留学：罗彻斯特大学毕业证模板

沟通之前：希望您能花，三到五分钟的时间，观看我们的视频，对我们的能力，有一个初步判断。

罗彻斯特大学毕业照展示

萨瑟兰是南非北部卡鲁半沙漠的一个人口不到2000的小镇，看起来不太可能成为研究的热点。
但是，这个城镇位于人口稀少、高海拔、降雨量少的黑暗地带，地理位置偏远，是地球上观测宇宙的最佳地点之一。
来自世界各地的天文学家正在通过南部非洲大望远镜，SALT，南半球的巨型光学望远镜来研究恒星。
SALT是得克萨斯州麦当劳天文台的爱好-艾伯利望远镜或HET的姐妹，它们一起覆盖整个天空。
南非天文台在开普敦运营SALT的南非天文台主任菲尔·查尔斯博士说，这台望远镜造价仅为2,100万英镑，在科学上更先进。
查尔斯在接受《世界罗彻斯特大学新闻》采访时说：“如果你想在南半球进行观测，你只有两种选择——智利和南非。
”澳大利亚也是一个好地方，但是它的山比较低，对观测的干扰也比较大。
萨瑟兰是世界上最黑暗的地方之一。
它人口稀少，镇上对不干扰夜空非常敏感。
下一个城镇距离我们100公里，”查尔斯说，他是牛津罗彻斯特大学前天体物理学系主任，目前正从英国高能天体物理学研究中心南安普顿罗彻斯特大学请假。
鉴于光污染造成的问题，这是一个很大的优势。
D在别处观察。
此外，在1750米处，萨瑟兰处于最佳海拔高度，由于它位于低降雨的半沙漠中，所以全年都有通向夜空的通道。
自从20世纪70年代初以来，这个小镇一直是天文台研究望远镜的所在地。
去年6月，南非总统塔博·姆贝基签署了《天文地理优势法案》，该法案旨在保护和保护那些特别适合光学和射电天文学的地区，规范那些增加光污染或无线电频率干扰，支持政府间合作，发展当地天文学专门知识。
南非还通过建立国家航天局和开发微型卫星，利用其在空间研究方面的地理优势和专门知识，被称为SunBuliSalt，以及平方公里阵列演示望远镜，海岛猫鼬。
科学和技术部长Mosibudi Mangena上个月说，这对于天文学和信息技术的发展是理想的。
自从90年代末以来，SALT一直处于研制阶段，当时的目的是复制爱好-艾伯利望远镜，它是SALT的12个国际合作伙伴之一。
冒险。
”查尔斯说：“德克萨斯罗彻斯特大学提供了计划，但它们与HET一起已经足够远了，足以知道它需要重大的修改。
新的望远镜已经发生了重大变化，其中大多数是由南非科学家做出的，以便大大改进它的光学设计。
”它具有四倍于HET的视野，我们所做的只是改变光学系统，这也达到了更高的性能水平。
使用球面而不是抛物面镜，它们更容易和更便宜地建造。
为了克服球面镜无法产生图像的问题，HET和SALT都具有球面像差校正器。
第二个主要因素涉及举起巨型望远镜克服重力的问题——一项耗资巨大的工作。
望远镜只能从天顶看37度。
它可以旋转，但只能访问该范围内的恒星。
“随着地球自转，SALT的跟踪器越过天空移动，”查尔斯说。
“关键是这些望远镜以完全不同的方式工作，我们能够建造一个直径10米的巨型镜子，其造价只是原本成本的一小部分。
”SALT的镜子包括91个球体。
六角节和望远镜可以探测物体像月球上的蜡烛火焰一样微弱。
该合资企业包括13个合作伙伴，他们为该望远镜提供了3000万英镑的资金——建筑成本加上每年约100万英镑的运营成本。
他们包括南非的国家研究基金会、英国的罗彻斯特大学、美国、德国和新西兰、波兰和印度的研究中心、爱好艾伯利望远镜委员会和美国自然历史博物馆（见下面的合作伙伴名单）。
南非覆盖了第三的费用。
尽管通过在苏瑟兰提供场地和基础设施，该国不需要投入太多直接资金。
国际合作伙伴可以使用盐作为研究的比例。
南非国家天文台是国家研究基金会的一家工厂，经营着盐，大约有20名员工居住在萨瑟兰。
另外八名天文学家位于开普敦，与盐有关。
盐的技术人员是南非人，但天文学家大多是国际人，查尔斯说。
南非仍在发展一个天文学界。
现在有三名南非人参加了天文台的常驻工作人员，还有来自南非的博士后研究人员。
“六强的盐天文学家队伍来自西班牙、芬兰、美国、日本、俄罗斯和英国。
他们进行了盐商要求的观测。
望远镜的建造是在2005年、五年后按计划完成的。
那年，盐获得了“第一光”，用SaltCAM数码相机拍摄彩色图像，望远镜获得了第一个显著的科学结果。

