DISTANCE EDUCATION IN ICELAND WHERE WE ARE TODAY AND WHERE DO WE WANT TO BE
DISTANCE EDUCATION IN ICELAND
WHERE WE ARE TODAY AND WHERE DO WE WANT TO BE?
Ebba Thora Hvannberg(ebba@hi.is)
University of Iceland, Hjardarhaga 2-6, 107 Reykjavik, Iceland
Rognvaldur Olafsson(rol@hi.is)
University of Iceland, Dunhaga 5, 107 Reykjavik, Iceland
Sigrun Gunnarsdottir(sigrung@simi.is)
Iceland Telecom, v/Austurvoll, 150 Reykjavik, Iceland
Many universities are now faced with the challenge of adding more technology to their teaching. Although distance education has been carried out for many years, the advent of the web, video conferencing, video-on-demand and improved telecommunications create more possibilities. In this paper we describe several modes of distance education, media used and possible platforms. We are carrying out a trial that uses video-conferencing over an ATM network. The trial is categorised in order to focus the different trials and experiments that will be done in the coming quarters.
KEYWORDS: INTERACTIVE TECHNOLO GY, DISTANCE LEARNING, NOMADIC, ATM, ISABEL
INTRODUCTION
This paper gives an overview of distance education in Iceland, describes the present status and where we want to go. We will discuss why Iceland is so interested in distance education, the different type of media that can be employed for distance education, and look at the variables that have to be taken into account when incorporating distance education into the traditional university setting. We describe a pilot project that two universities and Iceland Telecom are running and how the project fulfils the aims we set for technologically assisted education. The solution selected in Iceland is to introduce technology assisted education to the present schools and universities. In this way we attempt to make the education equally available to students on campus, throughout the country or in other countries.
We begin the paper by stating the educational aims and then describe the landscape in Iceland in terms of culture, education and telecommunication. After we have set the stage we also describe the ATM trial that is a basis for our work. In this trial a course in Graphical User Interface programming (GUI) is transmitted in video-conferencing between two cities. In the following sections we use this trial as a reference when describing the learning modes, media and communication platforms. In conclusion we describe how our university can adapt to the new technologies and set the scene for future work.
THE EDUCATIONAL AIMS
“Nomadicity is defined as the systems support needed to provide a rich set of computing and communication capabilities and services to nomads as they move from place to place in a transparent, integrated and convenient form” [8].
Leonard Kleinrock
In the domain of teaching this can be translated into nomadic learning:
??Seamless, that is the technology is transparent to both the teacher and the student and there is a
coherent interface to everything they are doing.
??Mobile, that is the teacher and the student can be anywhere.
??Integrated, that is the teacher can use different kinds of media in an integrated way to reach his goals. ??Interactive, that is the student and the teacher is in control and reach the objective of being close.
A teacher is to encourage students to explore, raise interest in the subject at hand, and encourage them to look for further references, and learning by communicating amongst himself or herself and with the teacher. We want to teach students skills that they can use when they graduate. These are some of the aims that we set when selecting which new technology to use.
In traditional education we have several means to reach these goals. In distance education we need the same attitude, we have to use a number of technologies and methods that together add up to give a complete education. Too often distance education is thought of as one technology and one teaching method. This leads to unfruitful discussions.
REQUIREMENTS AND OPPORTUNITIES IN ICELAND
Iceland is f airly large but sparsely and unevenly populated. The total population is 275 thousand. Three-quarters of the population live in the only large population centre in and around the capital Reykjavik in the southwest corner of the country. Reykjavik has a population of about 110 thousand but the larger Reykjavik area nearly 170 thousand. A small population centre is Akureyri in the north of the country with about 15 thousand inhabitants. The rest of the population is fairly evenly spread over the country in small fishing villages and farms.
About 72% of the population live within about one hour’s drive from Reykjavik and about 9% within a similar distance from Akureyri. The rest of the population is spread over a square area of 103 thousand square-kilometres, which is more than the size of Denmark and Holland together or about the same as Cuba.
The Icelanders speak Icelandic, a Germanic language and the education system basically uses Icelandic although English textbooks are used at university level. A small population that is running a modern technical society needs all its human resources and can not afford to have an
under educated population. The new communications technologies provide a method for getting the education to the remote villages. With such a small market and a local language it is expensive to develop educational material.
Each junior high school graduating class is about 4000 students and at the present time a little over half of these students go to university. There are some seven teaching institutions at university level in Iceland, the largest ones are University of Iceland, University at Akureyri and the Teaching university.
Telecommunication is fairly advanced in Iceland. Iceland Telcom is the main provider of telecommunication service in Iceland and has a broad portfolio of services for the Icelandic market. All households in Iceland are connected with twisted pair copper wire and every home has also the option to get ISDN. The services offered for data communication are: connection to the public switched data service over an X.25 packet switched network (64 kb/s), connection to the high-speed network (hahradanet) (2 Mb/s) and a connection to the broadband service. These services are offered to most parts of the island and a first part of an ATM network has been taken into use. The firm also operates an ISDN bridge called “Byggdabruin” that is mostly used for distance education but also administrative meetings.
