Hong Kong Certificate of Education Examination 香港中学会考

Hong Kong Diploma of Secondary Education Examination 2023 and 2024Category A (Senior Secondary Subjects)Applications for Special Examination Arrangementsfrom Candidates with special needsApplication Guide1.Introduction1.1 Candidates with special needs (such as candidates with disabilities) entering for the HongKong Diploma of Secondary Education Examination (HKDSE) may apply before the examination to the Hong Kong Examinations and Assessment Authority (the HKEAA) for special examination arrangements (SEAs) (e.g. sitting examination at special centres, extra time allowance, braille/enlarged question papers, etc.) or exemption from component(s)/part(s) of an examination. For candidates requiring the use of special equipment (e.g. CCTV, computer), such equipment should be provided by the schools or the candidates. In cases where a candidate’s request for SEAs violates the assessment objectives, the application/request will NOT be approved.1.2 Where a candidate has been exempted from component(s)/part(s) of an examination, his/herresults for the affected component(s)/part(s) will be assessed by the HKEAA based on his/her performance in the other component(s)/part(s) of the examination sat. The component(s) exempted will be indicated on the candi date’s certificate. However, the reason s for granting the exemption and the SEAs made will NOT be recorded.2.Major updatesMajor updates are summarised below. Please refer to the relevant section and annex for details.3.Timeline for submitting applications and processing of applications4. Candidates with SEAs in previous public examinationsIf a candidate (e.g. repeater, private candidate) has been given exemption and/or SEAs in a previous HKDSE/Hong Kong Certificate of Education Examination (HKCEE)/Hong Kong Advanced Level Examination (HKALE) and wishes to have SEAs in the forthcoming HKDSE, he/she must submit a fresh application.SEAs would NOT be arranged for him/her in the forthcoming HKDSE automatically based on previous provisions in a public examination.5. Documentary evidence requiredEach application should be accompanied by an up-to-date medical/assessment report (valid throughout the examination period*) issued by the Hospital Authority, Department of Health, Education Bureau (EDB), a registered medical practitioner, or a professional (e.g. audiologist, speech therapist, psychologist). The medical/assessment report(s) submitted should support the special needs of the candidates and state the SEAs required by the candidates (if applicable). In cases where a candidate’s application is not supported by documentary evidence or the information/justifications submitted do not sufficiently support the special needs of the candidate, the applications will NOT be processed. Candidates with obvious and permanent disabilities (e.g. total blindness, colour vision deficiency) may provide the previous medical/assessment report.* Counted from 1 January of the examination year (except for cases due to accidents or urgent medical conditions). For example, candidates with specific learning disabilities who apply for SEAs in the 2023 HKDSE should submit a psychological assessment report issued within 4 years before the public examination (i.e. on or after 1 January 2019).Depending on the nature of special needs, candidates are required to submit the following documents:6. Special Examination Arrangements6.1 The special examination arrangements (SEAs) applicable to candidates with different types ofspecial needs are listed below: (1) Physical disabilities (i) Candidates requesting extra time allowance (ETA) are required to take a speed test.Based on the HKEAA speed test results, recommendations given by the doctor/specialist (e.g. physiotherapist, occupational therapist) and school practice, the HKEAA will decide whether ETA will be given and (ifyes) the amount of ETA to be given. For papers involving multiple-choice (MC) questions, the arrangements of ETA are as follows: For candidates with physical disabilities who need to take more than 9 hours of examination (including ETA) on the same day, instead of being provided with ETA, they may be given an abridged version (approximately 50%) of the question paper to be completed in normal examination time. In other words, the candidate will be exempted from approximately 50% of the question paper. The information on abridged question paper will be provided to candidates together with the notification of application results. Remarks: For details of the exemption arrangements, please refer to para 1.2.(ii)Depending on the recommendations of the doctor/specialist, candidates may apply for supervised break(s) during an examination, enlarged (single-sided black and white)question papers, specially-designed supplementary answer sheet/graph paper/MC answersheet (please refer to Annex 4for details), writing on alternate lines/alternate pages,circling MC answers on the question papers instead of filling in the MC answers sheets,etc. (Note: The provision may vary in different subject/paper examinations. Fordetails, please refer to the notification of application results.)(iii)Candidates may be exempted from the listening components/speaking examination or be allowed to use a word processor to type the answers if documentary proof can beprovided to substantiate the needs. If a candidate is allowed to use a word processor totype the answers, the word processor should only be used as a type-writer. Access to theInternet or functions such as calculation, spell-check, grammar-check, translation,thesauri and ‘displaying associated terms’ in the Chinese character input method are notallowed. The candidate/school should provide such equipment and software. Thecandidate may also request to receive question-answer (QA) books in overlay PDFformat for typing the answers directly onto the QA books with a word processor.(2) Visual disabilities(i)The amount of ETA to be given for individual subjects/papers depends on thenature/design of the papers concerned. Detailed information is given below and in thenotification letters on SEAs.(ii)Apart from ETA, depending on the needs of individual candidates, they may be provided with Braille/enlarged (single-sided black and white) question papers, specially-designed supplementary answer sheet/graph paper/MC answer sheet (please refer to Annex 4 for details), and be allowed to use Brailler/magnifier/CCTV and other specialised equipment in the examination. The candidate/school should provide such equipment. Candidates with cortical visual impairment or visual disability may also be provided with question papers of the following special font size and word- and line-spacing (if applicable):●Chinese papers: font size 18, with 2.5 pt for word-spacing and 35 pt for line-spacing.●English papers: font size 16, with double space-bar for word-spacing and 35 pt forline-spacing.Note: Enlarged question papers are printed in B/W only. For candidates who need to read the normal question papers containing coloured diagrams/photographs (ifapplicable), schools may apply for using ancillary equipment (e.g. magnifier, CCTV)for them, as appropriate.(iii)Candidates with visual disabilities may apply for supervised break(s) during an examination, writing on alternate lines/alternate pages, circling MC answers on the question papers instead of filling in the MC answers sheets, etc. Those with severe visual disabilities may also request to use question-answer (QA) books in overlay PDF format for typing the answers directly onto the QA books with a word processor.(Note: The PDF format question-answer (QA) books are not applicable for screen reader.)(iv)Educationally blind candidates (i.e. the corrected better eye having a visual acuity of 0.1 or below, or a visual field 20 degree or below) are eligible for exemption from the following papers/questions:HKDSE Geography●specific map reading questions (i.e. the MC questions in Paper 1 Section A that use amap extract); and/or●data/skill-based/structured questions involving map reading skills in Paper 1 andPaper 2. (Note: The relevant sections consist of optional questions. Candidateswho are approved for the exemption will NOT be provided with the optionalquestions concerned in the exam papers and they have to choose from the remainingquestions to answer the required number of questions, which means that they willhave fewer choices.)Candidates with severe visual disabilities (i.e. the corrected better eye having a visual acuity lower than 6/120 (0.05), or a visual field 20 degree or below) may be exempted from questions involving complex diagrams, tables, graphs and pictures in HKDSE English Language Paper 3 (Listening and Integrated Skills).For candidates with severe visual disabilities [e.g. total blindness, the corrected better eyehaving a visual acuity lower than 6/120 (0.05) or a visual field 20 degree or below], forquestions that involve complicated pictures, where appropriate, text labels/descriptionswill be provided on the pictures concerned. Exemption will be given in case theprovision of text labels/descriptions on the pictures concerned is not possible (e.g. unfairassistance may be given if text labels/descriptions are provided). In order to preservethe secrecy of question papers, candidates will be informed of the questions to beexempted and the adjusted examination time right before the start of the examinationsession. Candidates have to indicate at the time of application whether they want to beexempted from such questions.For candidates with visual disabilities who need to take more than 9 hours of examination(including ETA) on the same day, instead of being provided with ETA, they may be givenan abridged version (approximately 50%) of the question paper to be completed innormal examination time. In other words, the candidates will be exempted fromapproximately 50% of the question paper. The information on abridged question paperwill be provided to candidates together with the notification of application results.Remarks: For details of the exemption arrangements, please refer to para 1.2.(3) Aural disabilitiesThe SEAs made will normally be based on the severity of the aural disabilities. Details are as follows:To sit written examinations (including Listening components) at special centres; and tosit Speaking examination at special centre, facing or with the side of normal hearingtowards other speakers.②To sit written examinations (including Listening components) and Speakingexamination at special centres.③To sit written examinations at special centres.④To sit Speaking examination at special centres.⑤Exemption from the Listening components.⑥Exemption from the Speaking examination and School-based Assessment (SBA) ofEnglish Language.Remarks:(i)If a candidate’s left and right ears differ in the severity of aural disabilities, the better ear(except for cases of unilateral HI) will be used for the consideration of specialexamination arrangements.(ii)For details of the exemption arrangements, please refer to para 1.2.prolonged and/or additional pauses in the Listening components and/or (ii) extended examination time in the Speaking examination of language subjects. They have to indicate at the time of application whether they would like to be considered for the SEA(s). However, they are NOT eligible for extended preparation time in the Speaking examination of language subjects.(4) Oral disabilitiesOral disabilities are classified as mild, moderate or severe. Candidates with severe oral disabilities are eligible for exemption from the Speaking examination of language subjects and School-based Assessment (SBA) of English Language. Candidates with mild/moderate oral disabilities are eligible for sitting the Speaking examination with extended examination time at special centres. They have to indicate at the time of application whether they would like to be considered for the SEA(s). However, they are NOT eligible for extended preparation time in the Speaking examination of language subjects.Remarks: For details of the exemption arrangements, please refer to para 1.2.(5) Specific learning disabilities (SLD)(i)Candidates who meet the diagnostic criteria of SLD (Dyslexia) are eligible for SEAsincluding ETA (normally 25% for both conventional and multiple-choice (MC) papers)*and supervised break(s) during an examination. Other SEAs may include the provisionof special question papers (e.g. single-sided black and white, single-sided black and whiteenlarged or single-sided ivory-colour), specially-designed supplementary answersheet/graph paper/MC answer sheet (please refer to Annex 4for details), writing onalternate lines/one side of an answer book, or circling MC answers on a question paperinstead of filling in boxes on an answer sheet. (Note: The provision may vary indifferent subject/paper examinations. For details, please refer to the notification ofapplication results.)* ETA 5% for Visual Arts 1B/2B(ii)Use of a word processor instead of writing may be considered for the following candidates:●candidates with illegible handwriting —the schools should provide a copy of thecandidates’ handwritten Chinese and English composition work in a recent internaltest or examination for the consideration of the HKEAA.●candidates with extremely slow handwriting speed (i.e. those who cannot cope withthe examination even with the extra time stated above) —reports from occupationaltherapists/medical practitioners should be submitted as supporting evidence. Speedtests will be conducted for the candidates by the HKEAA for consideration of such arequest.●if a candidate requires the use of a word processor due to other reasons, the reasonsshould be specified on the application form with supporting documents provided.If a candidate is allowed to use a word processor to type the answers, the word processorshould only be used as a type-writer. Access to the Internet or functions such ascalculation, spell-check, grammar-check, translation, thesauri and ‘displaying associatedterms’in the Chinese character input method are not allowed. The candidate/schoolshould provide the computer facilities in public examinations. The candidate may alsorequest to use question-answer (QA) books in overlay PDF format for typing the answersdirectly onto the QA books with a word processor.software in Liberal Studies (2023 HKDSE) / Citizenship and Social Development (2024HKDSE) and seven elective subjects (i.e. Chinese History, Ethics and Religious Studies,Geography, Health Management and Social Care, History, Literature in English, andTourism and Hospitality Studies):(a)the candidate has a confirmed diagnosis of SLD, and the candidate’s writing abilityin the first language has been assessed on a standardised test with relevant norm(currently, the Hong Kong Test of Specific Learning Difficulties in Reading andWriting for Junior Secondary School Students –Second Edition [HKT-JS(II)] isconsidered relevant) administered by a qualified educational/clinical psychologistwith professional practice training and the test results indicate that the candidate hassevere writing difficulties; and(b)the candidate will be provided with the speech-to-text software in internal schoolassessment(s)/examination(s) before the HKDSE so that he/she is familiar with thearrangements and can apply it effectively in the public examination.Eligible candidates will only be allowed to use the built-in speech-to-text software thatcomes with MacBook Air in the public examination. Candidates will have their speechconverted into text via the software and the word processor, such as MS Word or Pages.They may edit the text with the keyboard and/or allowable Chinese character inputmethods, such as Cangjie, Quick, Pinyin, Stroke and Q9 input methods. Thosefunctions on the speech-to-text software that might affect the fairness or appropriatenessof the software must be removed or disabled prior to it being used in the publicexamination.Practice in internal assessment(s)/examination(s), preferably from Secondary 5, is highlyrecommended for candidates whose applications to adopt the SEA have been accepted bythe HKEAA so that they are familiar with the SEA and can use it effectively in the publicexamination. If a candidate decides to withdraw from using the software, he/she shouldinform the HKEAA in writing as soon as possible, preferably in November of theSecondary 6 school year (for applications submitted in Secondary 5) or in February of theexamination year (for applications submitted in Secondary 6 and private candidates).School candidates must do so via their schools.In case a candidate is seriously ill and unable to speak clearly for using the software orhe/she cannot use the software due to technical problems, he/she should work on thepaper in handwriting.Schools should provide the computer facilities (including the speech-to-text software andprinter), Chinese character input method (if applicable), examination venue(classroom/function room/hall), noise-blocking setup and earmuffs (if applicable) andinvigilation personnel for their candidates in the public examination. Private candidatesshould provide for themselves the computer facilities (including the speech-to-textsoftware) and Chinese character input method (if applicable).Please refer to Annex 7for the guidelines on the use of speech-to-text software in thepublic examination.(6) Candidates with other disabilities/special needs(i)SEAs will be made for the candidates concerned with reference to the nature and severityof the candidates’special needs, the recommendations of the specialists given in themedical/assessment reports (if applicable) and the special arrangements made in internalexaminations. In general, ETA will only be given where there is clear evidence tojustify the need. The request should be supported by the relevant medicaldoctor/specialist and the school should have been providing ETA for the candidate ininternal examinations. The ETA given will normally not exceed 25% and will beconsidered by the Committee on a case by case basis.(ii)Candidates may be allowed to sit the examination in a single room, a room with fewer candidates or in a familiar examination environment due to the nature of the special needs(e.g. likely to create noise during the examination; very sensitive to normal backgroundnoise such as normal school activities, school bells, etc.; very difficult to adapt to anunfamiliar environment; or other medical conditions such as Tourette’s Syndrome).Such request should be clearly stated in the application for SEAs withrationale/recommendation made by the schools/specialists. The candidates concernedmay be allowed to sit the examinations (except speaking examination) in their ownschool special centre (i.e. home centre). Private candidates should also state suchrequest with rationale/ recommendation made by specialists in the application for SEAs.(iii)Candidates with Autism Spectrum Disorder (ASD) may apply for the provision of plain text labels/descriptions for questions that involve high level comprehension/interpretationof cartoons or complicated pictures, where appropriate. The plain text labels/descriptions describe the layout of the cartoons or pictures in the text format withoutgiving any interpretation or revealing the underlying meaning of these cartoons orpictures, which would otherwise compromise the assessment objectives of the subjectsconcerned. Samples of the plain text labels/descriptions for Liberal Studies, ChineseHistory and History are avai lable for downloading under ‘Services to Special NeedsCandidates’ from the HKEAA website.Candidates with ASD should indicate in the application for SEAs whether they need thisSEA and for which subject(s) [normally applicable to Liberal Studies (2023 HKDSE) /Citizenship and Social Development (2024 HKDSE), Chinese History, and History].Schools should provide the candidates concerned with the same arrangement in internalexaminations.The provision of plain text labels/descriptions to questions that involve high-levelcomprehension/interpretation of cartoons or complicated pictures is based on professionaljudgment with reference to the assessment objectives of the subjects concerned. If plaintext labels/descriptions are provided, the candidates concerned will be given a set ofspecial question paper with plain text labels/descriptions (normally printed double-sidedon A3 white paper and output as A4 booklet) in addition to the normal question paperbefore the start of the examination session. If a candidate is also allowed to use questionpaper in special format (e.g. single-sided black and white enlarged), the plain textlabels/descriptions will be provided on the relevant special question paper. If thequestions do not require plain text labels/descriptions, the normal question paper orspecial question paper without plain text labels/descriptions will be provided asappropriate.6.2 Use of Screen ReadersCandidates satisfying the following criteria may be eligible for the use of screen reader in the public examinations. The candidate:(i) has a confirmed diagnosis of SLD, and the candidate’s word reading ability in the firstlanguage has been assessed on a standardised test with relevant norm (currently, the HongKong Test of Specific Learning Difficulties in Reading and Writing for Junior SecondarySchool Students – Second Edition [HKT-JS(II)] is considered relevant) administered by aqualified educational/clinical psychologist with professional practice training and the testresults indicate that the candidate has severe word reading difficulties; or(ii) has a diagnosis of neurological impairment such as cerebral palsy, cerebral visual impairment or brain injuries, and is assessed by a professional (e.g. an occupationaltherapist) to have severe reading difficulties; or(iii) is blind or has severe visual disability, and is assessed by an occupational therapist to have significantly low Braille reading speed due to poor finger touch; or (iv) has lost his/her eyesight recently and thus cannot read Braille materials.Except for (iv), practice in previous assessments/examinations is highly recommended for candidates applying to use the screen reader in public examinations so that they are familiar with the arrangements and can apply it effectively in the public examinations.Screen reading will not be allowed in the following papers in which reading comprehension skills is tested:In the public examination, candidates may use any of the following text-to-speech software designated by the HKEAA:Candidates must specify the text-to-speech software they intend to use in the public examination when they submit the application for use of screen reader. They must use the software designated by the HKEAA. Special consideration may be given if the school can produce evidence that the students have all along been using another software not designated by the HKEAA in tests/internal examinations.Schools should provide the computer facilities (including the text-to-speech software), examination venue and invigilation personnel for their candidates in the public examination.Private candidates should provide for themselves the computer facilities (including the text-to-speech software). Please refer to Annex 5for the guidelines on the use of screen readers in the public examination.6.3 School-based Assessment (SBA)For information regarding the special arrangements for SEN candidates in conducting SBA, schools may visit the SBA section of the HKEAA website (.hk/en/sba/info_corner/). In cases where a school cannot provide special arrangements for a particular student, the matter should be brought to the attention of the HKEAA in writing by the principal of the school for HKEAA's special consideration at the beginning of the school year. Such cases, once approved, may include exemption from part or whole of the SBA tasks. The application form for SBA exemption is available for downloading from ‘HKDSE Online Services’ (https://.hk/).7. Examination venues, invigilator staff and any ancillary aids/equipment7.1 Schools presenting special needs candidates for the public examinations have to provideexamination venues, invigilation staff and any ancillary aids/equipment with regard to the provision of special examination arrangements (SEAs) to these candidates. Centre schools are also required to assist in examination administration (including the return of candidates’ answer scripts after the examination).7.2 Candidates who are given SEAs (e.g. ETA, prolonged and/or additional pauses in theListening components, supervised breaks, Braille/special question papers, special answer sheets/books, ancillary aids/equipment, etc.) will be arranged to sit the examinations at special centres which are normally set up in secondary schools (mostly classrooms with a few school halls). Examination procedures in special centres are the same as those in other centres.However, extra invigilators are available to offer assistance to candidates if necessary.Remarks:(i)SEN candidates with non-standard SEAs (including but not limited to ETA other than25%, use of ancillary aids/equipment, prompters, and longer/more frequent supervisedbreaks), emotional disturbance, psychiatric problems, adjustment problems and medicalillnesses will normally be accommodated at home centres. Other own school SENcandidates from the same school would also be accommodated at the home centre as faras possible.(ii)In general, candidates will be given different amounts of ETA and/or supervised breaks at special centres. To facilitate the smooth conduct of examinations, candidates arenormally NOT allowed to withdraw from the approved supervised breaks.(iii)All candidates who sit the Listening components of language subjects in special centres will be given a 5-minute supervised break after completing Part A in order to synchronisethe time for broadcasting the listening materials of Part B. Candidates should abide bythe regulations on supervised breaks. For details, please refer to the Handbook forCandidates of the examination year.7.3 Examination rooms in a special centre are usually accessible by lift or on the same floor as themain entrance. Depending on the supply of special centres in various districts, candidates may not be arranged to take the examinations in their chosen examination district.8. Listening Components and Speaking examination of Language Subjects8.1 Candidates who are granted ETA in written examinations may be provided with (i) prolongedand/or additional pauses in the Listening components and/or (ii) extended preparation and/or examination time in the Speaking examination of language subjects. They have to indicate at the time of application whether they would like to be considered for the SEA(s).8.2 In general, candidates who sit Speaking examination at special centres, except for SLDcandidates, will be arranged to sit the examination with Oral Examination Assistants to facilitate the conduct of the group discussion; whereas SLD candidates will normally sit the Speaking examination with other SLD candidates.9. Hospital candidatesHospital candidates applying to take the examination in the hospital must obtain the doctor’s written permission certifying the candidate is fit for the examination. The application must be submitted with the necessary documents at least 1 working day (Monday to Friday, excluding public holidays) before the examination. For example, applications for examinations held on Monday must be submitted no later than Friday of the preceding week.。

