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Speedster V2 Veter Models Plastic Wooden 3D Puzzle for Adults DIY STEM Toys Hobby Gift Modelling Kit Mechanical Puzzles

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This 3D puzzle will surely surprise you not only with its gorgeous finishes, but also with its versatility and functionality. With long-lasting materials, genuine replica design and enhanced durability, this pyramid model will complete your collection, being a nice décor to your bedroom or living room! The French school-based model trusts the state to organize and regulate VET. For Greinert (2005), this model is as follows: (a) the quantitative relationship between training needs and available supply is established by public bodies; (b) the nature of professional skills depends less on their immediate application in the workplace; (c) the school-based model is strongly differentiated between courses; (d) school-based VET is publicly funded. Limits on public funds can compromise the access of some cohorts to the existing limited supply. As a result, school-based VET would tend to be “elitist” and specialize in more advanced professional skills; (e) in the medium term training courses tend to climb the qualification ladder, and new training needs to be established for people with lower academic ability. The result is problems satisfying mass VET needs. UNIQUE FEATURES : This wooden car is capable of running up to 10 meters, featuring drive, reverse and neutral mode, full open doors, trunk and hood. Admire the beautiful operational V-type 8-cylinder engine and rotative front wheels! NO-GLUE ASSEMBLY: This airplane model kit features an easy to assemble DIY design and includes a clear-cut instructions manual, requiring no glue or tools. Enjoy a smooth, frustration-free experience with this 100% safe 3D puzzle toy! Do you like the secrets and mysteries of ancient history? Are you attracted to danger and adventure? Then assemble the mechanical model "Secrets of Egypt". Jewelry box with jewelry

EXTRA FEATURES: The Veter Models model airplane kits to build for adults are capable of running up to 1 meter, open all doors and run the engine. You can even see the engine pistons move, while the propeller and flaps spin for a spectacular effect! Nevertheless, despite this common European desire to develop vocational training and education, differences appear between member states and/or associated states. The importance of this method of professional specialization is not the same across countries and cultures. It therefore seems useful to question the empirical reality of European VET policies and to try to pin down the reasons for the variability of the way it is implemented and the results. You don’t have to be a motorbike fan to absolutely love mechanical models like this one, as you’re putting something together that is able to move on its own once it’s completed! In 2020, we returned to the world of mechanical models with a passion for 3D puzzles. By combining wood and plastic, we were able to create more compact, realistic models that still maintained their unique mechanics. From gearboxes to retractable landing gear, each model is built with care and attention to detail.Our integrated model builds on two major explanatory strands: on one hand, the contextual and sociological factors, and on the other, the psychological processes within the individual. Both taken together allow to model the individual students’ decisions in relation to their educational and vocational choice. By applying the idea of labor cultures to the organization of VET, Greinert (2005) argues that Britain has set up a model based on liberal economy (market model), France a model based on state bureaucracy, translating in practice into a school-based model and Germany a dualistic corporatist model where state and companies meet and resulting in the dual system of apprenticeship. In this view, the British market model is a model that trusts the regulating power of the markets to ensure the provision of VET. The state has very little involvement in the operation of the system. The characteristics of the market-based model are: (a) the quantitative relationship between training needs and available coverage is market-regulated (b) the nature of professional skills is determined by their usefulness in the labor market; (c) there are few standards for training. They can be purely school-based, very practical or alternating between school and business. There are few generally accepted certificates; (d) the costs of vocational training are borne by learners or by companies; (e) in countries applying the market-based model, an important distinction is made between general education and specific VET. The first takes place in state schools and the second on the basis of an agreement between market players.

On the basis of the various elements presented above, we synthesize an integrated model of young people’s educational and vocational choice, and more precisely of the choice between vocational or general education in the European context. We have seen that VET is very diverse throughout Europe. Not only does participation in this type of education vary greatly, but the importance of work-based vocational education and training also varies substantially. A short review of aspects which are related to VET shows that there is no simple explanation for the diversity of VET systems and participation in them. Rather, it appears that a multitude of factors can be used to classify and analyze them. Together, we can create something truly special. Follow us on social media to stay updated on our latest designs, process, and promotions. Thank you for your support! In our effort to better understand the differences in participation in VET throughout Europe, it is essential to highlight the contextual aspects in which the educational systems and the students are embedded. The following sections present some historical and sociological explanations for the reality of VET that we observe today. The Historical Development of Vocational Education and Training in EuropeSome studies suggest that there is a positive effect of VET on employability. For young adults, the employment rate of those with vocational training in secondary school is higher than that of those with general secondary education, regardless of the national context ( OECD, 2017; CEDEFOP, 2018). However, the results also show that, in terms of the quality of employment, the advantage of VET over general education depends on the national context. Countries with a dual system and those offering both school and work-based learning offer better chances of escaping low-skilled employment. While VET reduces the risk of unemployment compared to general-type education in countries with predominant general secondary education, it increases this risk in countries with a school-only VET system. Thus, unemployment protection and reduced likelihood of low-level work through VET (so-called safety net effect) is observed only in countries with the dual system (Type 1) and in those with a school-based and work-based VET (Type 2) ( CEDEFOP, 2018). These findings are echoed by the work of Shavit and Müller (2000), which have found a safety net effect of VET particularly in the dual system countries. Vocational education and training is sometimes seen as an effective way to increase employment prospects for young people who do not have the resources, motivation or skills to pursue further education ( Shavit and Müller, 2000; Eichhorst et al., 2015). Polls show that vocational education is often perceived as a solution for academically low performers. Three out of four European citizens (75%) agree that students with low grades are oriented toward vocational education in their country, and 63% agree that it is easier to obtain a qualification in vocational education than in general education streams ( CEDEFOP, 2017). The public perception of vocational training is sometimes rather negative, not least because for some, it is a dead end and a second-choice education ( Eichhorst et al., 2015). The Speedster-V2 Sport car 3D puzzle by Viter Models is a must-have for any car enthusiast or collector . This DIY mechanical model features a stunning Cobra sports car design, complete with functional motor, gearbox, steering wheel, and suspension.