Icelanders are technologically minded and are heavy users of new computer technology and communication services. About 37% of the population have access to the Internet in their homes in addition to the access they have at work and school.
Educational networks are being established around the country. Partners in the networks are educational establishments, local authorities and industry. The networks depend on local schools, which co-operate with the universities and colleges to provide university level courses. In this way new educational structures are being formed. Technically the networks depend on videoconferencing via ISDN and, to a lesser degree, on the Web.
DISTANCE LEARNING EXAMPLES AND TRIALS
There are several ongoing trial in distance learning in Iceland. They use different medium to deliver the learning material and in the process of communication with the students. Some of the experiments are at school level but most are at university level. In a separate report we discuss the experiments being done on the university level only, although there are interesting experiments being made at school level as for example the so called “IT Experimental schools” where the Ministry of Education is supporting vari ous experiments in the use of information technology.
In the spring semester of 1999 we offered the GUI course to around 70 students at the University of Iceland, located in Reykjavik and 12 students at the University at Akureyri which is located in the north of Iceland.
The current offering is carried over an ATM network with video conferencing software called ISABEL [1] that has been developed in Spain within telecommunication projects supported by the European Commission. It has been widely tested and used for video conferencing of up to
20 sites. The latest one is Global360, which was broadcasted from IST’98 to sites connected in
a network all around the world. ISABEL has recently been ported to the Linux operating system and in our configuration it runs on Linux. The ATM access network is fibre to the home and there is thus one ATM switch at each end.
ISABEL is especially designed to handle multiple points but not many of the current tools can handle this. For example NetMeeting and ProShare only handle one single point-to-point conference. Several manufacturers will be offering an MCU or a multipoint control unit.
The course that we use in the trial is a first year course that covers the basic steps of analysis and design of client-server systems including GUI design and database design and the architecture of such a system. The students have one book and a web site where homework and projects are announced on a weekly basis. On the web site there is also a course plan, contact to the teachers and slides that the teacher uses in a class. During the class the teacher can project the slides that are stored on a computer onto a large screen.
MODES OF DISTANCE LEARNING
There are many factors that affect all types of learning, and they are also present in distance learning. In this section we will review some of the choices available in distance learning and take a careful look at how we could improve our GUI trial. Table 1 shows the categorisation of the trial according to several modes of distance learning.
Category GUI trial Room for improvement
Learning alone vs. Co-operative learning Co-operative learning through team
projects – not technology assisted
Addition of user groups or
discussion tools
Fixed paced vs. variable
paced
Fixed paced Retrieve on demand Mastery vs. Non-mastery Non-mastery Highly interactive material Amount of interaction Little interaction except in problem
sessions that are local
Self-assessment modules
Quality of interaction Quality of audio is excellent but there is
room for improvement for video MPEG-2 in parallel with JPEG stills
Table 1 Categorization according to modes in distance education
The only co-operation between students in our GUI trial is through project work with no technology assistance. We recognise that peer learning is a very valuable learning method and we want to put more emphasis on assisting students to work together in a group instead of working alone in their home. By adding user groups and discussion tools to the course web site the students will be able to discuss the material covered in class and the teacher can join in and give some comments.
Another option to consider is that the course we offer is fixed paced. The student has to be in a certain place at a certain time to be able to attend the lecture. The literature shows that not all students learn at the same rate, so other possibilities should be considered. By taping the lectures and offering the students to watch the lectures as often as h e/she would like, would make the course more flexible. The question is, would anyone show up for class and what about the interaction? This needs further investigation.
This brings us to one of the most important issues to consider when delivering distance learning material, the quality of interaction amongst the students and with the teacher. Lecturing is a widely used form in the educational setting today, but it is not interactive. When forming a new approach to learning with distance education we should maybe step back and consider how we can use the technology to enhance learning instead of trying to use the technology to deliver learning like we do it today.
Our university uses the grading system to classify students. Since our goal as educators is to educate the student, we could introduce a learning method called mastery learning. This method gives the student the opportunity to retake a test (different tests) until he has mastered the material. Mastery can be defined as 80%-100 % correctness on a test, depending on the teacher. This method is of course very difficult to offer if you have class of 90 and no technical support. By introducing highly interactive learning material as a part of the course
we can force the students to learn some of the material to mastery. This would be interesting to test and evaluate.
INTERACTIVE TECHNOLOGY LEARNING
It is our strong belief that introducing highly interactive multimedia technology as a part of a course offers the best possibilities for the future of distance learning. The system should include a conferencing system, a web site carrying useful information to use within the course, and access to discussion tools. The computer is the primary delivery system, but the interaction process can be implemented with several different methods as is categorised in Table 2.
Method for interaction Media Advantage Disadvantage Room for
improvement
Teachers as the interactive partner E-mail, Usenet,
Chat,Conferencing
system
Quality
teaching
Time consuming Better
conferencing
systems. Better
video
Highly interactive material as the interactive partner Computer Interactive
software
Reusability.
Teacher is an
advisor.