港澳学历认证流程一、认证要求1.学历证书本身的要求：学历证书必须是香港或澳门地区正规教育机构颁发的，符合相关认证机构的要求。

2.申请材料的要求：申请认证时，需要提供以下材料：-学历证书原件及复印件-照片-个人简历或在职证明（部分认证机构要求）3.学历证书翻译要求：由于港澳地区的教育体系为英文或葡萄牙文，所以需要将学历证书翻译为中文，并由翻译机构盖章。

二、认证流程1.学历证书复印：将香港澳门的学历证书原件复印一份。

2.学历证书公证：将学历证书和复印件一同前往当地公证处进行公证。

公证处将核实证书的真实性和合法性，并在证书上加盖公章。

3.学历证书翻译：将学历证书翻译为中文，并由翻译机构盖章。

4.学历认证申请：将学历证书、公证件、翻译件等材料一同提交给认证机构，填写相关表格并支付认证费用。

7.认证证明文件的获取：申请人可以选择通过挂号信、快递或亲自前往认证机构领取认证证明文件。

三、认证机构及费用香港或澳门地区的学历认证可以通过如下几种渠道进行：1.国家留学服务中心：国家留学服务中心是中央教育部直属的一个机构，负责认证国外学历及学位，也包括香港和澳门地区的学历认证。

-认证费用：根据不同的认证服务类型和处理时限，费用从几百到一千多元不等。

2. 香港教育局（Education Bureau of the Hong Kong Special Administrative Region Government）：主要负责香港地区的学历认证。

-认证费用：具体费用可以根据香港教育局的官方网站查询。

3. 澳门教育暨青年局（Education and Youth Affairs Bureau of the Macao Special Administrative Region Government）：主要负责澳门地区的学历认证。

-认证费用：具体费用可以根据澳门教育暨青年局的官方网站查询。

根据不同的认证机构和服务类型，费用和处理时限可能会有所不同，建议申请人在认证前先仔细了解各个认证机构的要求和费用。

赖振鸿：功在事业成善由爱心生作者：严槿程晨李铭蔓来源：《华人经济》2013年第12期人物简介：赖振鸿先生，诚信理财有限公司行政总裁。

1994年考取了特许寿险师（CLU）、特许财务顾问（ChFC）资格；2001年考取了认可财务策划师（CFPCM）资格；2010年考取了特许财务分析师（CFA）资格。

曾担任香港大学专业进修学院讲师，现任香港大学校董（2002—2015年）、香港大学明原堂旧生会会长（2012-2014年及1995-1998年）、香港大学教研发展基金会创会荣誉董事（1998至今）、香港大学毕业生议会常务委员会委员（2000-2015年）、香港大学师友计划导师（1997至今）、扶轮3450地区政府关係委员会副秘书长（2013-2014年）、国际演讲会资深会员、国际寿险圆桌会（Million Dollar Round Table）终身会员、香港人寿保险从业员协会永久会员、尖沙咀扶轮社前社长（2011-2013年）、香港大学校友会前荣誉秘书长（2000-2009）等。