Eleven million young people will be joining the jobs market every year for the next decade in Sub-Saharan Africa.
The population of the region will grow from 1.
2 billion in 2010 to 2 billion in 2050 and 70% of those will be under 25.
“Africa is the last young continent,” Tony Reilly, the British Council’s country director in Kenya, told the British Council’s Going Global conference on 1 June.
But the growth of technology, connectivity and previously unimagined opportunities for young people for interaction, travel and occupations is precarious, as increasing numbers of new entrants onto the labour market have made competition for conventional salaries work intense and unemployment rates are high, according to a British Council report.
Increasingly it is recognised that higher education has a critical role to play in building cohesive sustainable societies.
Yet the university sector is in nothing short of a crisis.
Systems have been allowed to expand without corresponding resources, leading to a catastrophic drop in quality and the churning out of increasing numbers of poorly equipped graduates on to that already congested jobs market.
This is the premise of research commissioned two years ago by the British Council to better understand the issue of graduate employability in Africa.
It looked for answers to this question in a place that had far too little attention – the views of students themselves – and some of those students comprised the panel members at a Going Global session discussing the findings.
The research was carried out in Ghana, Kenya, Nigeria and South Africa.
Students in the driving seatThe report on the research – Students in the Driving Seat: Young people’s voices on higher education in Africa – concluded that “only by listening to students and empowering them to hold their institutions to account can we drive up quality across the systems”.
The report found that: Students no longer see their future in conventional salaried employment.
Entrepreneurship and social enterprise have become key areas of interest for graduates, along with combined careers in various sectors.
Universities need to adapt themselves to this new reality.
Giving back to their communities is an important goal for students, who although ambitious in their own careers, are committed to the development of their societies and supporting their community of origin.
Careers services and skills development programmes are underused and provision at universities is patchy.
Students from disadvantaged backgrounds face greater difficulties developing employability skills, participating in internships and voluntary work and securing employment.
Universities still focus too much on rote learning and too little on critical thinking and enquiry-based learning.
Students are unwilling to speak out about the problems their universities face and lack benchmarks by which to evaluate the provision they are receiving.
The report pointed to a ten-fold expansion in enrolment in higher education in Ethiopia in the first decade of the millennium.
There is even a thriving sector in war-torn Somalia where 34 new institutions opened between 2004 and 2012.
“Expanding enrolments to higher education have allowed new segments of the population to experience the richness of wider social and cultural interactions and opened new possibilities of work and enterprise,” the report says.
Nevertheless diplomas have not provided automatic white-collar employment as might have been the case in the past and in some contexts such as Nigeria, rates of employment are not significantly higher for graduates than for those with primary or secondary education, the report says.
This may explain why the research found that the employment landscape in Africa is changing: instead of salaried employment, graduates are looking to forge opportunities in self-employment.
A prime example is Kenya where a staggering 64.
4% of students aspire to be self-employed.
The figures for the other countries, however, paint a more mixed picture: in Nigeria the figure is 23.
4%, but in Ghana it is 9.
4% and in South Africa 4.
1%, a figure comparable to the UK.
Preparing graduates for workTristan McCowan, reader in international development at the UCL Institute of Education, University College London, said a key question in the research was how universities in the five countries are contributing to the preparation of graduates for work and participation in society.
They looked at three to four case studies in each country with different types of higher education institutions and used surveys, interviews with students and lecturers and focus groups as part of the research.
Students were asked three questions: what did they want to do when they left university, how prepared did they feel, and what had their university given them and where had they come up short?Surprisingly, the research found that 78% of students surveyed either agreed or agreed strongly that the university was well regarded by employers and nine in ten thought university had enhanced their ability to find work.
This clashed with the widespread media reports of “half-baked” graduates and poor conditions in universities.
It also contradicted the bleak picture of universities painted by lecturers interviewed for the project.
Students were less flattering about their own institutions, however, when asked about specific employability activities undertaken by students, such as whether they went on a development course, wrote or updated their CV, had work experience or an internship, spoke to a careers adviser or had contact with employers through their course.
Only one in three students across all countries had spoken to a careers adviser in their final year of study.
Still fewer had had contact with an employer.
The percentage who had had work experience or an internship was higher but patchy – 62% in Ghana, 45% in Kenya, 37% in Nigeria and just 29% in South Africa.
The students on the panel had mixed experiences at their own universities when it came to preparedness for work and employability.
Mosa Mangaka Leteane, president of the student council, University of the Free State, South Africa, said the way careers services were operated was very important to why they were underused.
“There was an office around the corner, but no one bothered to visit.
The way they present the options is not working out.
At my university people come in and tell you only that it is important [to have a job] and how to draft a CV.
”Patricia Kerubo Onyinkwa, a law student at the University of Nairobi, Kenya, said at her school there was not even awareness that there was a careers office.
“We want universities to create more awareness,” she said.
EntrepreneurshipThe panelists were more positive about the opportunities for entrepreneurship.
Ifeoluwa Adedeji, a recent graduate in political science at the University of Ibadan, Nigeria, said being an entrepreneur was “the new cool” in his country.
“It’s like a defence mechanism when you know there are no jobs outside,” he said.
He himself has set up an online platform, Acada360, that gathers course content from students across universities and puts it online.
“If you want to see what people in other universities are doing, you can preview the work and if you want it you can download it using a virtual currency,” he explains.
“It’s your online study buddy, and it has 5,000 users.
”He said in his country, to get a BA, entrepreneurship studies were compulsory.
“The courses are there.
They are compulsory and every university is mandated to set up an innovation and entrepreneurship centre,” he said.
Suzette Owusa-Asare, a recent graduate in earth science from the University of Ghana, said in her course entrepreneurship and communications was taught in the first semester, and she learned how to put ideas into a plan and how to work towards it, how to get people to believe in it and how to get help.
“We were also taught how to talk at interviews, what to say and not to say,” she says, “and how to make a business plan and approach people for investment”.
She is now working on a plan to export salt to Nigeria, because she discovered that it is important salt from Brazil.
“I put a plan together and believe I can make a difference,” she said.
Leteane from South Africa’s University of the Free State said the students of the future are already here.
“What we have to ask ourselves is: are we creating the professors of the future?”

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