economic and cultural growth.，美国留学成绩单毕业证, 正版-美国毕业证文凭学历证书, 留学生买文凭HCC毕业证-霍华德社区学院, 美国硕士毕业证, 霍华德社区学院成绩单复刻, 修改HCC霍华德社区学院成绩单电子版gpa让学历更出色, 霍华德社区学院原版购买, 一流Howard Community College霍华德社区学院学历精仿高质, HCC霍华德社区学院电子版毕业证

【V信83113305】：Spokane Falls Community College (SFCC), located in Spokane, Washington, is a vibrant institution known for its commitment to student success and community engagement. Established in 1967, SFCC offers a wide range of academic programs, including associate degrees, professional-technical certifications, and transfer pathways to four-year universities. The college prides itself on small class sizes, personalized instruction, and state-of-the-art facilities, such as its renowned visual and performing arts center. SFCC fosters a diverse and inclusive environment, serving students from various backgrounds. Its strong ties to local industries ensure relevant workforce training, while its scenic campus near the Spokane River provides an inspiring setting for learning. With dedicated faculty and robust student support services, SFCC empowers learners to achieve their educational and career goals, making it a cornerstone of higher education in the Inland Northwest.，斯波坎瀑布社区学院硕士毕业证, 修改Spokane Falls Community College斯波坎瀑布社区学院成绩单电子版gpa让学历更出色, 正版-美国Spokane Falls Community College毕业证文凭学历证书, 原版定制斯波坎瀑布社区学院毕业证-SFCC毕业证书-一比一制作, 美国文凭办理, 斯波坎瀑布社区学院毕业证成绩单在哪里能办理, 斯波坎瀑布社区学院挂科了怎么办？SFCC毕业证成绩单专业服务

【V信83113305】：Golden West College, located in Huntington Beach, California, is a vibrant community college known for its commitment to academic excellence and student success. Established in 1966, the college offers a wide range of associate degrees, certificate programs, and transfer opportunities to four-year universities. With a focus on innovation and inclusivity, Golden West College provides state-of-the-art facilities, including modern labs, a performing arts theater, and athletic complexes. The campus fosters a supportive environment through dedicated faculty, small class sizes, and numerous student services like tutoring and career counseling. Its proximity to the beach and vibrant local culture adds to the unique student experience. Golden West College continues to empower learners, preparing them for future careers and lifelong learning in a dynamic global society.，Golden West College戈尔登西部学院毕业证制作代办流程, 专业办理戈尔登西部学院成绩单高质学位证书服务, GWC毕业证认证, 办理戈尔登西部学院毕业证文凭, Golden West College戈尔登西部学院挂科了怎么办？, 戈尔登西部学院毕业证制作, 一流GWC戈尔登西部学院学历精仿高质

【V信83113305】：Sierra College, located in Rocklin, California, is a renowned community college known for its academic excellence and vibrant campus life. Established in 1936, it serves students across Placer and Nevada counties, offering over 120 degree and certificate programs. The college emphasizes accessibility, affordability, and student success, with strong transfer pathways to four-year universities like UC Davis and Sacramento State. Sierra College boasts state-of-the-art facilities, including STEM labs, a performing arts center, and outdoor leadership programs leveraging the nearby Sierra Nevada mountains. Its athletics teams, the Wolverines, compete in various sports, fostering school spirit. With a commitment to sustainability and community engagement, Sierra College provides a supportive environment for diverse learners to achieve their educational and career goals.，办锡耶拉学院毕业证认证学历认证使馆认证, 锡耶拉学院硕士毕业证, 办理SC锡耶拉学院成绩单高质量保密的个性化服务, 办理SC锡耶拉学院毕业证文凭, 制作文凭锡耶拉学院毕业证-SC毕业证书-毕业证, 办理美国毕业证, 挂科办理Sierra College锡耶拉学院毕业证本科学位证书