“人要活得有意义，就必须要为别人付出。

”真正懂得付出的人，才懂得如何经营人生。

从大学生到投入保险业，再转入金融业，赖振鸿先生凭的就是知识、勤奋、坚持。

多年的人生浮沉，他抓住机遇，已成为诚信理财有限公司行政总裁，带领一批理财的专业人士为广大客户竭诚服务。

同时，数十年内，他将对慈善公益的热情转化为实际行动，加入扶轮社等公益社团，“我希望当我离开这个世界的时候，这个世界能变得更美好一些。

”每天，他所做的都是围绕着这一宗旨出发……事业的成功，在於坚持再坚持人生的转折，在乎一念之间。

中学时代的赖振鸿从未考虑过进大学，作为新移民的第二代、生活在公共屋邨裏的他，心想能进入香港理工学院（现在的香港理工大学）就不错了。

但是，在他上到中五时，一次在校园遇到懂六种语言的校监鍾桂生神父，並与他聊天，鍾神父告诉他在大学除了学得知识外，还可以训练一个人的思想。

Documents to Support an ApplicationPlease read the following carefully and you are strongly advised to submit the required documents to the Graduate School on or before the application deadline. The reviewer(s) will consider your application based on the information and documents submitted and it is your responsibility to provide accurate and sufficient information. Documents/information submitted/uploaded after the deadline may not be considered. For applicants who wish to apply for admission to the Hong Kong Institute for the Humanities and Social Sciences, please note that extra documents are required in support of your application and click here for details.The University views any act of plagiarism as of the utmost seriousness and it is a form of academic misdemeanour that the University will not tolerate. The University, when appropriate, will conduct a plagiarism check on the research proposal (for all applicants), proposed research plan & past research experience and vision statement (for HKPF applicants) submitted. The result of the plagiarism check will be taken into consideration when the Department, Faculty and Graduate School review the application. The application may be deemed unsuccessful if plagiarised materials are identified in the application.To ensure successful uploading of the supporting documents onto the system, the files should be in PDF or JPEG format. The uploading function is best operated with Internet Explorer 6.0.A maximum total file size of 50MB is allowed for each application and each file should not exceed 1.5 MB in size. In order to support the University's environmental friendlyinitiatives, documents uploaded to the system should NOT be delivered to the Graduate School by post in duplicate. If it is required that official copy of the documents should be sent to the Graduate School direct (e.g. the official score reports of English language proficiency tests, GMAT/GRE etc.), please make the request to the organization concerned as soon as possible.1. Certificates and complete transcripts of undergraduate and postgraduate studiesPlease upload official certificates and complete official transcripts of yourundergraduate and postgraduate studies. The back side of the transcript(s) should also be provided if it contains information on the grading system. Documents which are not in English should be accompanied by a formally translated version in English. If it is the policy of your institution that the transcript should remain confidential, please requestyour institution to send it directly to the HKU Graduate School.For current undergraduate or postgraduate students: it is to your advantage to let ushave a photocopy of the interim transcript showing the results of courses you have so far completed.For qualifications obtained from HKU (except HKU SPACE): Certified certificates andofficial transcripts are not required. If you are a graduate, you are requested to upload a photocopy of the transcript; if you are a current student, you are requested to upload a photocopy of the printout of your examination results from the Student InformationSystem (SIS) or your examination result slips.If you need to do the calculation of the GPA / Average Mark / Average Grade by using the template provided in the Online Application System, please convert the file(s) to PDF format and upload the file(s) as supporting document for verification. Yourapplication may not be considered if you failed to do so.2. Statement of research interest or research proposalPlease upload a statement of research interest or a research proposal in PDFformat according to the requirements of the Faculty and programme for which you will apply. Please click here for details. In general, a statement of research interest should include your reasons for undertaking graduate work at HKU while a research proposal should include the background, the objectives and the methodology/approach you propose to take in studying the subject matter.3. Two academic referee's reportsTwo academics who are familiar with your academic achievements will be invited to complete the online academic referee's report for you. Please provide the details of referees, including the email address, in the RPg Online Application System. You can also check the status of the referee reports online at http://www.hku.hk/gradsch/status.Authentication may be carried out and your application may be disqualified if forged reports are found.4. Official score report of one of the following English language proficiency tests(for applicants from institutions outside HK where the language of instruction andexamination is not entirely in English).The English language proficiency requirements of different faculties are detailed as follows:(Note: Applicants who took the TOEFL should request the Educational Testing Service (ETS) to send an official score report to the University direct. Original or certified copy of the Examinee's score record will not be accepted.)o International English Language Testing System (IELTS) (taken within a two-year period)Faculty of Arts except the Centre of Buddhist Studies : Band 7 with nosubtest lower than 5.5Other Faculties: Band 6 with no subtest lower than 5.5o TOEFL/IELTS score report cannot be substituted by CET-6/TEM-8o Overseas General Certificate of Education (GCE)o International General Certificate of Secondary Education (IGCSE)o Cambridge Test of Proficiency in English Language (CPE)All Faculties: Grade C or above5. Official score report of the GMAT or GRE (taken within a five-year period)(ONLY for applicants to the Faculty of Business & Economics) (Institution codes: GMAT - FS2-WL-48; GRE - 2482)6. Official score report of the GRE Subject Test in Psychology (taken within a five-yearperiod) with a minimum score of 550(ONLY for applicants to the Department of Psychology if they do not have a first degree in Psychology) (Institution code: GRE - 2482)7. Other documentsOther documents which the applicants would like to bring to the attention of theUniversity, e.g. list of publications, documentary evidence of academic awards received and professional qualifications, and summary of relevant experience.。

Minimum entrance qualifications for non-Dutch diplomas Maastricht University 2015/2016Country DiplomaInternational schools European Baccalaureate (EB) Diploma International Baccalaureate (IB) DiplomaAlbania Dëftese PjekurieAustria Reifezeugnis / ReifeprüfungszeugnisAzerbaijan Orta Tahsil Haqqinda Attestat (average grade of 4) and national entrance examinationBelgium Diploma van Secundair Onderwijs / Diplome de l'Énseignement Secondaire Superieur / Abschlusszeugnis der Oberstufe desSekundarunterrichtsBrazil Certificado de Conclusao de 2° grau and 1 completed year ofuniversity educationBosnia-HerzegovinaMaturaBulgaria Diploma za Zavarsheno Sredno Obrazovanie (Diploma zaZavarsheno Sredno Obrazovanie)Canada, Ontario OSSD including at least 6 U-courses or OAC’sCanada, other High School Graduation Diploma with a relatively large numberof academic courses in grades 11 and 12 with good gradesChina Senior Middle School Graduation Certificate (Gaozhong) and 1completed year of university educationCroatia Svjedodžba o (državnoj) maturi obtained at a Gymnazijum Cyprus Apolytirio - GymnasiumCzech republic Vysvedcení o Maturitní Zkoušce obtained at a GymnáziumDenmark Studentereksamenbevis (STX) or Brevis for HøgereForberedelseksamen (HF)Estonia Gümnaasiumi LoputunnistusFinland YlioppilastutkintotodistusFrance Diplome du Baccalauréat Général or Diplôme duBaccalauréat Technologique.Germany Zeugnis der Allgemeinen HochschulreifeGreece Apolytirio Eniaiou Lykeiou with a class grade point average >10Hong Kong Hong Kong Certificate of Education Examination (HKCEE) andHong Kong Advanced Level Examination (HKALE) or The HongKong Diploma of Secondary Education (HKDSE)Hungary Gymnáziumi Erettségi BizonyítványIceland StudentprofIndia Standard XII diploma (academic stream):All Indian Secondary School Certificate withmarks ranging from A (A1, A2) – B (B1) in 5subjects or:Indian School Certificate with an average of 75%in 5 subjectsIreland Leaving Certificate in 6 subjects with at least 2 subjects atHigher Level with a result of A, B or CItaly Diploma di Superamento dell'Esame di Stato ConclusivoLatvia Atestāts par vispārējo vidējo izglītībuLithuania Brandos AtestatosLuxembourg Diplome de fin d'études SecondairesMalta Matriculation CertificateMacedonia MaturaMoldova Diploma de Bacalaureat (obtained since 2002)New Zealand NCEA Level 3 (with sufficient credits from general level 3subjects)Norway Vitnemål for Videregående SkolePoland Swiadectwo Dojrzalosci Liceum Ogolnoksztalcacego Portugal Diploma do Ensino Secundario and Concurso Nacional Romania Diploma de Bacalaureat (obtained since 2005)Russian Federation Attestat o Srednem (Polnom) Obshchem Obrazovanii and the Uniform State Examination (EGE)Singapore Cambridge General Certificate of Education – Advanced LevelExamination in at least 6 subjects with at least 3 H2 levelsSlovakia Vysvedcenie o Maturitnej Skúske/Maturitné Vyvsedcenie at aGymnáziumSlovenia Spricevalo o splosni maturiSouth Africa National Senior Certificate (accredited by UMALUSI) with 7subjects and a matriculation endorsementSpain Titulo de Bachiller + Prueba de Selectividad (PAU)Sweden Avgangsbetyg fran Gymnasium or Slutbetug franGymnasieskolanSwitzerland Maturitätszeugnis / Certificat de Maturité/Attesto di MaturitàTurkey Lise Diplomasi and Lisans Yerleştirme Sınavı (UndergraduatePlacement Examination, LYS)United Kingdom 3 CGE A-levels + 3 GCSE’s in 6 different subjects2 AS-levels accepted instead of one A-levelScottish Qualifications Certificate (SQC) with at least 4 subjectsat higher grade and 2 subjects at advanced higher gradeUSA and American High School Diploma (outside USA)High School Diploma with 4 AP’s (concluded with an examination from the College Board) or at least 1 completed year of university education (bachelor’s degree)Vietnam Bang Tot Nghiep Pho Thong Trung Hoc obtained at a highschool for the gifted with a minimum average grade of 8.0 Although every effort has been made to provide information that is up to date and accurate, Maastricht University cannot be held responsible for any errors, omissions, or misinterpretations.。

HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITYHONG KONG CERTIFICATE OF EDUCATION EXAMINATION 2004INFORMATION TECHNOLOGY PAPER 3COURSEWORK LISTAttempt ONE coursework only.1.An e-Learning Web SiteThe theme of the web site is to enhance the learning of a selected topic related to computer networking. A candidate is required to develop the web site which should include the following functions:(i)providing basic information of the selected topic;(ii)including some multimedia components;(iii)providing interactive learning activities;(iv)providing feedback to learners;(v)providing links to other resources on the Internet.2.An Advisory System for Personal Computer (PC) BuyersA candidate is required to develop a system assisting people to choose and buy a PC. The system shouldbe able to ask a series of questions to understand the users' requirements and give recommendations. A user can:(i)build a PC by choosing various PC components;(ii)build a PC based on other criteria, e.g. price, performance, specifications, etc.;(iii)replace or remove a component in the recommended configuration and see the price difference.3. A Web Site for a Small Business EnterpriseA candidate is required to develop a web site for a small business. The web site should include thefollowing functions:(i)marketing the products or services provided by the enterprise;(ii)accepting orders from customers;(iii)providing some transaction methods between the enterprise and the customers.©香港考試及評核局 保留版權Hong Kong Examinations and Assessment AuthorityAll Rights Reserved 2004Guidelines for the CourseworkThe aim of this paper is to assess the candidate’s ability to complete a coursework on Information Technology. Candidates are required to produce a report which will demonstrate their ability to analyse a problem, identify requirements, and make appropriate use of information technology in providing solutions which they will design, implement, test and evaluate.1.Candidates should analyse a situation and decide on the tasks which will need to be completed. Theyshould specify the input and output requirements and make appropriate use of information technology tools to solve the problem.2.Candidates should clearly spell out the resources required, input format, output format, data collection andmanipulation.3.The report should include the following contents whenever applicable :(a)description of problem and identification of requirements(b)justification of choice of information technology tools(c)input format and output format(d)user instructions(e)program structure and operational flowcharting(f)data manipulation and information handling(g)testing and evaluation(h)conclusion and discussion4.Candidates must include in their report the sources from which they chose information technology toolsand acknowledge any reference materials which they used.5.The report should be written or printed on A4 size paper. All pages should be numbered and then boundtogether. Graphs, drawings and diagrams must be clearly labelled and inserted in appropriate places in the text. On the cover of the report, the candidate’s number should be the only source of identification.Note : A candidate who wholly or partially reproduces another candidate’s work is liable to be disqualified from the examination.。

⾹港医学⽣培养过程⾹港只有两个医学院，⼀个是⾹港⼤学医学院，另⼀个是⾹港中⽂⼤学医学院。

因为⾹港的医⽣社会地位以及经济收⼊都⽐较优越，因此只有那些很优秀的⾼中毕业⽣才能有幸考⼊医学院就读。

⾹港中⽂⼤学医学院每年在全港招⽣⼤概有⼀百⼆⼗⼈。

⾹港的医学教育是五年制的，顺利毕业的学⽣获得医学学⼠学位（the bachelor of medicine）。

在这五年中，医学课程并⾮由各个⼤学⾃⾏规定安排，⽽是由政府统⼀制定他们的培养计划。

授予MB.& BS. >>>MB.=Bachelor of Medicine 内科医学⼠, BS.=Bachelor of Surgeon 外科医学⼠, ⾹港是英式医学教育制度, 不是MD.⾹港的医学培养没有预科阶段，⾼中毕业后参加Hong Kong Certificate of Education Examination （HKCEE），成绩优异者可以申请医学院。

⼀⼆年级的医学⽣在⾹港中⽂⼤学校园本部就读，完成基础医学课程的学习，这些课程包括解剖学、组织学、病理学、药理学、⽣理学等等。

三年级开始，医学⽣就会住进教学医学--威尔斯亲王医院的医学⽣宿舍，开始他们的临床学习阶段。

跟内地⼀样，最开始学习的也是诊断学。

医院临床技能学习中⼼设有很多诊室，装有摄像机，供学⽣参加SP考试以及⽼师点评。

这⾥还有很多模型，供学⽣练习临床操作，⽐如腰穿、肛诊、深静脉穿刺、CPR等等。

各个科系的办公室也设在教学医院中，负责安排学⽣的临床课程及见习任务。

医院的医⽣有两种，⼀种是医管局治理的执照医⽣，他们只负责临床⼯作，没有教学任务。

另⼀种既要负责临床⼯作，⼜有教学任务，负责学⽣的临床授课、病房轮转以及门诊教学。

他们不论查房、教学都⽤英⽂进⾏。

在见习期间，医学⽣需要天天参与病房的早查房和晚查房（morning and afternoon ward round），门诊（out-patient clinic），教学讲座（tutorial lecture）等。