Development time
is long
Broadcasting
video
Co-operative learning amongst students E-mail, Usenet,
Chat,Conferencing
system
Inexpensive May not get
enough supervision
Better
conferencing
systems Table 2 Type of modes to provide interaction
We can provide interaction in three different ways: the teacher interacts with the students; we can have highly interactive instructional software designed to tackle some parts of the course; and finally there is interaction between students. It is necessary to try to encourage this interaction. We also know that not all the material is suitable for interaction with the students, so some courses will use only little or non-interactive methods as is categorised in Table 3.
Methods Who
controls Media Advantage/Disadvantage Room for
improvement
Point to point Either the
teacher or
student.
Desktop
conferencing
Good interaction, one teacher one
student /Too expensive
Not a possible
solution in a big
university
Point to multi point (broadcast) The
teacher
Desktop
conferencing
system
Little or no interaction during the
lecture/
Increased
interaction in
teaching
Multi-point to multi-point The
teacher
Conferencing
system or
Desktop
/Little interaction during the lecture Improvement in
educational
technology,
Streaming,v ideo, text and sound The
student
Internet Does not have to be fixed paced /No
interaction during the course of the
lecture.
Improvement in
how material is
presented Table 3 Possible solutions of using the lecture form in distance education
In distance education we can have different set-ups. We can have a lecture hall full of students and the lecture is broadcast to one or many other lecture halls. This set-up gives very little time for a quality interaction. Similar to this set-up we have one teacher talking to many students each sitting in front of a terminal. This set-up gives more room for interaction, the
teacher can direct the students to use, write or draw the given material. Finally we have the situation where there is no teacher, only the student interacting with the computer.
MEDIA FOR LEARNING
Many distance learning institutions will involve a combination of media for learning. Thus a particular course might involve both print material and multimedia interactive technology. Our aim in learning is not to exploit one particular technology, but to provide the best possible learning environments. Since students learn in different ways, alternate media strategies and approaches may be highly desirable. The question of what mixture of media is “best”, for which type of students, can be determined experimentally. Unfortunately few such studies have been made but this is an important research area for the future of all learning. Most formal learning environments rely on printed material for learning. Distance education material also relies on text. Text is not interactive, so this is a weak strategy today. However it is often used partially because it is familiar to many.
Major vehicles for audio learning are voice over Internet, CD or cassettes. The Internet and public libraries have a wide variety of such materials available. Again interaction is usually missing.
Video conferencing is very popular today, and most of our distance learning institution that deliver learning material over distance uses this technology. This technology has mainly been used with large groups on every end. This does not supply a high degree of interaction and differs only slightly from one very large class.
Video broadcasting is fundamentally non-interactive. Video on demand is slightly more interactive than broadcast video, because a student can decide to review a particular section of the video. The question of how to create an active environment for video has concerned many distance learning projects.
Another possibility for obtaining interaction with video is to make the video a part of the teaching material, or interactive multimedia in the best modern sense of that term. The notion is that the software will be making many of the decisions and will be responsible for the interaction with individual students. The computer will have at its command a large amount of video and other media such as sound and still pictures. This material will be used where appropriate in the learning sequences, as determined by the students’ progress. With this arrangement the video can be fully interactive.
In Table 4 we characterise the GUI trial once more and now according to the media used. We also consider whether those media that are not used such as animation should be used. It would definitely add value to the subject to see for instance animated collaboration between software components.
Media Use in GUI trial Levels of interaction Audio Yes Moderate
Video on demand No N/A
Video conference Yes Moderate
Video broadcast No None
Interactive
multimedia
No High
Graphic Limited in slides None
Text Web-pages, slides and e-
mail Moderate – can control selection High interaction in e-mail
Animation No N/A
Printed material A book None
Table 4 Categorization by media
TRANSMISSION MEDIA OR HARDWARE PLATFORM
Multimedia data can be carried in several ways. We need to fulfil certain quality levels, but yet offer solutions that are feasible and cost-effective. In this section we will discuss some means of carrying video.
Video is now widely distributed on tape or DVD. Such video can be used at any time by students, and can be viewed multiple times. The production of full-scale video courses via satellite is a major industry in the United States. Many of these courses are used in distance learning environments. The major problem with almost all of these courses is the low quality interaction.
With the new services that are being offered in Iceland, we will be capable of delivering video over the internet over high-speed ATM network, and with the integration of the ADSL technology, we will be able to deliver the video to the students homes. Moreover, there are low bandwidth solutions such as RealAudio that could be used.
TV is not interactive so it has limited added value when it is the only media used. The benefit is however that it is accessible to everyone. Video conferencing is often delivered over 1-3 ISDN telephone lines. The quality is often inadequate, but the technology is widely available. The client device is the device through which the student or the teacher interacts. This can be a computer, a WebTV, a Set-top-box or simple a screen on which the computer screen has been projected. It would be valuable if the video could be carried over the internet and the client device could be a computer screen. Other options are of no interest.
