Hot Essay Topics Exposed

Hot Essay Topics Exposed The Ultimate Hot Essay Topics Trick There are invariably a wide selection of opinions on the topic of technology, and here are our favourite things to consider on the subject. Since you can see there are a great deal of topics which can be related to sports research papers, and that means you can select the direction and make your own paper on a narrowed topic. The entire process is a whole lot less boring than you may think, too. If you would like to expand your knowledge by learning a great deal of new things and issues by debating them, we advise you to have a look at our list of 11 best debate topics related to environment also. There are just a few things that define whether an essay you're working on is going to be a good one. Don't repeat Make sure you don't repeat precisely the same thing repeatedly. If you can select the problem all on your own, it's possible to produce the issue of interest! There's a significant solution to your issue! You may always enhance your essay. It isn't so simple to compose a how-to essay. Argumentative essay topics are so important since they are debatableand it's important to at all times be critically contemplating the world around us. Moral argumentative essay topics are a few of the simplest to get carried away with. All persuasive essays are like argumentative essays. Researching the topic will permit you to find out more about what fascinates you, and should you pick something you really like, writing the essay will be more enjoyable. Argumentative writings is a particular kind of a paper. Firstly, you must be aware of the right format of essay writing. If you're struggling, you always have the option to get help by utilizing an essay writing service such as ours. In Paper II, there'll be two sub parts where the very first part will have essay or letter writing while second part is going to have a comprehension and you'll have to answer the question linked to the paragraph and might have to provide an acceptable title for the passage in the long run. If you've got to compose your whole essay in 1 day, do your very best to give yourself breaks so you don't burn out. There are many steps which you should take to be able to compose a superb essay. You may continue to keep your argumentati ve essays for your upcoming job portfolio in case they're highly graded. There are some factors you must remember when writing the essay. By way of example, in college, you might be requested to compose a paper from the opposing viewpoint. Your paper should learn more about the logic in this kind of situation. How to Find Hot Essay Topics Online Essay writing is a significant portion of the XAT Exam especially because it's conducted together with the major exam. Outline Its a great practice to jot down the key points before you commence writing. The Essay Topics list is provided for English along with Hindi section. Therefore Practice is the secret to your success. An argumentative paper is part of the persuasion. Your essay may center on gender issues from different areas of the world such as women rights in the Middle East and so forth. Like the death penalty, the thought of marijuana legality was debated and discussed for ages. In the current society, gender means a lot more than it used to. Whispered Hot Essay Topics Secrets Therefore, the topic ought to be debatable! Quite frequently, the ideal topic is one which you truly care about, but you also will need to get well prepared to research it. If you're genuinely interested in a topic then it is a lot simpler to study and you're less likely to stop. Choosing topics for argumentative essays is very important for your general success. Hot Essay Topics - the Story By doing this you are able to easily finish the descriptive paper. The more research you can do in order to secure better at your upcoming profession, the better. If you're assigned to compose a review on another topic, don't be afraid to ask us to help you. If Development isn't engendered, it's endangered 10. Education scholars are continuously evolving the way that they think about how we learn and what's taught. Curriculum proposal topics is a means to try.

Marketing Plan For The Global Food Industry - 1497 Words

SmartMart is an efficacious retail grocery store with organic products as its main differentiator. SmartMart mission is to care for environment and to deliver strong monetary returns to create a sustainable future. Its powers are stakeholder confidence and brand loyalty. It carries use value to its customers through it premium organic products. Its core mission and value differentiated them from their competitors and attracted many customers for them. SmartMart key customers contain the wealthy segment of the society with attraction for green environment and gorgeous shopping experience. Based on the market trends within their existing competitive area, SmartMart forecasts the necessity to re-examine its present business model in order to succeed in the next 5 to 10 years. 1. My strategy takes into consideration the following under distinctive scenarios while grasping the company’s mission and values as it has gain appreciation. Today industry analysts define the organic food market as the most vigorous and quickly growing part of the global food industry. Therefore, I recommend to expand the store concept to compete with the big-box stores since organic food industry is rapidly developing and even stores like big-Mart are offering organics at a low-cost to compete with big players like Smart-Mart. There is an enormous prospect for Smart-Mart to compete in this area since 50% of development in the consumption of organics is pushed by the presenting of organics at low-costShow MoreRelatedMarketing Plan For The Fast Food Industry Essay1570 Words   |  7 Pagesbusiness processes or services, the requirement of the market plan is perceived efficient. It is also known that the development of the marketing plan supports the businesses to integrate the unique elements and attract the appropriate target audience. 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The competitive environment in the value added seafood industry, while not significantly threatening, does still have its challenges. Addison and Rathle acknowledge that there is not a large competitive market for their specific area, althoughRead MoreJollibee Food Operation1582 Words   |  7 PagesJOLLIBEE FOOD CORPORATION Medium – Term Strategic Plan Prepared by [pic] Date 30th October, 2009 STRATEGIC PLAN FORMART Page I. Introduction 3 II. Brief Description of the Company 3 III. Mission/ Vision/ Values 4 IV. SWOT Analysis 4 V. Business Objectives 5 VI. Key Strategies 6 VII. Key Activities 6 Introduction Nowadays, the environment of business is more severe. This is aRead MoreSwot Analysis Of Home Chef1608 Words   |  7 Pagesof ordering a meal with Home Chef is more cheap. The competitive price of the company can potentially attract new customers in the market. Simultaneously, Home Chef’s focus towards sustainability is another strength of the company. In virtue of the global trend that regards sustainability as a significant factor in business, the solid effort of Home Chef to use fully recyclable cursed bins, and meal bags can also appeal to the customers who are interested in the sustainability of the products theyRead MoreAfro Caribbean Restaurant s Secondary Target Market1564 Words   |  7 PagesAfro-Caribbean Restaurant will provide a variety of food services targeting clients ageing between 10-55 years. 3. Geographically Tourists We will primarily target tourists from Africa, Caribbean and Asia. UK Afro-Caribbean Restaurant’s secondary target market will be the UK and Manchester’s residents. There are four types of market segmentation: a. Demographics variable b. Psychographics variable c. Behavioural variable d. Individual variable. The one I am going to choose for Afro-CaribbeanRead MoreNon Communicable Diseases ( Ncds )1322 Words   |  6 Pagesdiseases (NCDs) accounted for almost 60% of the 56 million deaths annually and 47% of the global burden of disease.† The main causes of NCDs are unhealthy diet and physical inactivity (WHA, 2004). Although there are other significant contributing factors as well like tobacco and alcohol use but unhealthy food and inactivity are relatively more common risks due to increased trends of sedentary lifestyle and junk food consumption. Moreover very less attention has been given in preventing this rapidly penetrating