TOP QUALITY CONSTRUCTION: Unlike similar products on the market, these model planes are made with premium quality, highly durable plywood and plastic pieces, a sturdy and reliable design that is guaranteed to withstand the test of time. The influence of peers and family on occupational identity is considered a relevant, albeit indirect, factor for the development of occupational identity ( Skorikov and Vondracek, 2007). Liechti (2012) cites numerous studies in sociology, psychology and educational sciences that show that the family environment has a strong influence on the decision and choice of educational orientation. In the context of a traditional society such as Pakistan, Humayon et al. (2018) were able to show that this influence becomes preponderant. Among the three factors of self-interest, family influence and economic considerations, career choice is most strongly influenced by the family, and least of all by self-interest. The development of professional identity can be affected by changes in society, such as longer periods of education, more difficult access to the labor market for young people, postponement of the start of a stable married life or of marriage. All of which extend the phase of identity construction ( Crocetti et al., 2012; Fusco et al., 2019). The Influence of Profession Images on Occupational Choice The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Publisher’s Note

More and more customers are looking for authentic, wholesome pastimes that don’t involve digital devices and Veter mechanical model puzzle kits allow vendors to tap into this growing trend. Offering much more of a hands-on, mess-free, three-dimensional experience than traditional plastic models, these products are sure to give a boost to your store’s bottom line. All authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication. Funding The self-image of a person corresponds to the representation and evaluation that the individual makes of himself at different stages of his development and in different situations in which he finds himself ( Doron and Parot, 1991). Early research related to vocational choice focused on the concept of “personality”. Holland (1966) created a theory of vocational choice which identifies interests that characterize different occupational profiles, but also explicitly recognizes the personality profiles of individuals who move toward a particular occupational/professional activity. He thus proposed six categories of vocational interests in his theory: “Realistic,”“Investigative,”“Artistic,”“Social,”“Enterprising,” and “Conventional,” each one corresponding to different personality profiles. While the concept of “self-image” as described by Doron and Parot (1991) and Brillet and Gavoille (2016) certainly echoes this typology, its focus lies on self-awareness and self-perception, and englobes thus the whole personality. This may also include gender or social class stereotypes. Since the early 2000s, the EU has a clear public policy of developing the knowledge society. Education and training would be the two essential drivers of this aspiration, with them conducive to economic growth, sustainable development, research and development, innovation, productivity and competitiveness. This training perspective was initiated by the Copenhagen process in 2002 (started in Bruges in 2001), confirmed in Riga in 2015, with its targets to be achieved by 2020. To do this, programs such as “A new start for Europe: My agenda for Jobs, Growth, Fairness and Democratic Change” are implementing actions to promote vocational education and training (VET) in Europe, such as promoting vocational training in all its forms, developing quality assurances in VET, improving access to VET and qualifications for all, strengthening key skills in VET programs and allowing systematic access to initial and ongoing vocational training programs for VET teachers, trainers and mentors ( Journal officiel de l’Union européenne, 2015).

Once completed, this little treasure is great as an ornament in the home or office and only you know what’s hiding inside!Brillet and Gavoille (2016) attempted to determine how representations guide individual occupational choices. They define the concept of mental image as a psychic construction of an absent object, enriched by social experience and influenced by the social representations of the group to which one belongs. The individual is exposed to various stimuli that constitute a perceptual experience of the profession, to which he or she adds personal reflections. All of these antecedents lead to representations of the profession, which are summarized under the concept of “profession image.” It is defined as a global representation of the job in the minds of individuals and corresponds to the set of mental representations formed following an individual’s exposure to different internal and external stimuli ( Brillet and Gavoille, 2016). This profession image is at the center of the vocational choice, which is made by matching profession image and self-image.

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