INITIATIVE FOR DISTANCE LEARNING IN A UNIVERSITY SETTING
In Iceland the market for distance education is not sufficiently large to justify a new institution catering only for the domestic market. It is therefore necessary to use the existing schools and universities as the foundation but change them in such a way that they cater for the needs of distant students as well as the present local students. This in reality means integrating the present schools and universities into a virtual institution, reaching students in all parts of the country. The virtual institution requires two major changes: A network to connect the schools and the users together and a change in the teaching methods in the schools. The following should be aimed for:
??Combine the school’s resources by teaching the same course simultaneously at two or more institutions with the aid of modern technology.
??Change the teaching methods at the present institutions in such a way that the teaching is accessible to distance students in local education centres or at their homes.
CONCLUSION
The authors regard the most promising technique for a new distance education initiative to be based on highly interactive technology, including multimedia capabilities. We can then combine the ability to have all kinds of media available for the student, allowing a high level of individual attention to student needs, and providing an interactive motivating learning environment. One can examine all the possibilities at a given time, and make decisions based on the most modern technology available, stressing pedagogical needs.
It is critical that we build the possibility of evolving from the beginning. We see the trial described in this paper to be the first one in a series of 3-4 where different possibilities will be compared. The experience from carrying out such trials will also be valuable to evaluate future technologies, which are bound to come our way.
Although we have added technology to the university and often increased distance we should not loose the relationship that we want to have with our students that is rapport, empathy and persuasion [7]. These are the skills we want to encourage our students to establish among themselves in addition to co-operation and consensus building in their teams. The underlying mechanism or process for this is increased interaction among students and with the teacher. References
1. Isabel Distributed conference service. Published on the WWW at
http://selva.dit.upm.es/~proy/isabel
2. Gage, N.L. and Berliner, D.C. editors. Educational Psychology. Hoghton Mifflin
Company, Boston, 4, edition, 1988.
3. Bork, A.M. Schools for tomorrow: A new technology-based learning system. This is a
work in progress.
4. Dillenbourgh, D. and Schneider, D. Collaborative learning and the internet. Published at
http://tecfasun1.unige.ch/tecfa/tecfa-research/CMC/colla/iccai95 1.html. ICCAI 95
5. Olafsson, R. Fjarkennsla, University of Iceland. This is work in progress.
6. Bork, A.M. and Gunnarsdottir, S. Rebuilding our educational system. Plenum publishing, expected publishing date jan 2000.
7. Goleman, Emotional Intelligence, 1996
8. Kleinrock, L., Nomadic 97 web page, https://www.wendangku.net/doc/da3031925.html,/nomadic/about.htm