【V信83113305】：Monroe Community College (MCC), located in Rochester, New York, is a renowned public community college known for its commitment to academic excellence and student success. Established in 1961, MCC offers a wide range of associate degree programs, certificates, and workforce training initiatives designed to meet the needs of diverse learners. The college prides itself on its affordable tuition, small class sizes, and supportive learning environment, making higher education accessible to all. MCC’s vibrant campus features state-of-the-art facilities, including advanced STEM labs, a performing arts center, and a nationally recognized honors program. With strong partnerships with local industries and four-year universities, MCC provides seamless transfer opportunities and career-ready skills. The college also emphasizes community engagement, offering cultural events, athletics, and volunteer programs. Dedicated to innovation and inclusivity, Monroe Community College continues to empower students to achieve their educational and professional goals.，学历证书!学历证书门罗社区学院学历证书假文凭, MCC门罗社区学院挂科了怎么办？, 留学生买文凭Monroe Community College毕业证-门罗社区学院, 门罗社区学院留学本科毕业证, 正版-美国MCC毕业证文凭学历证书, 办理真实MCC毕业证成绩单留信网认证, 门罗社区学院毕业证成绩单在哪里能办理, MCC毕业证认证

【V信83113305】：Shoreline Community College, located in the vibrant city of Seattle, Washington, is a renowned public institution offering high-quality education and career-focused programs. Established in 1964, it serves a diverse student body with over 10,000 learners annually, including international students from more than 50 countries. The college provides affordable two-year degrees, professional certificates, and transfer pathways to four-year universities, particularly within the Washington State system. Known for its strong STEM, healthcare, and arts programs, Shoreline emphasizes hands-on learning and student support services like tutoring and career counseling. Its picturesque 83-acre campus features modern facilities, including a robotics lab and performing arts center. The college also fosters community engagement through sustainability initiatives and cultural events. With small class sizes and dedicated faculty, Shoreline empowers students to achieve academic and career success while embracing inclusivity and innovation.，SCC学位证毕业证, 挂科办理Shoreline Community College雪兰社区学院毕业证文凭, 美国留学本科毕业证, 雪兰社区学院毕业证-SCC毕业证书, Shoreline Community College文凭制作流程学术背后的努力, SCC留学成绩单毕业证, 办理真实毕业证成绩单留信网认证

【V信83113305】：Bergen Community College, located in Paramus, New Jersey, is one of the largest community colleges in the state, serving over 13,000 students annually. Established in 1965, the college offers a wide range of academic programs, including associate degrees, certificate programs, and workforce development courses. Known for its affordable tuition and flexible scheduling, Bergen provides accessible education to diverse student populations, including traditional students, working adults, and international learners. The college boasts modern facilities, such as advanced STEM labs, a performing arts center, and a robust library. With strong partnerships with local industries and four-year universities, Bergen facilitates seamless transfers and career opportunities. Its commitment to student success is reflected in supportive services like tutoring, counseling, and career guidance, making it a cornerstone of higher education in Bergen County.，挂科办理Bergen Community College卑尔根社区学院毕业证文凭, 学历证书!Bergen Community College学历证书卑尔根社区学院学历证书Bergen Community College假文凭, 卑尔根社区学院成绩单制作, Bergen Community College毕业证成绩单专业服务, 高质Bergen Community College卑尔根社区学院成绩单办理安全可靠的文凭服务, BCC文凭制作流程学术背后的努力, 卑尔根社区学院毕业证定制, BCC学位证书办理打开职业机遇之门

【V信83113305】：Butler Community College in El Dorado, Kansas, is a renowned two-year institution offering diverse academic and career-focused programs. Known for its supportive learning environment, the college serves over 8,000 students annually, providing affordable education with small class sizes and personalized attention. Butler offers associate degrees, technical certificates, and transfer opportunities to four-year universities, making it a popular choice for students seeking a seamless transition to higher education. The campus features modern facilities, including state-of-the-art labs, a performing arts center, and athletic programs that compete nationally. With a strong emphasis on student success, Butler provides tutoring, counseling, and career services to help learners achieve their goals. Its vibrant student life includes clubs, organizations, and cultural events, fostering a sense of community. Butler Community College is committed to accessibility and excellence, preparing students for both academic advancement and workforce readiness in a dynamic global economy.，美国Butler Community College（El Dorado）毕业证仪式感|购买Butler Community College（El Dorado）巴特勒社区学院（埃尔多拉多）学位证, Offer(BCCD成绩单)BCCD巴特勒社区学院（埃尔多拉多）如何办理?, 巴特勒社区学院（埃尔多拉多）成绩单购买, 办理巴特勒社区学院（埃尔多拉多）文凭, 修改巴特勒社区学院（埃尔多拉多）成绩单电子版gpa实现您的学业目标, 一流BCCD巴特勒社区学院（埃尔多拉多）学历精仿高质, 办理美国BCCD本科学历, 挂科办理Butler Community College（El Dorado）巴特勒社区学院（埃尔多拉多）毕业证本科学位证书