International / Non-JUPAS Admissions 2014-15 General Academic RequirementsInternational QualificationsQualification General Academic RequirementsInternational Baccalaureate Diploma An International Baccalaureate Diploma(Note: Competitive applications should have good or excellent scores in each subject. Actual scores for successful applicants will be dependent on the degree programme and the number and quality of applications that year.)GCE A-level / International A-level Passes in three GCE Advanced Level / International Advanced Level subjects, not including any language subjects in English / Chinese. (Note: Competitive applications should have good or excellent grades in all three subjects. Actual grades will be dependent on the degree programme and the number and quality of applications that year. For candidates who have completed only GCE-AS level exam with outstanding results, they may be considered for admission under exceptional circumstances on an individual merit basis.)Cambridge Pre-U Grade P3 or above in three Cambridge Pre-U Principal Subjects (other than English / Mandarin Chinese); or the award of the Cambridge Pre-U Diploma. BTEC BTEC Higher National Certificate (HNC); orBTEC Higher National Diploma (HND); orBTEC National Certificate (NC) / BTEC Level 3 Diploma, or NationalDiploma (ND) / BTEC Level 3 Extended Diploma, provided that an overallgrade of MM or MMM is achieved.National QualificationsCountry /QualificationGeneral Academic RequirementsAustralia (a) Australian Tertiary Admission Rank (ATAR) score of 85 or above; or(b) Universities Admission Index (UAI) score of 85 or above; or(c) an Equivalent National Tertiary Entrance Rank of 85 or above; or(d) an Overall Position (OP) Band score between 1 and 8.Bangladesh Completion of Higher Secondary Certificate, with a minimum of 85% ineach of the subjects.Country /General Academic RequirementsQualificationCanada AlbertaPasses in five acceptable Grade 12 5-credit courses, provided that at least 80%is achieved in each of these courses.British ColumbiaPasses in five acceptable subjects in the Senior Secondary Graduation Diploma(Grade 12 or BC Provincially Examinable Courses), provided that not less than80% is achieved in the final grade in each of these subjects.ManitobaHigh school graduation diploma with five full credits at Grade 12 level (i.e. 40level) in courses designated S(Specialized), G(General), orU(University-based), provided that at least 80% is achieved in three out of thefive credits which should be S or U courses.New BrunswickPasses in five acceptable subjects in the High School Graduation Diploma,provided that at least 80% is achieved in each of these subjects.NewfoundlandPasses in at least five acceptable subjects in the Grade 12 High School Diploma,provided that at least 80% is achieved in each of these subjects.Nova ScotiaPasses in five acceptable Grade 12 subjects in Honours University PreparatoryCourses or in University Preparatory Courses in the High School CompletionCertificate, provided that at least 80% is achieved in each of these subjects.OntarioCompletion of the Ontario Secondary School Diploma (OSSD), with aminimum of six Grade 12 U or M courses of which a minimum grade of 80% isobtained in each of these courses.Prince Edward IslandPasses in five acceptable Grade 12 subjects in the High School GraduationDiploma, provided that at least 80% is achieved in each of these subjects.QuebecDiploma d-Etudes Collegiales (DEC) (Diploma of Collegial Studies).SaskatchewanPasses in five acceptable subjects of Division IV standing (Grade 12), providedthat at least 80% is achieved in each of these subjects.Country /General Academic RequirementsQualificationDenmark Studentereksamen (Upper Secondary School Leaving Certificate) with aminimum average of 10 (in the Danish 7-grade scale), provided that no subjectis less than 2.Finland Ylioppilastutkintotodistus/Studentexamensbetyg (Certificate of Matriculation) with at least four subjects, where no individual subject score is below (M)magna cum laude approbatur (very good).France Pass in Baccalaureate d'Enseignement du Second Degre; or BaccalaureatGeneral; or Option Internationale du Baccalaureate (OIB); with a minimumaverage of 15 (out of 20), provided that no subject is less than 10.Germany Abitur / Zeugnis der Allgemeinen Hochschulreife with a total score of 11 points (on a 15-point scale) or 2 (on a 6-point scale).Hong Kong For applicants studying Associate Degree (AD) or Higher Diploma (HD): One year of successful study on a full-time AD / HD programme in acommunity college of a UGC-funded institution or Hong Kong Institute ofVocational Education (HKIVE) which should be at least two years in duration.For applicants with Hong Kong Certificate of Education Examination (HKCEE)and Hong Kong Advanced Level Examination (HKALE)1 results only:(a) Gain in his/her first and/or second attempt in the HKCEE:(i) Level 3 or above in English Language2;(ii) Level 2 or above in Chinese language3; or Grade E in a language other thanChinese and English;(iii) Grade E or above in Mathematics; and(iv) Grade E or above in four other subjects4;provided that achievements in any six of the subjects listed above are obtainedat one and the same time; and(b) Gain the following in HKALE:(i) Grade D or above in AS Use of English;(ii) Grade E or above in AS Chinese Language & Culture5 6; and(iii)(A) Grade E or above in two AL subjects; or(B) Grade E or above in one AL subject, and in two AS subjects other than Useof English and Chinese Language & Culture; or(C) Grade E or above in four AS subjects other than Use of English andChinese Language & Culture.Country /QualificationGeneral Academic RequirementsHong Kong (Continued) Notes:(1) “Advanced Level” is referred to as “AL”, and “Advanced Supplmentary Level” as “AS”.(2) Grade E or above in English Language (Syllabus B) or Grade C or above in English Language (Syllbabus A) taken before 2007 is acceptable for this purpose. Candidates with Level 2 in English Language but Grade C or above in AS Use of English will also be considered.(3) Grade E or above in Chinese Language taken before 2007 is acceptable for this purpose.(4) All subjects offered at HKCEE (other than English Language, Chinese Language and Mathematics) are acceptable for this purpose.(5) A candidate who obtains Grade E or above in AL Chinese Literature may be exempted from this requirement, provided that he/she obtains Grade E or above in an AS subject other than Use of English and in addition to those required in satisfying requirement (b)(iii)(B) and (b)(iii)(C).(6) A candidate who satisfies the requirement in (a)(ii) with a language other than Chinese Language may be exempted from this requirement, provided that he/she obtains Grade E or above in an AS subject other than Use of English and in addition to those required in satisfying requirement (b)(iii)(B) and (b)(iii)(C).India Completion of a senior secondary school leaving certificate at Grade 12 level,e.g. All India Senior School Certificate Examination / Indian School CertificateExamination / Higher School Certificate, with a minimum of 85% in each of thethree elective subjects.Indonesia Completion of SMA Ujian Nasional with a minimum of 85% for each of six subjects.Ireland Irish Leaving Certificate, provided that passes in five approved subjects at the Higher (Honours) Level have been obtained with not less than grade B in one ofthese subjects and not less than grade C in the remaining four.Japan Completion of Senior secondary school-leaving certificate (e.g. Kotogakko Sotsugyo Shomeisho (Upper Secondary School Leaving Certificate), with aminimum of 80 (or its equivalent) in each of the subjects.Kazakhstan Completion of Certificate of Secondary Education (Attestat / Svidetel’ stvo o Srednem Obrazovanil) with a minimum of grade 4 in each of the subjects.Country /General Academic RequirementsQualificationMacau To satisfy the international examinations requirements. (Please refer to the “international qualifications” under General Academic Requirements).Malaysia Grade D or above in three STPM subjects (other than Chinese); orPasses in six subjects in the Malaysian Independent Chinese Secondary SchoolsSystem Unified Examination Certificate (UEC-Senior), provided that B6 orbetter is achieved in each of those subjects.Nepal Completion of School Leaving Certificate, with a minimum of 90% in each of the subjects.Netherlands Diploma Voorbereidend Wetenschappelijk Onderwijs (VWO) with a grade of 7 in individual subjects.New Zealand National Certificate of Educational Achievement (NCEA) with(a) A minimum of 42 credits at level 3 or higher on the National QualificationsFramework, including a minimum of 14 credits at level 3 or higher in each oftwo subjects from an approved subject list, with a further 14 credits at level 3 orhigher taken from no more than two additional domains on the NationalQualifications Framework or approved subjects; and(b) A minimum of 14 credits at level 1 or higher in Mathematics on theNational Qualifications Framework.Norway Vitnemål fra den Videregående Skole (Upper Secondary Leaving Certificate) with grades of at least 4 (out of 6) in each of the subjects.Oman Thanawiya Amma (Secondary School Leaving Certificate), with a minimum of 90% in each of the subjects.Pakistan Completion of Higher Secondary School Certificate, with a minimum of 85% in each of the six subjects.Philippines To satisfy the international examinations requirements. (Please refer to the “international qualifications” under General Academic Requirements).Russia For applicants following the Russian state school system:240 or more total EGE score for Mathematics plus two other unspecifiedsubjects other than Russian in the Unified State Exam (Единыйгосударственныйэкзамен, ЕГЭ, Yediniy gosudarstvenniy ekzamen, EGE).Applicants’ other qualifications, awards and previous school performance willalso be considered.For applicants studying at a Russian federal university:A year’s successful study in a Russian federal university or equivalent.Country /General Academic RequirementsQualificationScotland Scottish Certificate of Education, provided that passes in five approved subjects at the Higher Level have been obtained with not less than grade B in one ofthese subjects and not less than grade C in the remaining four.Singapore For applicants following the Singapore GCE A-level curriculum:Passes in three subjects at H2 level in Singapore GCE A-Level examination.For applicants studying at NUS High School of Mathematics and Science inSingapore:A Distinction or above in the NUS High School DiplomaFor applicants studying at Polytechnics in Singapore:Diploma, Professional Diploma or Technical Diploma awarded by one of thefollowing institutions, provided that the period of study extends over not lessthan two years full-time or four years part-time: Nanyang Polytechnic, NgeeAnn Polytechnic, Republic Polytechnic, Singapore Polytechnic or TemasekPolytechnic.South Africa Completion of National Senior Certificate, with a minimum of 70% (Grade 6) in each of the subjects.South Korea Completion of General High School Diploma (llbankye Kodung Hakkyo), witha minimum grade of “mi” in each of the subjects.Sweden Avgangsbetyg, with a minimum grade of VG (very good) in each of thesubjects.Taiwan General Scholastic Ability Test (GSAT) with a minimum total score of 65.Thailand Completion of Mathayom Suksa (M6), with a minimum grade 3 in all of the subjects.UAE Tawjihiyya (Secondary Education Certificate) with a minimum of 90% in each of the subjects.Country /QualificationGeneral Academic RequirementsUS For applicants taking SAT and/or Advanced Placement Tests:(a) An overall minimum score of 1800 in SAT Reasoning Test; and(b)(i) Grade 3 in three or more Advanced Placement Tests; or(b)(ii) A score of 600 or better in each of three subjects in SAT Subject Tests.For applicants studying Associate Degree (AD) in the US orin a US university/college operating in Hong Kong:(a) The US High School Graduation Diploma;(b) At least 12 years of pre-university schooling on a full-time basis; and(c) Successful completion of one year’s study on a full-time AD programme at arecognized US university/community college, provided that the AD programme isat least two years in duration.Applicants who do not fulfil the requirements above must have obtained the ADin order to be eligible for admission.For applicants following Intersegmental General Education Transfer Curriculum(IGETC) in community colleges:(a) The US High School Graduation Diploma;(b) At least 12 years of pre-university schooling on a full-time basis; and(c) Successful completion of IGETC with Grade C or above in each of thesubjects.Vietnam Bàng Tót Nghiêp Phó Thông Trung Hoc (Upper Secondary School Graduation Certificate) with an overall average of 8 (out of 10) in the six examinationsubjects, which must include Literature, Mathematics, and English, provided thatno subject is less than 6.5.For applicants currently studyingon a bachelor's degree Successful completion of one year's study on a full-time bachelor's degree programme at a recognized university.September 27, 2013。

香港学历认证流程The process of getting your Hong Kong qualifications recognized can be a complicated journey that many people have to go through. 香港的学历认证流程可能是一个复杂的过程，许多人都不得不经历。

Whether you are a local student looking to further your studies abroad or a foreign student seeking opportunities in Hong Kong, the authentication of your academic credentials is essential. 无论您是当地学生希望在国外深造，还是外国学生在香港寻找机会，学历认证都是至关重要的。

One of the first steps in the Hong Kong qualifications recognition process is to gather all the necessary documents. 香港学历认证流程的第一步是收集所有必要文件。

This includes your academic transcripts, degree certificate, identification documents, and any other relevant paperwork. 这包括您的学术成绩单、学位证书、身份证件和其他相关文件。

It is important to make sure that all documents are in order and upto date before submitting them for authentication. 提交认证之前，确保所有文件齐全且最新非常重要。