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C e r t i f i c a t e o f e m p l o y m e n t Date: XX-XX-XXXX To: Embassy of the United States Dear Sir or Madam: This is to certify that MS. / is a XXXXXX in our company. since XXXX. He/Her annual salary is RMB XXXXXX. and all the travelling expenses, including airplane tickets and accommodation, will be covered by himself/herself. We also guarantee that we will retain her position till the end of the holiday, and she will be back to China and work at the company on schedule. Yours sincerely Company Name: Add: Tel: Position of managers: Signature： 在职证明 日期：xxxx年xx月xx日 致：美国大使馆签证官 兹证明XXX先生/女士是我公司/局一名员工（也可用具体职务）/公务员，自YYYY年MM月开始任职。他/她的月收入是人民币xxxx元。他/她的具体信息如下， 他/她将于YYYY年MM月DD日到YYYY年MM月DD日赴美国旅游，此次旅游的所有费用包括，机票、食宿费等均由他/她本人承担。 我们将保留他/她旅游期间的职位，保证他/她按时回国并继续在我公司/局工作。 单位名称：
各国国名中英文对照
1 阿富汗Afghanistan 26 德国Germany DE 2 阿尔巴尼亚Albania AL 27 迦纳Ghana CH 3 阿尔及利亚Algeria DZ 28 格雷西亚Grecia 4 阿根廷Argentina AR 29 希腊Greece GR 5 澳大利亚Australia AU 30 几内亚Guinea GN 6 奥地利Austria AT 31 圭亚那Guyana GY 7 比利时Belgium BE 32 海地Haiti HA 8 巴西Brazil BR 33 香港Hong Kong HK 9 文莱Brunei Darussalam BN 34 匈牙利Hungary HU 10 保加利亚Bulgaria BG 35 冰岛Iceland I S 11 柬埔寨Cambodia KH 36 印度India I N 12 喀麦隆Cameroon CM 37 印度尼西亚Indonesia I D 13 加拿大Canada CA 38 伊朗Iran IR 14 智利Chile CL 39 伊拉克Iraq IQ 15 哥伦比亚Colombia CO 40 爱尔兰Ireland IE 16 克罗地亚Croatia HR 41 以色列Israel I L 17 古巴Cuba 42 意大利Italy I T 18 捷克Czech (Rep) CZ 43 牙买加Jamaica JM 19 刚果(CG) Dem Rep of Congo或Congo(Rep) CD 44 日本Japan J P 20 丹麦Denmark DK 45 约丹Jordan JO 21 埃及Egypt EG 46 肯尼亚Kenya KE 22 埃塞俄比亚Ethiopia 47 韩国Korea (Rep) KP 23 斐济Fiji F J 48 科威特Kuwait KW 24 芬兰Finland F I 49 利比里亚Liberia 25 法国France FR 50 利比亚Libya 世界各国国名中英文对照世界各国国名中英文对照 序国名国名代序国名国名代 号(中文) (英文) 码号(中文) (英文) 码 51 卢森堡Luxembourg LU 76 罗马尼亚Romania RO 52 澳门Macao MO 77 俄罗斯Russian Federation RU 53 马达加斯加Madagascar MG 78 沙特阿拉伯Saudi Arabia SA 54 马来西亚Malaysia MY 79 塞内加尔Senegal SN 55 马尔代夫Maldives MV 80 新加坡Singapore SG 56 墨西哥Mexico MX 81 斯洛伐克Slovakia SK 57 摩尔多瓦Moldova MD 82 所罗门群岛Solomon Islands SB 58 摩纳哥Monaco 83 索马里Somalia 59 蒙古Mongolia MN 84 南非South Africa ZA 60 摩洛哥Morocco/Maroc MA 85 西班牙Spain ES 61 缅甸Myanmar MM 86 斯里兰卡Sri Lanka LK 62 瑙鲁Nauru NR 87 苏丹Sudan SD 63 尼泊尔Nepal NP 88 瑞典Sweden SE 64 荷兰Netherlands NL 89 瑞士Switzerland CH
2016英国旅游签证在职证明模板(中英文)
Certificate of employment Date: 时间（打印日期即可） To: Consulate-General of 申请国家 This is to certify that the Mr/Ms 姓名is 职位in our company. He/She has been working here since 年月日. He/She is allowed to be off work between 去的日期and 回国日期to have a 旅游写 trip商务请写business trip to 所申请的国家，total 天数days . We guarantee that he/she will abide by the laws in your country and regulations and return to China on time. All of the traveling expenses will be paid by 旅游签证一般为自付费用himself/herself 商务签证通常为公司付款请写my company. We agree and will keep his/her position after he/she comes back to China. Name D.O.B Passport No. Position Monthly Salary 姓名（拼音）出生日期护照号职位RMB 月收入 Your kind approval of this application will be highly appreciated. Your sincerely Manager Position: 准假人英文职称 Manager Signature:准假人姓名拼音（不能为申请人，本人的领导即可无需法人签名） 中文签名负责人手写签名 公司盖章 Company:公司英文名称 Tel：（区号）公司电话 Fax：（区号）公司传真 Address：公司英文地址
最新-签证在职证明范本【三篇】
签证在职证明范本【三篇】 【篇一】 新加坡领事馆: 兹有我单位____(姓名)申请前往贵国旅行。____为我单位____(职务)，--------(年/月)进进我单位，为单位服务____年，月收进____元。我单位同意----(申请人)于-----------(月/日)至---------(月/日)期间休假，在贵国期间一切用度(包括机票、住宿、医疗保险及其他用度)将由其本人承担。___(申请人姓名)在旅行结束后将继续为我公司继续服务。 领导签名： 单位名称(并盖公章)： 单位电话： 【篇二】 致：签证官 XXX先生/女士在XXX(单位名称)工作，职位是XXX(在该单位的职位)。他/她自XXX(进进该公司的日期)年进进我公司。他/她计划于XXX年XXX月(出国时间某年某月)赴英国旅游，所有用度包括：机票费，运输费，住宿费和医疗保险等均由她/他本人/公司承担。她/他将会按时回国并继续在我公司工作。 姓名出生日期护照号职位月薪 XXXXXXXGXXXXXXXXXXXX 在此我们担保他/她会在当地遵守英国的法律。旅游后他/她会
回到中国并继续在我单位上班。所有的旅游用度均由他/她本人承担。 希看您能够予以签证 领导人签名 领导人职位 单位盖章 单位电话：XXXXXXXX 单位地址：XXXXXXXX 单位名称： 【篇三】 致德国大使馆签证处 兹证实我公司XXX先生(您的职务和姓名，括号中填护照号)(护照号码：)，将于200*年*月**日前往德国进行商务考察，并将于200*年*月**日返回中国。XX先生已在我公司工作超过N年，月收进N元。此次商务用度将由XX(公司、或邀请方、或您本人)承担。我公司保证XXX(您的姓名)先生在德期间会遵守当地法律，并将按时回国继续工作。 此致 敬礼 单位：盖章 (负责人签字)
世界各国英文名称
世界七大洲及各个国家的英文名字 世界各国及首府中英文对照－亚洲 国家country 首都(capital) 阿富汗Afghanistan 喀布尔Kabul 孟加拉国Bangladesh 达卡Dhaka 不丹Bhutan 廷布Thimphu 缅甸Burma 仰光Rangoon 柬埔寨Cambodia 金边Phnom Penh 中国China 北京Beijing/香港Hong Kong/台湾Taiwan/澳门Macau 印度India 新德里New Delhi 印度尼西亚Indonesia 雅加达Jakarta 日本Japan 东京Tokyo 老挝Laos 万象Vientiane 马来西亚Malaysia 吉隆坡Kuala Lumpur 马尔代夫Maldives 马累Male (Maale) 蒙古Mongolia 乌兰巴托Ulaanbaatar 尼泊尔Nepal 加德满都Kathmandu 朝鲜North Korea 平壤P'yongyang 巴基斯坦Pakistan 伊斯兰堡Islamabad 菲律宾共和国Philippines 马尼拉Manila 新加坡Singapore 新加坡Singapore 韩国South Korea 首尔Seoul 斯里兰卡Sri Lanka 科伦坡Colombo 泰国Thailand 曼谷
土耳其Turkey 安卡拉Ankara 越南Vietnam 河内Hanoi 文莱斯里巴加湾市 巴勒斯坦Palestine 无 锡金Sikkim 甘托克 世界各国及首府中英文对照－欧洲 国家(coutry) 首都名称(capital) 阿尔巴尼亚Albania 地拉那Tirana 奥地利Austria 维也纳Vienna 比利时Belgium 布鲁塞尔Brussels 保加利亚Bulgaria 索非亚Sofia 克罗地亚Croatia 萨格勒布Zagreb 塞浦路斯Cyprus 尼克西亚Nicosia 丹麦Denmark 哥本哈根Copenhagen 芬兰Finland 赫尔辛基Helsinki 法国France 巴黎Paris 德国Germany 柏林Berlin 希腊Greece 雅典Athens 匈牙利Hungary 布达佩斯Budapest 冰岛Iceland 雷克亚未克Reykjavik 爱尔兰Ireland 都柏林Dublin 意大利Italy 罗马Rome 列支敦士登Liechtenstein 瓦杜兹Vaduz 卢森堡Luxembourg 卢森堡Luxembourg
中西方传统节日地英文详细介绍
中西方传统节日的英文详细介绍 阳历节日： 1月1日元旦（New Year's Day) 2月2日世界湿地日(World Wetlands Day) 2月14日情人节(Valentine's Day) 3月8日国际妇女节(International Women' Day) 3月12日中国植树节(China Arbor Day) 3月14日白色情人节(White Day) 3月14日国际警察日(International Policemen' Day) 3月15日世界消费者权益日(World Consumer Right Day） 3月21日世界森林日（World Forest Day) 3月21日世界睡眠日(World Sleep Day) 3月22日世界水日(World Water Day) 3月23日世界气象日(World Meteorological Day) 3月24日世界防治结核病日(World Tuberculosis Day) 4月1日愚人节(April Fools' Day) 4月5日清明节（Tomb-sweeping Day) 4月7日世界卫生日(World Health Day） 4月22日世界地球日(World Earth Day) 4月26日世界知识产权日(World Intellectual Property Day) 5月1日国际劳动节(International Labour Day) 5月4日中国青年节（Chinese Youth Day) 5月8日世界红十字日(World Red-Cross Day) 5月12日国际护士节(International Nurse Day) 5月15日国际家庭日(International Family Day) 5月17日世界电信日(World Telecommunications Day 5月31日世界无烟日(World No-Smoking Day) 6月1日国际儿童节(International Children's Day) 6月5日世界环境日(International Environment Day) 6月17日世界防治荒漠化和干旱日(World Day to combat desertification) 6月23日国际奥林匹克日(International Olympic Day) 6月26日国际禁毒日(International Day Against Drug Abuse and Illicit Trafficking) 7月1日中国建党日(Anniversary of the Founding of the Chinese Communist Party) 7月1日国际建筑日（International Architecture Day 7月11日世界人口日(World Population Day) 8月1日中国人民解放军建军节(Army Day) 8月12日国际青年节(International Youth Day) 9月8日国际扫盲日(International Anti-illiteracy Day) 9月10日中国教师节(Teacher's Day) 9月16日国际臭氧层保护日(International Day for the Preservation of the Ozone Layer)
美国签证在职证明英文模版
美国签证在职证明英文 模版 文件编码（GHTU-UITID-GGBKT-POIU-WUUI-8968）
Certificateofemployment Date:时间（打印日期即可） To:Consulate-GeneralofU.S.A. Thisistocertifythat Mr/Ms姓名拼音（MR.ZhangSan）is职位 inourcompany.He/She hasbeenworkingheresince年月日（2010-01-01）. Wehaveapproved his/her leave.He/She intendstovisittravelinU.S.A.from去的日期 (July21,2018)to回国日期(August25th)，total天数 (35)days.Pleasegrant him/her thenecessaryvisa,thankyouinadvance. Weguaranteethat he/she willabidebythelawsinyourcountryandregulationsandreturntoChin aontime.Allofthetravelingexpenseswillbepaidby himself/herself.Weagreeandwillkeep hi s/her positionafter he/she comesbacktoChina. Yourk prova lofthisapplicationwillbehighlyappreciated. Yoursincerely！ ManagerPosition: 准假人英文职称 ManagerSignature:准假人姓名拼音（不一定要法人，准假人拼音即可。） 中文签名负责人手写签名 公司盖章 Company:公司英文名称 Tel：（区号）公司电话