Relevant References on the Development, Implementation and Evaluation of School–based assessment in the HKCE English Language Examination in Hong Kong Journal articlesCarless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education, 12(1), 39-54.Cheung, D. (2001). School-based assessment in public examinations: Identifying the concerns of teachers. Education Journal, 29 (2), 107-123.http://sunzi1.lib.hku.hk/hkjo/view/33/3300732.pdfDavison, C. (2004). The contradictory culture of classroom-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing, 20(3), 304-333.Davison, C (in press, 2006).Views from the chalkface: School-based assessment in Hong Kong. Language Assessment Quarterly, 3(4).Davison, C & Hamp-Lyons, L. (forthcoming, 2007). You mean we are theassessors now? Changing ESL teacher assessment practices in Hong Longsecondary schools. Australian Review of Applied Linguistics, 20ppBooks and monographsCarless, D. (Ed.) (2007). How assessment supports learning: Learning-oriented assessment in action. Hong Kong: Hong Kong University Press.Davison, C (Ed.) (2006). Enhancing effective English language assessment in secondary schools: Integrating theory and practice. Quality Education Fund/Facultyof Education, The University of Hong Kong.Research reportsDavison, C. & Hamp-Lyons, L. (2005). Research and development for professional development courses for teachers in preparation for the school-based assessment component of the 2007 HKCE English Language Examination, Hong Kong Examinations and Assessment Authority. Unpublished final report.Davison, C. & Hamp-Lyons, L. (2005). Summative oral school-based assessment in secondary ESL in Hong Kong, Hong Kong Examinations and Assessment Authority. Unpublished progress report.Davison, C. & Hamp-Lyons, L. (2006). Professional development for teachers in preparation for school-based assessment in the 2007 HKCE English Language Examination, Part 1 & 2. Hong Kong Examinations and Assessment Authority. Unpublished report.Davison, C. & Hamp-Lyons, L. (2006). Professional Development for Teachers in Preparation for School-based Assessment in the 2007 HKCE English Language Examination — UPDATE, /newsletter/03-2006mar/rr-1.htmHamp-Lyons, L. & Davison, C. (2005). Longitudinal study on the implementation of the school-based assessment component of the 2007 HKCE English Language Examination. Hong Kong Examinations and Assessment Authority. Unpublished report.Hamp-Lyons, L. & Davison, C. (2005). Field test report on the development and implementation of the SBA component of HKCEE English Language, 2007. Hong Kong Examinations and Assessment Authority. Unpublished report.Hamp-Lyons, L., Evans, A. & Ho, W. L. (2006). Student-oriented criteria for the school-based assessment in the 2007 HKCE English Language Examination. Hong Kong Examinations and Assessment Authority. Unpublished report.DissertationsLam, Y. W., H. (2006). A class of local secondary four students’ learning attitudes and perceptions towards the school-based assessment in the Hong Kong Certificate of Education Examination English syllabus. Hong Kong: University of Hong Kong. Unpublished dissertation.http://library.hku.hk:80/record=b3666581Lee, Y.C, E. (1998). Assessing and fostering senior secondary school students’ conceptions and understanding of learning through authentic assessment. Hong Kong: University of Hong Kong. Unpublished dissertation.http://sunzi1.lib.hku.hk/hkuto/record/B31960327Tang, M. S. (1996). An action research on the introduction of the use of authentic tasks in assessment to support a new integrated curriculum. Hong Kong: Universityof Hong Kong. Unpublished dissertation.http://sunzi1.lib.hku.hk/hkuto/record/B31958850Wong, S. W. (2000). How different types of discussion tasks in HKCEE affect students’ performance. Hong Kong: University of Hong Kong. Unpublished dissertation.http://sunzi.lib.hku.hk/hkuto/record/B31962002Yau, K.M. (2004). Teachers’ perceptions of assessment for learning: A study of secondary school teachers in Hong Kong. Hong Kong: University of Hong Kong. Unpublished dissertation.http://sunzi1.lib.hku.hk/hkuto/record/B30280710Yung, H.W. B. (2000). Teachers’ beliefs and their teaching of practical work in a school-based assessment scheme. Hong Kong: University of Hong Kong. Unpublished dissertation.http://sunzi.lib.hku.hk/hkuto/record/B31241335In progressGao, M. M. (forthcoming). Tba. Unpublished PhD dissertation, Faculty of Education, University of Hong Kong.Li, R. (forthcoming).Feedback in the HKCEE SBA. Unpublished EdD dissertation, Faculty of Education, University of Hong Kong.Yu, Y. (forthcoming). The Impact of School-based Assessment on Hong Kong Secondary Schools: A Case Study. Unpublished PhD dissertation, Faculty of Education, University of Hong Kong.Teacher Support MaterialsHong Kong Examinations and Assessment Authority (2005) Hong Kong Certificate of Education Examination: Regulations & Syllabuses 2007. Hong Kong: Hong Kong Examinations and Assessment Authority.Hong Kong Examinations and Assessment Authority (2006). 2007 HKCEE Chinese Language and English Language Standards-referenced Reporting. Hong Kong: Hong Kong Examination and Assessment Authority. (Brochures for parents).Hong Kong Examinations and Assessment Authority (2006). Hong Kong Certificate of Education Examination: Chinese Language and English Language. Information for Parents on School-based Assessment (SBA). Hong Kong: Hong Kong Examination and Assessment Authority. (Brochures for parents).Hong Kong Examinations and Assessment Authority (2006). 2008 Hong Kong Certificate of Education Examination English Language: Handbook for the School-based Assessment Component. Hong Kong: Hong Kong Examination and Assessment Authority.SBA Consultancy Team (2005, revised edition, 2006). 2007 HKCE English Language Examination: Introduction to the School-based Assessment Component (Training Package). Hong Kong: Hong Kong Examination and Assessment Authority/Faculty of Education, The University of Hong Kong. (An introductory DVD and a booklet introducing the components of SBA, and two CD-Roms containing the criteria and standards for the new assessment).SBA Consultancy Team (in press, 2006). Effective school-based assessment in English language teaching in Hong Kong secondary schools (DVD). Quality Education Fund/Faculty of Education, The University of Hong Kong.The Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. (2006). New Senior Secondary Curriculum and Assessment Guides,.hk/FileManager/EN/Content_5185/eng_lang_e_c1-3.pdfPublished Conference PapersAcademic Forum on English Language Testing in Asia (8th: 2005: Hong Kong, China). Assessment for learning: Proceedings of the 8th Academic Forum on English Language Testing in Asia: 25-26 November 2005, Hong Kong. Hong Kong: Hong Kong Examinations and Assessment Authority.http://library.hku.hk:80/record=b3167830Davison, C. Aligning high-stakes assessment with curriculum reform: School-basedassessment in Hong Kong. Proceedings of the8th Academic Forum on English Language Testing in Asia (AFELTA). Hong Kong, pp. 36-58.Hill, P. W. & Wan, Tak-wing. (2006) Assessment Reforms in Hong KongPaper presented at the 32nd IAEA Conference, Singapore..sg/conference/download/papers/Assessment%20reform s%20in%20Hong%20Kong.pdfInternational Conference PresentationsDavison, C. (2004). Changing tests for teachers: School-based assessment in Hong Kong. International Language Testing Research Colloquium, March 2004.Davison, C. (2004). Changing cultures, enculturating change: School-based assessment in Hong Kong. International Language in Education Conference, December 2004.Davison, C. (2005). Caught between rhetoric and reality: Formative assessment and "Assessment for learning " in Hong Kong. Research Academic Session, Annual Convention, International TESOL, San Antonio, March 2005.Davison, C. (2005). Aligning high-stakes assessment with curriculumreform: School-based assessment in Hong Kong. Keynote address to the 8th Academic Forum on English Language Testing in Asia (AFELTA). Hong Kong, November 2005.Davison, C. & Hamp-Lyons, L. (2006). Teacher’s use of assessment criteria. Joint American Association of Applied Linguistics and Canadian Applied Linguistics Conference, Montreal, Canada, June 2006.Davison, C., Hamp-Lyons, L. & Gan, Z. (2006). Creating natural interaction in oral school-based English language assessments in Hong Kong. British Association of Applied Linguistics and Irish Association of Applied Linguistics Conference, Cork, Ireland, September 2006.Hamp-Lyons, L. & Davison, C. (2006). Assessment innovation and professional development: Essential links. Paper presented at the conference of the European Association of Language Testing and Assessment, Krakow, Poland, May 2006. Local Conference PresentationsYeung, P. M. (2005). School-based assessment and Learning Oriented Assessment. Conference (LOAC): Using Assessment to Improve Learning . The Hong Kong Institution of Education. 10th June, 2005..hk/loap/loac/stephenyeung.pdfConference on Enhancing Effective English Language Assessment in SecondarySchools: Integrating Theory and Practice, University of Hong Kong, Hong Kong: http://web.hku.hk/~sbapro/april22.htmlCarless, D. (2006). SBA and the challenge of integrating formative and summative assessment. Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Cheung, O. (2006). SBA: A burden or new opportunities for teachers and students? Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Davison, C. (2006) Towards more effective assessment in Hong Kong secondary schools: Findings from the chalkface. Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Gan, Z. D. (2006). What makes a good group interaction in the HKCE English language SBA? Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Hamp-Lyons, L. (2006). Feedback, correction and assessment: Their role in learning. Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Hill, P. (2006). The case for SBA as a component of public assessment in Hong Kong secondary schools. Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Lavender, H., O’Brien, F. & Kwong, J. (2006). Planning to integrate SBA with regular classroom teaching. Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Lee, C. (2006). What can schools do to support the development of SBA (in the broad sense, formative and summative) across English language teaching? Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Lim, J. (2006). Assessment for learning: Getting response from students by creating a reader-response rich classroom. Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Lockwood, J., Lavender, H., O’Brien, F. & Kwong, J. (2006). What does the secondary English teacher need to know to implement SBA? Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Wardlaw, C. (2006). Present and future standards of English in HK. Conference on Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, University of Hong Kong, Hong Kong, April 2006.Seminar PresentationsInaugural Seminar Series on English Language School-Based Assessment: Integrating Research and Practice, University of Hong Kong:http://web.hku.hk/~sbapro/seminar1.htmlCarless, D. (2006). Implementing assessment change in Hong Kong: Issues and strategies. Inaugural Seminar Series on English Language School-Based Assessment: Integrating Research and Practice, University of Hong Kong, Hong Kong, February 16, 2006.Davison, C. (2005). Changing tests for teachers: English language school-based assessment in Hong Kong. Inaugural Seminar Series on English LanguageSchool-Based Assessment: Integrating Research and Practice, University of Hong Kong, Hong Kong, December 19, 2005.Davison, D. & Hamp-Lyons, L. (2006). Different interpretations, different uses: Assessment criteria and school-based assessment reform in Hong Kong English. Inaugural Seminar Series on English Language School-Based Assessment: Integrating Research and Practice, University of Hong Kong, Hong Kong, May 9, 2006.Hamp-Lyons, L. (2006). Fairness as an issue in school-based assessment. Inaugural Seminar Series on English Language School-Based Assessment: Integrating Research and Practice, University of Hong Kong, Hong Kong, Jan 9, 2006.Lee, C., Ho, L., Wong, T. & Harfitt, G. (2006). The story so far: Issues and concerns arising in the HKCE English SBA in S4–S5. Inaugural Seminar Series on English Language School-Based Assessment: Integrating Research and Practice, University of Hong Kong, Hong Kong, March 9, 2006.Other Seminar PresentationsCheng, L. Y. (forth coming 2007). Classroom Assessment: Interrelationship between assessment and instruction. Seminar in school-based assessment seminar series, University of Hong Kong, Hong Kong, March 27, 2007.http://web.hku.hk/~sbapro/cheng.htmlFinch, A. (2006). Formative school-based assessment activities for secondary English: An overview. Seminar in school-based assessment seminar series, University of Hong Kong, Hong Kong, November 22, 2006.http://web.hku.hk/~sbapro/andrew.html#bottomFinch, A. (2006). Promoting attitude change through student-based assessment. Seminar in school-based assessment seminar series, University of Hong Kong, Hong Kong, November 21, 2006.http://web.hku.hk/~sbapro/andrew.html#bottomFinch, A. (2006). Self/peer assessment: Stress-free consciousness-raising and reflection. Seminar in school-based assessment seminar series, University of Hong Kong, Hong Kong, November 23, 2006.http://web.hku.hk/~sbapro/andrew.html#bottomLantolf, J. (forth coming 2007). Title: To be announced. Seminar in school-based assessment seminar series, University of Hong Kong, Hong Kong.http://web.hku.hk/~sbapro/lantolf.htmlNunan, D. (2004). School-based assessment: what, how and why. Longman: Pearson Education Asia Limited, Hong Kong, December 11, 2004./eng/teach/events41.asp/longman/20041211/default.htm#Ross, S. (2006). Constructing learner-centered assessment: Designs, systems, and outcomes. Seminar in school-based assessment seminar series, University of Hong Kong, Hong Kong, September 21, 2006.http://web.hku.hk/~sbapro/steven.html#bottomNewspaper articles(news articles without a hyperlink can be found via WiseNews from the HKU library>Electronic Resources>, http://sunzi1.lib.hku.hk/ER/detail/2125211 Assessment methods for HKCEE. (2004). Retrieved Jan 26, 2007 from.hk/gia/general/200405/19/0519135.htmAssessment in schools ‘too much for teachers’. (2005, September 29). China Daily (Hong Kong News).Choose texts right, first step to Success: Get ready for SBA. (2006, August 14). Ming Pao Daily News.Classroom assessments are the talk of the town. (2005, November 12). South China Morning Post.Consultation and news interview featured, "Understanding of school-based assessment, using criterion-referenced, teacher-made test and examination papers, and hints to alleviate stresses faced by senior secondary students in Hong Kong", The Hong Kong S.A.R., China. (1999). Retrieved Jan 26, 2007 from.hk/~ssgifted/media7.htmEMB announces comprehensive support measures for teachers. (2006). Hong Kong Special Administrative Region of The People's Republic of China - Government Information Centre. Press Release. Retrieved Jan 27, 2007 from.hk/gia/general/200602/27/P200602270230.htmEMB welcomes modifications to SBA in Chinese Language and English Language. (2006). Hong Kong Special Administrative Region of The People's Republic of China - Government Information Centre. Press Release. Retrieved Jan 27, 2007 from.hk/gia/general/200604/11/P200604110173.htmGet Ready for SBA! (2006, September 14). Ming Pao Daily News.Hong Kong Economic Times.HKU Launches School-based Assessment Package for Newly-reformed English Language Examination. (2005). Retrieved Jan 27, 2007 fromhttp://www.hku.hk/press/news_detail_5284.htmlHong Kong’s Future. (1999). Retrieved Jan 27, 2007 from/hkfuture/index.asp6.htmlHong Kong Professional Teachers' Union. School-based Assessment: Another EMB Flop? (2006). Retrieved Jan 27, 2007 from.hk/ptu/director/pubdep/ptunews/500/ptunews.htmLanguage assessments may be deferred to ease burden. (2006, January 14). China Daily Hong Kong Edition.New exam “to ease appraisal fears”. (2005, May 30). The Standard.New exams aimed at ending educators’ assessment fears. (2005, May 20). The Standard.Proportion of school-based assessments to be reduced. (2006, July 8). South China Morning Post.Reforms to stretch the stress of exams. (2005, May 28). South China Morning Post. School assessment plan under review. (2006, January 14). South China Morning Post. School-based assessment delayed. (2007, January 13). South China Morning Post. School-based assessment timeline modified. (2006). Retrieved Jan 27, 2007 from .hk/en/category/atschool/060411/html/060411en02004.htm School-based tests “going too quickly”. (2005, October 1). South China Morning Post.Teachers groping in the dark on reform. (2006, January 14). South China Morning Post.Other media releases香港: 香港電台電視部, 1998. 改變考試評核制度是否公平?RTHK. (1998). Is it fair to change the assessment system?Ng Tak-kay (Chairman, Hok yau Club), Yip Kam-shing (Professor, Department of Applied Social Science, Hong Kong Polytechnic University), Choi Chee-cheong (Secretary, Hong Kong Examination Authority), Tam Kwok-hung (Vice-chairman, Education Convergence) discusses whether school-based assessment should be included in the Hong Kong Certificate of Education Examination (HKCEE) and Hong Kong Advanced Level Examination (HKAL),.hk/record=b1774045Chan, K.K.& Cheung, F. (2007) School-based assessment: Changing the assessment culture. The Hong Kong Examinations and Assessment Authority: 28 January 2007, .hk/doc/334/sba_e_20070128.htmSBA projects at HKU (Work in progress)http://web.hku.hk/~sbapro/projects.htmlAndrews, S., Davison, C., Hamp-Lyons, L., Cheng, L. Y., et al. (project in progress). An impact study of a high-stakes ESL assessment innovation in Hong Kong secondary schools. Faculty of Education, The University of Hong Kong.Davies, G.. (project in progress). An investigation into how English language teachers construct feedback to students during feedback conferences. Faculty of Education, The University of Hong Kong.Davison, C., Andrews S., & Hamp-Lyons, L., et al. (project in progress). The use of summative oral school-based assessment for formative purposes in secondary ESL in Hong Kong. Faculty of Education, The University of Hong Kong.Davison, C. & Hamp-Lyons, L. (project in progress). Research and development for professional development courses for teachers in preparation for the school-based assessment component of the 2007-2010 HKCE English Language Examination, Hong Kong Examinations and Assessment Authority..Davison, C., Hamp-Lyons, L., & Andrews, S, et al. (f orth coming 2007). Aligning Assessment with Curriculum Reform in Junior Secondary English Language Teaching. Quality Education Fund. Faculty of Education, The University of Hong Kong. Unpublished report (1st progress report).Gan, Z. (project in progress). Discourse analysis and group oral assessment: A case study of English language students in Hong Kong. Faculty of Education, The University of Hong Kong.Gan, Z, & Davison, C. (project in progress). Performance in the group oral assessment: The roles of language proficiency, willingness to communicate, and personality. Faculty of Education, The University of Hong Kong.Hamp-Lyons, L. & Davison, C. (forth coming 2007). Longitudinal study on the implementation of the school-based assessment component of the 2007 HKCE English Language Examination. Hong Kong Examinations and Assessment Authority. Unpublished report (2nd progress report).Tavares, N. (project in progress).The teacher’s role as mediator in assessment for learning: A case study of local EFL teachers’ use of mediational strategies in evaluating and promoting learning during student presentations in the HKCEE school-based assessment. Faculty of Education, The University of Hong Kong.。

DiplomaAs an academic award∙In some countries, such as Australia and India, a diploma is a specific academic award of lower rank than a bachelor degree (and in some areasan Advanced Diploma falls in between as well). In Ireland a NationalDiploma is below the standard of the honours Bachelor's degree, whilstthe Higher Diploma is taken after the bachelor degree.∙In Germany and other countries that adopted the German academic education system, diploma (in German Diplom) is the standard academicdegree, comparable with the Bachelor's and Master's degree.For more detailed information about the German Diplom, see Diplom.' t9 R& a$ C$ V9 n( R∙In Hong Kong, higher diploma and associate degree are below the standard of the honours bachelor's degree. Certificate (not to be confusedwith postgraduate certificate) and diploma are below the standard ofhigher diploma and associate degree. Postgraduate Certificates andPostgraduate Diplomas are taken after the bachelor degree, and are morevocational oriented than a master's degree.∙The International Baccalaureate Diploma[1] is a pre-university qualification normally taken by students in the final two years of highschool.CertificateAs an academic awardA certificate, in addition to certifying that someone has passed a test or reached a specific standard of knowledge, may also be the name of an actual award.In many countries, certificate is a qualification attained in secondary education. For instance students in the Republic of Ireland sit the Junior Certificate and follow it with the Leaving Certificate. Similarly other countries have awards, for instance, in Australia the Higher School Certificate (HSC) in New South Wales, the Victorian Certificate of Education (VCE) in Victoria, etc., is the examination taken oncompletion of secondary education.In many countries, certificates are qualifications in higher education. For example, in Ireland, the National Certificate, which is soon to be replaced by the "Higher Certificate". These have the titles Certificate (at an undergraduate level), Graduate Certificate (at an undergraduate level, but requiring the completion of a prior undergraduate degree for admission) and Postgraduate Certificate (at a postgraduate level). In Hong Kong, form five students take the Hong Kong Certificate of Education Examination. Certificate is below the standard of the associate degree and higher diploma, which are below the bachelor degree. Postgraduate certificate are taken after the bachelor degree and are more vocational oriented than master's degree.& r% E I' In Australia, a certificate is a qualification offered by a university or other higher education provider which is shorter than a degree or diploma. Certificates are generally provided by TAFE colleges or non-academic Registered Training Organizations (often workplaces). There are four ranks of Certificate in Australia, indicated by Roman Numeral, e.g. Cert. IV in Horticulture. The time spent varies, but in general a Certificate I will be granted after a course of only a few weeks, while a Cert. IV may take up to six months. A Diploma directly follows Cert. IV and may rightly be considered equivalent to a hypothetical CertificateIn the United Kingdom, a Certificate of Higher Education (CertHE) requires successful completion of 120 CATS Points at Level One. This is equivalent to one year of full time university education, at first year level. Each credit point takes about 10 hours to achieve, and as such the CertHE is 1, 200 hours of study. This compares with 360 Credit points for an undergraduate degree, and 240 credits for a Diploma of Higher Education.# x8 F# R9 j$ l0 dIn the State of Maryland, a Certificate of Merit was, until recently, issued to graduating high-school seniors who met certain academic requirements (such as completion of advanced courses and a cumulative GPA of 3.00); the statewide certificate has since been replaced by "endorsements" defined by each local school system.。

香港科技專上書院香港科技專上書院 (非牟利非牟利))Hong Kong Institute of Technology (Non-Profit Making)報名報名表表 (Application Form)Please tick as appropriate:Expected Intake Year報讀年份:Expected Intake Term 報讀學期:Oct (10月) Feb (2月) June (6月)Associate Degree 副學士 (offered by Hong Kong Institute of Technology)Associate Degree of Business Administration 工商管理副學士Associate Degree of Science in Computing and Information Technology 電腦及資訊科技副學士Associate Degree/Bachelor Degree 副學士/學士學位雙學歷Associate Degree of Business Administration(HKIT)/Bachelor of Business(SCU)四年制工商管理副學士及學士學位(雙主修)雙學歷課程Associate Degree of Science in Computing and Information Technology(HKIT)/Bachelor of InformationTechnology(SCU)四年制電腦及資訊科技副學士及學士學位雙學歷課程(選修副學士的同學會同時註冊於學士學位課程，故選擇副學士Year 1或Year 2的申請者，請於請於後後面學士學位課程中，以”剔”號表示選擇銜接的學士學位課程。

)(Parallel registration for degree program will be arranged for students applying Associate Degree year 1 or year 2, so that they canproceed directly to the final year of the degree program. Students therefore have to indicate below, by an appropriate tick, their preferred degree program.)學士學位Bachelor Degree, Southern Cross University, Australia學位課程與澳洲公立南格斯大學合辦Degree programmes jointly offered with Southern Cross University Bachelor of Information Technology 資訊科技學士學位Information Systems Interactive MultimediaBachelor of Business工商學學士學位Major: Accounting Finance Information Systems International Business Marketing Management碩士學位(Master Degree)Master of Professional Accounting, Southern Cross University入學年級(Entry Year)Foundation Year Year 1 Year 2 Year 31. PERSONAL DETAILSSurnameOther NamesChinese NameDate of Birth:DD MM YYYYSex: M FH.K.I.D. Number( )Telephone Number (Home) Telephone Number (Mobile) Telephone Number (Office)Correspondence AddressE-mail Address2. CATEGORY OF APPLICANTPlease put a tick ( ) in appropriate box(es) belowSecondary 5 graduate with HKCEE resultsSecondary 7 graduate with HKALE resultsOverseas Secondary School graduate/studentProject Yi Jin graduatePre-Associate Degree graduateCertificate holderDiploma holder Higher Certificate holderHigher Diploma holder Associate Degree holderBachelor Degree holderMaster Degree holderMature StudentOthers:3. SECONDARY EDUCATION (Last attended / attending)Name of Secondary School/ College Country From(MM/YY) To (MM/YY)Secondary 5Secondary 74. PUBLIC EXAMINATION RESULTS (Please enclose copies of award and transcript)Have you taken the examination during the current calendar year? □YES(Please write down the subject name only) □NOHong Kong Certificate of Education Examination (HKCEE) (last 2 sittings)1st Attempt in Year 2nd Attempt in YearLanguage Subjects Grade Language Subjects Grade Chinese Language Chinese LanguageEnglish Language (Syllabus A) English Language (Syllabus A)English Language (Syllabus B) English Language (Syllabus B) Mathematics MathematicsOther Subjects Other SubjectsHong Kong Advanced Level Examination (HKALE) (last 2 sittings)1st Attempt in Year: 2nd Attempt in Year:Language Subjects Grade Language Subjects Grade Chinese Language & Culture Chinese Language & CultureUse of English Use of EnglishAdvanced Level (A-Level) Advanced Level (A-Level)Advanced Supplementary (AS Level) Advanced Supplementary (AS Level)5. POST-SECONDARY EDUCATION (Please enclose copies of award and transcript)From (MM/YY)To(MM/YY)Name of Institution Programme Title Country Full/PartTimeDuration6. PROFESSIONAL QUALIFICATION (Please enclose copies of award)Name of Awarding Institution Title of Qualification Year of Award 7. WORKING EXPERIENCEFrom (MM/YY)To(MM/YY)Name of Organization Full/Part Time Position ** Please indicate job nature8. DISABILITYAre you a student with disability(ies)? □YES, please specify: __________________________□NO9. DECLARATION1. I declare that the information included in this application form is true and accurate. I acknowledge thatHKIT/SCU can reserve the right to revoke any decision regarding admission if false information is found.2. I authorize the HKIT/SCU to use all my data including the HKID card number for issues related to myapplication or for statistical and research purpose.Signature: Date:(dd/mm/yy)10. APPLICATION PROCEDURE1. Complete the application form and submit with(i) a copy of the Hong Kong Identity Card(ii) a copy of the transcript(s) / award(s) / public examination result(s), and(iii) customer’s copy of pay-in slip for an application fee of HK$150.002. Application Fee Paying Method:Pay the HK$150.00 application fee at any branch of the Hong Kong and Shanghai Banking Corporation. Please keep a copy of your receipt for future reference.Account Name: Hong Kong Institute of Technology (A/C No: 534-301767-838)The application form together with the customer’s copy of your pay-in slip should be sent to Admission Office of the Hong Kong Institute of Technology at No. 2 Breezy Path,Mid-Levels West, Hong Kong.11. CHECK LISTPlease check if you have provided the following before submitting the application□ Copy of HKID Card□ Copies of transcripts/awards/public examination results/any supporting documents□ Customer’s copy of pay-in slip12. ENQUIRIESAdmission Office:Hong Kong Institute of TechnologyNo. 2 Breezy Path, Mid-Levels West, Hong Kong Tel: 2782 2433 Fax: 2782 0497 Email: enquiry@.hk Website: .hk。