签证用在职证明模板
签证用在职证明模板 在职证明可以找自己单位人事部或者委托朋友公司代为办理而且必须是圆章那么你知道签证用在职证明模板怎么写的吗下面是小编为你整理的签证用在职证明模板，希望对你有用! 签证用在职证明模板篇1 日本驻广州总领事馆： 兹有我单位____(姓名)_________(护照号码)申请前往贵国旅行。____为我单位____(职务)，____(年/月)进入我单位，为单位服务____年，年收入____元。我单位同意____(申请人)于____(月/日)至____(月/日)期间休假，在贵国期间一切费用(包括机票、住宿、医疗保险及其他费用)将由其本人承担。___(申请人姓名)在旅行结束后，将按时回国，继续为我公司服务。 领导签名： 单位名称(并盖公章)： 单位电话： 签证用在职证明模板篇2 X X X有限公司(单位名称) 兹证明×××，性别，——年——月——日出生，系我单位(公司)正式员工，自年月在我单位工作，现任(职务)，
年薪。他(她)将于年月日前往台湾旅游，我司担保其在台湾期间遵守台湾法律，在旅游结束后按期返回，继续在我司工作。 特此证明 公司名称： 负责人或主管人员签名: 公司章 负责人或主管人员电话: 公司地址并加盖公司章: 签证用在职证明模板篇3 兹证明我公司__________先生/女士(出生日期：_____年_____月_____日)，自_____年_____月_____日在我公司工作，现任北京诚智思源物业管理经营有限公司__________职务。 特此证明 (公司章) 年月日 签证用在职证明模板篇4 兹证明______ ，出生日期__年__月__日，姓别__
冰岛英文版详细旅游简介
Fancy Iceland When Miss Wang told us to prepare a presentation,a place suddenly came up with my mind,that is the purest modern country in the whole world-Iceland. There is a strange phenomenon in Iceland,ice gets along with fire very well,they are existing in the same place at the same time.As we all know,Iceland is close to north pole,nearly one eighth of the country is covered with glacier,but it has 200~300 volcanos,owe to that it has 250 hot springs,the amount of hot springs is the most in the world.Sometimes I was wondering that my left hand hold a cup of Haagen-Dazs,right hand take a cigar then enjoy the hot spring and appreciate the charming natural glacier,how wonderful it is! Although Iceland near by north pole,the temperature is not so cold,even in the winter Iceland is warmer than Changchun.The best time to travel it is from June to September,because during that period of time,if you are so lucky,you could see the polar day,a fantastic natural sight.Maybe one day you will forget the day that the girl or boy you really loved said I love you to you,but you will never forget the day that you experienced polar day. Of course,we can’t just enjoy hot spring and beautiful sight,we have to eat,right?Fish is the native people’s favorite food,all kinds of fish are delicious,especially codfish,its fresh and tender beyond any word.When you taste it a little bit,the meat will melt in your mouth and to your stomach finally into your heart.Fishery is the most important part among its GDP,the export volume of fishery takes over the 5% in the world fishery exports,but crops such as grain vegetables and fruits,it must depend on importing from other countries,because of its climate and geographical environment.
加拿大签证在职证明模板双语
在职证明 尊敬的加拿大签证中心签证官： 兹证明XX先生自XXXX年来我公司任职，职位是XXXX,他的月收入是人民币XXXX元。他将于2018年10月25日到2019年04月22日赴加拿大旅游。 他的具体信息如下： 此次旅游的所有费用均由他本人承担，我们保证他在加拿大旅游期间将会遵守当地的法律法规。我们也保证他将会按时回国并继续在我公司工作。特此证明! 单位名称： （盖章） 单位地址： 单位电话： 经办人签名: 日期：
Certificate To: Can ada Applicati on Center Dear Visa Officers: This is to certify that Mr. _______ works in our company as ______________ since the year of ______ . His mon thly salary is RMB __________ . He will have a tour to Can ada from October 25th, 2018 to April 22nd, 2019. His information is listed as follows, All the travelli ng expe nses will be covered by himself. We hereby guara ntee that he will abide by all the laws and regulati ons duri ng his stay. We also guara ntee that he will be back to China on schedule and will con ti nue to work for our compa ny. Compa ny Name: (seal) Address: Tel: Sig nature of Man ager: Date:
申请加拿大签证在职证明
附件1：在职证明英文参考样本 Date: XX XX XXXX To: Embassy of Canada Dear Sir or Madam: This is to certify that Mr./Ms. XXXX(申请人姓名) works in our unit/company as XXXX（职位）since the year of XXXX（年）. His/Her monthly salary is RMBXXXX(月薪). He/She will have a tour to Canada from XX.XX.XXXX to XX.XX.XXXX(出国旅游具体日期：某日某月某年) All the travelling expenses, including air tickets, transportation, accommodation and health insurance, will be covered by himself/herself. We hereby guarantee that he/she will abide by all the laws and regulations during his/her staying abroad. We also guarantee that he/she will be back to China on schedule and will continue to work for our unit/company. Yours sincerely Company Name: XXXXXX Add: XXXXXX Tel: XXX-XXXXXX Name of the leader（领导人姓名） Position of the leader（领导人职位） Signature (领导的签名) Company Stamp（公司盖章）
签证在职证明模板
签证在职证明模板 签证在职证明模板1 XXX先生（小姐/女士）是我公司在职人员，在XXXX年XX 月XX日出生，从XXXX年XX月XX日起在我公司任职至今，职位是XXXX（职位名称）。 我公司批准其在XXXX年XX月XX日离境前往韩国，于XXXX年XX月XX日前归国，请假时间为 天，一切费用由其自行承担。我公司保证其在旅行期间遵守贵国法律，并保留其职务到假期结束。 公司地址：XX市XXXX路XXX号XX大厦XX楼XXXX室邮政编码：XXXXXX 上级主管领导：XXX先生（小姐/女士） 出行人联系电话：XXX（区号）XXXXXXXX（固定电话号码）及手机号 特此证明！ XX市 年XX月日 （加盖公章） 注意： 1）客人在本公司任职时间必须至少要六个月或以上！ 2）单位在职证明必须是正本！ 3）本人的.入职日期不能大于公司成日的日期; 4）签证代办，找亚新签证服务中心 签证在职证明模板2 新加坡领事馆: 兹有我单位＿＿＿＿（姓名）申请前往贵国旅行。＿＿＿＿为我单位＿＿＿＿（职务），--------（年/月）进入我单位，为单位服务＿＿＿＿年，月收入＿＿＿＿元。我单位同意----（申请人）于-----------（月/日）至---------（月/日）期间休假，在贵国期间一切费用（包括机票、住宿、医疗保险及其他费用）将由其本人承担。＿＿＿（申请人姓名）在旅行将继续为我公司继续服务。 领导签名： 单位名称（并盖公章）： 单位电话： *在职证明请用具有公司抬头的信签纸打印，需注明公司名称，地址、电话号
码、传真号码，加盖公章，必须提供原件，如不符合规定的在职证明，领事馆有权拒绝受理。 签证在职证明模板3 驻中国大使馆： __________先生/女士/小姐（请客人根据自己实际情况选择一种称谓，同时将其他两种称谓删除）是我公司_________部门任________职务，自_______年起就在我公司任职，至今已有_____年。现______先生/女士/小姐决定_____年_____月前往，他/她将在 停留___天。旅行期间一切费用包括全程机票，住宿，一日三餐，健康保险等由其自行承担。我公司保证_______先生/女士/小姐在旅行期间遵守贵国法律，旅行结束后保证按时回国。__________先生/女士/小姐的月薪为RMB__________元/月。 申请人单位： 领导签字，盖章： 联系电话： 时间： 签证在职证明模板4 兹证明：XXX，男，出生于19XX年XX月XX日，自20XX 年XX月至今属我单位在职人员，职位是XXXXXX。身份证号：XXXXXXXXXXXXXXXXXX 护照号码：XXXXXXXX 办公电话：XXXXXXXXXXX 住宅电话：XXXXXXXXXXX 特此证明。 XXXXXXXXXXXX（单位全称） 20XX年XX月XX日 单位地址：XXXXXXXXXXXXXX联系电话：XXXXXXXXXXX 【签证在职证明模板】
申请签证在职证明样本
此为样本，请按此格用带有贵公司中英文抬头、地址、电话、传真的信纸打印（请注意空格处也 需用打印的形式填写） DATE:（日期以阿拉伯数字根据日/月/年的格式填写） Visa Section (申请签证国家英文名称) Consulate General in Beijing Mr/Ms(本人姓名的拼音)（护照号码） is the(现任职位的英文名称)of the(现任部门的英文名称)Department in our Company since(本人在该公司入职的年份), and her/his monthly income is RMB(月收入数目用阿拉伯数字). We have approved her/his annual leave from（此次假期的出发时间，根据日/月/年的格式填写）to （此次假期的结束时间，根据日/月/年的格式填写）for her/his holiday to (申请签证国家英文名称).All the expenses during the travel will be borne by herself/himself. We hereby guarantee Mr/Ms(本人姓名的拼音)will obey the laws in outbound and we shall retain her/his position till the end of the holiday. Signature：（请公司负责人亲笔签名并加盖公司公章,请不要用拼音签名） Position:（签字人职务） Company：（请用英文填写公司名称） Add：（请用英文填写公司地址） Tel：（请填写公司可以联系到的电话） Fax：（请填写公司可以联系到的传真）红色字体请根据自身情况修改
美国签证在职证明模板
美国签证在职证明模板文稿归稿存档编号：[KKUY-KKIO69-OTM243-OLUI129-G00I-FDQS58-
Certificate of employment Date: XX-XX-XXXX To: Embassy of the United States Dear Sir or Madam: This is to certify that MS. /MR.XXXX is a XXXXXX in our company. since XXXX. He/Her annual salary is RMB XXXXXX. He/Her information is listed as below: He/She will travel to the United State from xx-xx-xxxx to xx- xx-xxx as he/her vacation leave, and all the travelling expenses, including airplane tickets and accommodation, will be covered by himself/herself. We also guarantee that we will retain her position till the end of the holiday, and she will be back to China and work at the company on schedule. Yours sincerely Company Name: Add: Tel: Position of managers: Signature： 在职证明