聖 保 羅 男 女 中 學ST. PAUL’S CO-EDUCATIONAL COLLEGE33 MacDonnell Road, Hong Kong .hk1SCHOOL St. Paul’s Co-educational College (SPCC) was founded by the Sheng Kung Hui (AnglicanChurch) in 1915 and is located in the city centre of Hong Kong. It is respected for both academic and musical excellence. The school is also recognized for the valuable contributions its graduates, being leaders in their respective professions, have made to the Hong Kong community. Enrolment stands at 1294 in 7th to 13th grades. SPCC is a Direct Subsidy Scheme (DSS) school and has adopted a ‘through-train’ mode with its primary school since 2002. Becoming a DSS school has enabled SPCC to further its reputation as a leading institution in Hong Kong with a high teacher-student ratio, multidisciplinary curricula on physical and intellectual development, and local and overseas educational programmes.VISIONOur vision is, in the spirit of faith, hope and love, to instil in our students a culture ofexcellence, high moral values, an altruistic spirit, a passion for lifelong learning and a global perspective.INTAKE SPCC intake at 7th grade comes from two streams. Approximately 120 students come fromSt. Paul’s Co-educational College Primary School. This is a through-train arrangement. Entry to the primary school guarantees entry to the secondary school, and is highly competitive: for example, the primary school has received 2600 applications for its 140 places for the academic year 2012-2013. The other 100 places available in the secondary section are discretionary, and admission is based on merit. There are on average approximately 12 applications for each place in the discretionary stream.STUDENTS’ BACKGROUND The great majority of SPCC students are ethnic Chinese who wereborn and brought up in Hong Kong and whose mother tongue is Cantonese.LANGUAGE POLICY All subjects are taught using English as the medium of instruction with theexception of Chinese-related subjects such as Chinese Language, Chinese Literature and Chinese History. Chinese Language is taught using Putonghua (Mandarin Chinese) in 7th to 9th grades. All other Chinese-related subjects are taught using Cantonese.CURRICULUMThe current 13th grade will take the last of the Hong Kong Advanced LevelExamination (HKALE) and the 12th grade will take the first Hong Kong Diploma of Secondary Education (HKDSE) Examination. This means that both 12th and 13th grades will complete their secondary school education and graduate this year at the same time. The HKDSE Examination will replace the HKALE and the former Hong Kong Certificate of Education Examination (HKCEE), which was sat at the end of 11th grade. The last of this exam was in 2010. Students in 10th grade have two choices of curriculum. Five classes will follow the HKDSE while two classes will follow the International Baccalaureate Diploma Programme.2011-2012 CEEB Code: 670280 UCAS Code: 45406 Principal: Dr Anissa Chan Main Office: (852) 2523 1187 Counselling Office: (852) 2523 0023 Counsellor of Further Studies: Nick O’Connell (noconnell@.hk)．．． ． ． ．．．2GRADUATING CLASSES The 13th grade graduating classes habitually have 100% entry tobachelor’s degree courses in Hong Kong and around the world. Overseas universities that have accepted SPCC students in the past four years include:USA: Johns Hopkins University Princeton University The University of California–Berkeley The University of Michigan–Ann Arbor The University of Virginia New York University Tufts University The University of Chicago The University of Pennsylvania Yale UniversityUK, Canada & Australia: Imperial College London The University of British Columbia The University of Melbourne King’s College London The University of Toronto University College LondonACADEMIC PERFORMANCE Percentage of A’s/5*’s awarded in the Hong Kong Certificate ofEducation Examination 2010 (public examination taken at 11th grade) Subject English Language Literature in English Chinese Language Putonghua Chinese History Chinese Literature (World) History Geography Economics Religious Studies Music Mathematics Additional Mathematics Physics Chemistry Biology Computer & IT All candidates in Hong Kong 1.2% 6.9% 1.8% 3.3% 1.3% 1.9% 1.8% 1.6% 3.0% 4.5% 11.0% 3.4% 5.9% 4.0% 3.8% 3.5% 2.8% SPCC 37.4% 22.2% 18.4% 66.7% 9.1% 14.3% 13.5% 6.8% 27.4% 24.2% 50.0% 27.9% 25.8% 28.2% 26.4% 28.8% 62.5%EARLY ADMISSION SCHEME Each year the three leading universities* in Hong Kong admitstudents with academic excellence one year earlier than is normal by means of the Early Admission Scheme (EAS). The proof of academic excellence is to achieve 6 or more distinctions at the HKCEE taken in 11th grade. From approximately 83,000 day school candidates taking the HKCEE, 0.5% qualify for the EAS. It is a measure of the academic achievements of SPCC that in 2010-2011, which is the most recent available data, 18.4% of our students were in this category.* The University of Hong Kong, The Chinese University of Hong Kong and the Hong Kong University of Science and Technology2011-2012 CEEB Code: 670280 UCAS Code: 45406 Principal: Dr Anissa Chan Main Office: (852) 2523 1187 Counselling Office: (852) 2523 0023 Counsellor of Further Studies: Nick O’Connell (noconnell@.hk)．．． ． ． ．．3TRANSCRIPT We do not rank the students or issue GPAs. Our transcript grading system is based oninternal examinations. In all cases the passing grade is E and F is a fail.CONTACT HOURS The Hong Kong government requires a minimum of 190 school days per yearand typically we slightly exceed that amount. Roll call is at 8:10am. There are 5 periods lasting 1 hour each. School ends at 3:50pm.EXTRA-CURRICULAR ACTIVITIESSPCC has since inception made the development of well-rounded young men and women a priority. Students attend international conferences and exchange programmes that span the world. ‘Rites of Passage’ is a 4-week outdoor residential programme in Australia for 9th grade students. Student Activities Week each November emphasizes experiential learning in the local community and nationally. SPCC has a long and accomplished musical heritage. We offer a Programme for the Musically Gifted, Chamber Music Programme, Treble Choir, Concert Choir, Senior Mixed Voice Choir, Harmonica Orchestra, Instrumental Classes, Pianists’ Chamber, School Orchestra, String Orchestra and Wind Band. Last year, the school choirs recorded and released a choral album “Faith Hope Love” on the Naxos record label internationally to critical acclaim. Three commissioned works – one each on the themes of the school motto “Faith, Hope and Love” – are also premièred in this recording. The choirs perform internationally on an annual basis. Student exchange programmes have been established with our sister schools in Asia, Australia, Africa and North America. The programmes vary in length from two to six weeks and are of both homestay and dormitory kinds. Exchange programmes are currently in place with: Convent of the Holy Infant Jesus, Singapore St Joseph’s Institution, Singapore Deerfield Academy, Massachusetts, USA Presbyterian Ladies’ College, Sydney, Australia Shanghai High School, Shanghai, China St Andrew’s Cathedral School, Sydney, Australia The High School Attached to Tsinghua University, Beijing, China SPCC also ensures that its students have the best of global exposure through international conferences organized jointly with local and overseas secondary and tertiary institutions and by international organizations such as the Round Square, of which SPCC is a regional member. Our students eagerly join all manner of competitions and particularly have a tradition of success in science and mathematics. In 2010-2011, at the 42nd International Physics Olympiad (Bangkok, Thailand) Andy Loo (11th grade) was awarded a Gold Medal and achieved the individual global rank of 15th, the best individual result ever achieved by a member of the Hong Kong Team. SPCC was the champion of the 28th Hong Kong Mathematics Olympiad, and Kam Siu Kei (10th grade) was awarded Peter O'Halloran Certificate in the Australian Mathematics Competition 2011. There is also a full roster of clubs, societies and sports teams through which students explore their potential in language arts, thespian pursuits, civic and moral development and athletic talents. Tianjin Nankai High School, Tianjin, China Herschel Girls’ School, Cape Town, South Africa Westville Boys' High School, Westville, South Africa Anania Shirakatsy Lyceum, Yerevan, Armenia CheongShim International Academy, Gyenggido, South Korea2011-2012 CEEB Code: 670280 UCAS Code: 45406 Principal: Dr Anissa Chan Main Office: (852) 2523 1187 Counselling Office: (852) 2523 0023 Counsellor of Further Studies: Nick O’Connell (noconnell@.hk)．．． ． ． ．．。

香港五年班英文作文Hong Kong F.5 English Essay。

Hong Kong is a vibrant city with a unique blend of Eastern and Western cultures. As a student in Hong Kong, I have spent five years in secondary school, also known as Form 1 to Form 5. These five years have been a challenging yet rewarding experience that has helped me grow as a person and prepare for my future.In Hong Kong, secondary education is divided into two stages: junior secondary and senior secondary. Junior secondary consists of Form 1 to Form 3, while senior secondary consists of Form 4 to Form 6. During these five years, I have studied a wide range of subjects, including Chinese, English, mathematics, science, history, geography, and physical education.English is one of the most important subjects in Hong Kong secondary schools. It is not only a language but alsoa means of communication and a key to success in the global economy. In Form 1 and Form 2, we focused on building our foundation in grammar, vocabulary, and reading comprehension. We also learned how to write different types of essays, such as descriptive, narrative, and argumentative essays.In Form 3, we started preparing for the Hong Kong Certificate of Education Examination (HKCEE), which is a crucial exam that determines our eligibility for further education and employment opportunities. We learned how to analyze and interpret different types of texts, such as news articles, advertisements, and literary works. We also practiced our writing skills by writing essays on various topics and participating in debates and discussions.In Form 4 and Form 5, we continued to develop our language skills and prepare for the Hong Kong Diploma of Secondary Education Examination (HKDSE), which is an even more challenging exam that requires higher-level thinking and critical analysis. We learned how to write different types of academic essays, such as research papers, literaryanalyses, and argumentative essays. We also practiced our oral communication skills by giving presentations and participating in group discussions.Apart from academic studies, we also participated in various extracurricular activities, such as sports, music, drama, and community service. These activities helped us develop our social skills, leadership skills, and teamwork skills. They also provided us with opportunities to explore our interests and passions and pursue our dreams.In conclusion, my five years in Hong Kong secondary school have been a valuable and unforgettable experience. I have learned not only academic knowledge but also life skills and values. I have made many friends and memories that will stay with me for the rest of my life. I am grateful for the opportunities and challenges that have helped me grow and prepare for my future.。

在香港86年出生的读书经历幼儿园阶段（大约1990年-1993年）入园年龄：通常在3岁左右开始上幼儿园，也就是1990年左右。

幼儿园类型：香港的幼儿园分为不同类型，包括非牟利幼儿园、私立独立幼儿园、参加教育统筹委员会（教统会）资助计划的幼儿园等。

课程与活动：幼儿园的课程注重通过游戏和活动来培养孩子的兴趣、社交能力和基础学习能力。

这包括简单的认字、数学、音乐和体育活动。

小学阶段（大约1993年-2000年）入学年龄：6岁左右开始上小学，通常是1993年左右。

学制与课程：小学教育持续6年，分为小一至小六。

课程主要包括中文、英文、数学、常识（科学和社会科学）、音乐和体育等。

重要考试：在小学阶段，学生可能会参加一些校内外的评估和考试，但最重要的是小六离校考试（Primary Six Leaving Examination），这个考试的成绩会影响学生进入哪所中学。

中学阶段（大约2000年-2006年）初中（中一至中三）：学制与课程：初中通常持续3年，课程更加深入，包括中文、英文、数学、科学（物理、化学、生物）、历史、地理等。

重要考试：中三结束时，学生会参加香港中学会考（Hong Kong Certificate of Education Examination, HKCEE），这是一个重要的公开考试，成绩会影响学生的升学和就业。

高中（中四至中六）：学制与转型：在2009年之前，香港的高中教育通常是两年（中四和中五），之后学生可以选择继续升学或就业。

但在2009年之后，香港开始实施新学制，高中教育延长至三年（中四至中六），更加与国际接轨。

课程与选科：在高中阶段，学生开始选择专业方向的科目，如文科、理科、商科或艺术等。

这些选择会影响他们将来的大学和职业发展。

重要考试：对于1986年出生的人来说，如果他们是在新学制实施之前完成的高中教育，那么他们可能会参加香港高级程度会考（Hong Kong Advanced Level Examination, HKALE）。

PERSONAL INFORMATIONRef No SSN131111-07Sex FemaleDate of Birth 22 October 1983Marital Status SingleWORKING EXPERIENCE1. Position: Virtual Office Sales CoordinatorCompany: The Executive Centre LtdPeriod: Aug, 2013 until Oct, 2013●Follow up all after-sales matters of virtual office team by coordination with client front-lineoperation team, accounting department and regional offices in 19 cities in Asia Pacific region.●Provide various business concierge services such as business formation, BR renewal,accounting service to clients by working closely with service providers●Maintain system record; generate weekly and monthly sales reports and issue regionalinvoices.2. Position: Account Executive under Customer Service department (Jewellery)Company: MYWA Swiss Watch & Jewellery (Far East) Limited – LicenseePeriod: May, 2011 to May, 2013●Follow up closely with current and potential international distributors for jewel & marketingmaterial orders, enquiries and complaints. While at the same time ensuring they are in line with the brand marketing guidelines.●Work closely with brand management, product development, production, supply chain,marketing, visual merchandising and sales teams to ensure timely delivery of jewel goods and marketing materials.●Attend international fair and distributor meeting to support display decoration and venuesetting; present new collection products to customers to boost sales; immediate problemsolving during the fair to make sure everything proceeds smoothly●Generate regular outstanding order reports, top selling reports, sales analysis reports formanagement review; maintain updated system record●Support brand management and marketing team in various marketing projects, includingOrder catalogues, Image catalogues, Brand environment & marketing material order forms, Visual Merchandising Guidelines, Product technical shots/PR/AD shots coordination,Seasonal information update for brand website, delivery of promotional marketing materials for special seasons (e.g. Xmas, Valentine). Work closely with the teams from development stage until delivery.●Responsible for stock control of marketing materials at a healthy level, including ordering andpromotional stock clearance activities●Liaise with different departments to find better working procedures to smoothen workflow andenhance efficiency whenever possible●Other ad hoc projects / tasks whenever necessary3. Position: Account Services OfficerCompany: Avery Dennison Hong Kong B.VPeriod: Jun, 2008 to Apr, 2011●Work with Buying office, Licensees and product development team on new product layoutand pricing every season.●Follow up key vendor accounts (both local, China and overseas) with high service qualitystandard and align with a set of company’s targets and standards●Monitor Asian regional offices and coordinate closely with different internal divisions for orderprocessing and product development●Handle customer complaints for all product types (paper, printed labels, heat transfer labels) ●Obtain forecast from customer and provide support for internal demand/supply planning●Develop better work flow or procedure at customer level to enhance efficiency4. Position: Customer Service Officer (Oct, 2005 - Dec, 2006)Cargo Supervisor (Jan, 2007 - Mar, 2008)Company: Pacific Air LimitedPeriod: Oct, 2005 to Mar, 2008●Responsible for cargo reservations and monitor air cargo shipments for offline airlinebusiness;●Contact closely with customers to search for sales opportunities, create and deliverpromotional marketing materials to customers to boost sales●Maintain business record and generate sales reportsEDUCATION2002-2005 Chinese University of Hong KongDegree: Bachelor of Social Science with Honours, Second Class Upper DivisionMajor: Geography and Resource Management1995-2002 St.Catharine’s School for Girls, Kwun TongACADEMIC ACHIEVEMENT•Undergraduate studies:2004-2005 Dean’s List - Faculty of Social Science2003-2004 Certificate of Academic Merit, by Shaw College, CUHK2002-2003 Department/ Programme Scholarship, by Shaw College, CUHK•2002 Hong Kong Advanced Level Examination•2000 Hong Kong Certificate of Education Examination•Other Examination Results:2008 Certificate of Japanese-Language Proficiency-Level 2 (pass)SKILLS•Language: - Fluent Cantonese, English, Mandarin, little Japanese, German, Shanghai dialect•Computer skills: MS office, SAP, ERP system, Salesforce, telex language, Chinese typingSTRENGTHS•Well organized and systematic mind, detail minded, high sense of responsibility •All-rounded working ability to pick up new tasks•Capable of working independently in multi-tasking environment under pressure •Positive working attitude, good team player and contributorExpected Salary: HKD 22000 -23000Availability: immediate。

Tel: 2448 6644 (Home) Flat 11, 21/F6227 1453 (Mobile) Shui Lam HouseEmail: iloveyoumentos@ Tin Shui EstTin Shui WaiYeun Long N.T6 th Aug, 2009Dear Sir/MadamApplication for the Position of fashion designerI am writing to apply for the above-mentioned position advertised in interactiveemployment service of the labour department. Your Company is widely well-known in this field and I am very keen to contribute to the success of your Company.I have completed one year full time course of advanced diploma of fashion design,merchandising and marketing in Gordon institute of TAFE. The subjects include Marketing-(evaluate marketing opportunities, analyse consumer behaviour for specific markets, researchthe market, provide global operations support),design-(manage concept development, Develop design concepts, manage product development projects),Pattern-(pattern makingtechnology & evaluation, engineer garments to quality assurance standards), English-(supplementary English tutorial).With above-average results, I find that the knowledge, skillsand abilities learnt are very useful in my future career. In the 8th Footwear DesignCompetition Hong Kong 2008 organised by the federation of Hong Kong Footwear LTD, Iwas enter into the final. Inter-School Speech Festival Putonghua Choral SpeakingCompetition, I was the first runner -up.Furthermore, I had completed F.5 from The Church of Christ in China Kei Long College in2005. I had attended HKCEE and gained 1 Credits and 3 passes. In the DrawingCompetition of my college in 2005 and Wall newspaper board design Competition of mycollege in 2004, I was the first runner-up. I was active and had joined Choir, Drama Club andArt Club (Chairperson).With regard to my work experience, I worked as Apr 2008 to Sep 2008 full time fabric designer and Sep 2008 to Nov 2008 turn to a part time fabric designer and Dec 2004 to Aug a part-time waiter and reception at Chill & Spice in 2004 Dec to 2006 Jul and and work as a full-time sales baby kids in Apr 2005 to Aug 2005 and work as TVB kid star in 1994 to 1996. My main duties included serving the customers and answering their queries and to get in touch customers and social with client. A copy of my detailed resume is enclosed for your reference. Having initiatives to work independently, I am reliable, hardworking and sociable.I would be grateful if you could consider my application and grant me the opportunity of aninterview.Yours faithfullyHo Yin Ni/MentosEncR E S U M EName HO YIN NI ,Mentos ( 何燕妮 )Address Flat 11, 21/FShui Lam HouseTin Shui ESTTin Shui WaiYuen LongN.TTelephone 2448 6644(Home)6227 1453(Mobile)Email Address iloveyoumentos@Sex FemaleAge21Date/Place of Birth November1988 ChinaMarital Status SingleEducationSep 2008-Jun 2009 Gordon institute of TAFE Est 1807 &Clothing Industry Training AuthorityAdvanced diploma of fashion design, merchandising &marketingSep 2006-Jun 2008 Clothing Industry Training AuthorityDiploma in Knitwear Fashion Design & Merchandising Sep 2005-Jun 2006 Clothing Industry Training AuthorityCertificate in Fashion design & product development Sep 2000 – Jun 2005 The Church of Christ in China Kei Long college(F.1 – F.5)Qualification2005 Hong Kong Certificate of Education ExaminationArt CGeography EMath EFashion and Clothing EAwards2009 2010 Creative Bridal design competition- the secondrunner up by Goodwell-fortune property serviceslimited2008 The 8th Footwear Design Competition - enter into finalby the federation of Hong Kong Footwear LTD2005 Drawing Competition-First runner-upBy The Church of Christ in China Kei Long college 2004 Wall newspaper board design competition-first runner-upBy The Church of Christ in China Kei Long college 2002 Inter-School Speech Festival Putonghua ChoralSpeaking Competition- First runner-upWork Experience1994 1996 TVB -Kid StarApr 2005 Aug2005 Baby Kid –Kid Wear SalesDec 2004 Feb 2005 Chill & Spice - waiter (partime)Feb 2005 Jul 2006 Chill & Spice- Reception (partime)April 2008 Nov 2008 Craigwood garment factory Ltd –fabric & fashionDesignerNov 2008 Jan 2009 Glorious Sun group Ltd Jeanswest -fashion designer (intership)Extra Curricular Activities2000 – 2002 Drama Club – F.1 and F.2Choir– F.1 and F.2Art Club– F.1 and F.3 (Chairperson)Languages Cantonese (fluent)English (good)Putonghua (fluent)Computer Skills Software packages:Chinese typing (40wpm), Ms Word, Excel, access,PowerPoint, Adobe PhotoShop and illustrator, CAD,PRIMA, catalopAvailability Immediately availableExpected Salary HK$9000 per month。

小学4年级英语写一封信When you know what you want and you want it badly enough. You\'ll find a way to get it——当你清楚的知道自己想要什么，并且意愿非常强烈的时候，你总会有办法得到的。

想了解相关精彩内容请参考小编为大家精心准备的文章：小学4年级英语写一封信112 May 2006Dear Mary,I am sorry to trouble you, but nobody would come into my mind to help me except you.You know, I had planned this holiday for several years. A t last, my dream came true. You could imagine how excited I was. My mind was completely occupied with the holiday. I forgot to collect my laundry. I don't know if you can help me collect my laundry. I sent the laundry to the John's. It is the one down the corner on St. Peter's Street. You can't miss it, because the house is painted green-a big green house. I have got two pairs of trousers, three shirts, one T-shirt and a blanket. Call a taxi to send you home. I will pay you back when I am home.My first stop is London. It is raining. The streets are very clean. How I wish I could have the chance to see the famous London fog. But someone told me that was already the history. One can only read things like that about London in books.My best wishes to you.Yours sincerely, Peter Chen小学4年级英语写一封信216 April 2006Dear Sir,I am working on a new project which is called A Survey ofNew Industry in the Maywood District. According to the design of our district, we need information about firms that have recently moved into this area. Your firm is one of the largest of these, so I shall be very grateful if you can spare the time to help me.Three points are specially important to the project. The first one is the training schemes for school leavers. The second one is about the transport arrangements to overcome poor road and rail links in this district. The third is the plans for expansion.Any other information will be useful, but those points are the ones with which I most need your help.I am enclosing an information form for you to fill in. I hope you can post it to us as soon as possible. I apologize for adding to your work with this request, but I do hope that you will feel able to assist me.I would be most grateful for your favorable consideration of this request.Yours faithfully,Mary Spencer小学4年级英语写一封信322 March 2006Dear Mr. Wang,Thank you for a rapid response to our invitation. Enclosed you will find an outline of events to take place during International Week here at the University of Montana. I will also list a number of possible speaking engagements so that you can choose those things in which you are most interested. As far as topics are concerned, the topics for classroom visits are generally determined by the professor, but most professors are very flexible. We have approximately thirty-five faculty members thatteach courses in Asian Studies, ranging from language and culture to history and economics.Here is a tentative schedule:Sunday, April 8th10 am - Cultural Exhibition opens12 am - International Festival begins with a speech by the university president and an introduction of visiting dignitaries 1-5 pm - Opportunity to visit festival, interact with student performers, taste foods6 pm - Dinner with Director of Mansfield Center Phil West, Ambassador Mark Johnson, and staff of Mansfield Center As you can see, there is tremendous interest in China here at the University of Montana. Please let me know if this outline suits your purpose, and if not, please don't hesitate to offer any suggestions for changes. We can arrange as many or as few speaking engagements as you have time for.Thank you for your attention and enthusiasm.Yours sincerely,Lily Ma小学4年级英语写一封信422 May 2006Dear Sir,I understand your well-respected college offers a number of places to overseas students every year, and I am writing to enquire about the application procedure.I am at present a student at Mary High School, Hong Kong, where I have been studying for the past five years. I passed the Hong Kong Certificate of Education Examination last year with distinctions in English and History, and credits in Economics and English Literature. My advanced-level subjects are History,Economics and English Literature. In addition to these subjects, "Use of English" is also a compulsory subject because a pass in English is a minimum requirement for admission to most faculties of the University of Hong Kong.Apart from academic work, I have been actively involved in extra-curricular activities. I am Chairman of the English Club and I have represented my school in many inter-school contests.On the advice of my friends, I have decided to further my studies in England because I wish to widen my horizons and benefit from the scholarly heritage of your country.I wish to continue to study the above-mentioned subjects at your college in the 2006/7 academic year before I sit the Advanced-level Examinations in England.As regards my character, Mrs. Chen, my Principal, and Mr. Huang, my English master, have agreed to act as my references.As I come from a family of fairly limited means, I would like to know if there is any financial assistance available for overseas students.Attached is a summary of my qualifications for your reference.I should be grateful if you would kindly consider my application and notify me of the result at your earliest convenience.Should you require any further information, please feel free to contact me or my references.Yours faithfully,Lily Chen小学4年级英语写一封信512 May 2006Dear Sir,s f i d = " 1 3 9 " > I a m a D e c e m b e r 2 0 0 3 g r a d u a t e f r o m t h e U n i v e r s i t y o f S a n F r a n a h r e f = " h t t p : / / w w w . x u e x i l a . c o m / l u y o u q i / c i s c o / " t a r g e t = " _ b l a n k " b d s f i d = " 1 4 0 " > u b d s f i d = " 1 4 1 " > c i s c o / u > / a > ( U S F ) w i t h a b a c h e l o r ' s d e g r e e i n I n t e r n a t i o n a l B u s i n e s s . 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