Ethnography on Fishing free essay sample

After an analysis of the sport of fishing, I have learned a lot about its discourse community and how people are involved in the sport today, and how the sport has effected the world today. My research started with the interpretation of several books related to the discourse community, which brought the attention of new information about professional fishing to the forefront of my research of the everyday life of the discourse community members. The sport of fishing has a wide variety of the type of members that represent the community, such as new members, or members that are not as serious as a professional fisherman, but anyone can join the discourse as an up and coming member at anytime, especially little kids. To become apart of this discourse all you really need to do is have the desire to go fishing, which a lot of people use as a relaxation tool for their life. This discourse community was founded out of the need of a food supply, and the need to survive, But since then there has been many advancement in the fishing world, technology has taught people how to catch fish more efficiently. One of the main contributing factors to this is the ability to use cell phones and GPS to guide Fishermen to where they believe they can catch fish, and the ability for hundreds to thousands of Anglers (members of the fishing discourse) to communicate and share relevant information on new ideas and places to fish using the internet/ internet forums. There is much more to being a fisherman than just having good fishing skills. Having a positive attitude, patience, commitment, respect, and integrity are also what makes a fisherman into an Angler. An Angler would be defined as someone that has been a member of the discourse community for an extended period of time, and have the ability to show proficiencies in the ability to fish. Fishing has a fair amount of lexis in its community, there are many different ways to tie a knot or there are many different types of bait you can use as well such as different live bait or artificial lures. Live bait is beneficial and usually considered easier to catch fish with, different types of live bait would be worms(night-crawlers), shrimp, minnows, and even grasshoppers or crickets. Some Anglers may enjoy more of a challenge by using artificial lures to try and catch a fish. Artificial lures are much different than that of live bait because you must use your fishing pole to â€Å"work† the lure so fish look at it and think it is still alive. There are also many different types that are designed to look like different bait fish, so you can use the correct one for the specific fish you are trying to catch. Some of the many types of artificial lures include jigs, spinners, spoons, which are mostly metal and made to look flashy, and dressed up with some type of feathers, then theirs the Soft plastic lures. Soft plastic lures are mostly used for bass fishing, and they are made by pouring liquid plastic into a mold and adding various scents and color dyes to appeal more to the fish. They are made to look like several bait animals, such as small bait fish, worms, crawfish, lizards, frogs, and other critters. In Leeson, Ted. â€Å"The big Finish† Field Stream 116. 5 (2011): 58-62. ebsco. Web. 23 October 2013, the Author, Ted makes it apparent and shows the type of language a fisherman, or Angler, would use in communicating with other members in the discourse. Learning how to choose different baits and lures is a big part if fishing, it takes patience, commitment, and perseverance to learn the different aspects of the fishing world, Anglers must also be willing to accept defeat that on some days you wont catch any fish, this is what turns most people away because they do not have the commitment to keep trying, as said by Rob Newell in â€Å"Defining a Professional Bass Angler†. The fact that Anglers have to be committed to catch fish and return to try to do so is what I believe makes fishing into a sport, which provides a great opportunity to challenge yourself to catch a bigger fish each time. Members of the discourse community could run into some conflicts within the community. The conflicts could arise over a debate on whos more knowledgeable about the sport threw the showmanship of using lexis of the discourse, or boasting of catching the biggest fish. Some conflicts early anglers could arise would be to decide on a good location to try to catch fish. This can be very frustrating as a newcomer into the discourse, because they may not have the opportunity to learn how to analyze a location and decide if its a fruitful spot to fish. As discussed by Nick. Types Of Fishing Lures. Types of Fishing Lures. N. p. , 12 Nov. 2012. Web. 22 Nov. 2013. Conflicts are frustrating to overcome for a newcomer in a discourse community. From personal experience in this discourse, there has been several times where you feel like giving up because you haven’t caught a single fish all day, and you are tired and sunburned from fishing, but you have to persevere and commit yourself to catching a fish, if you are dedicated enough, you will be rewarded with patience and hopefully, some fish. These difficulty’s are very apparent when young kids are newcomers into the discourse community, whether it be because father wants his son to go fishing with him, or if you and some of your pals wanted to go and try to catch a fish like you have seen people do in the movies, the fact is that young kids and children usually do not have the capacity to be committed and patient with catching a fish, so usually they tire out and lose interest quickly. This is when the discourse community can become a great money maker and provide people with a great fishing experience. If a angler decides he would like to change his hobby into a career, they can become a Guide, otherwise known as a charter fisherman or a fishing guide. As a fishing guide he would provide all the necessary items for the fishing trip needed for that day for a nominal fee and ask you to meet him promptly at a time of his or your choosing to begin the day of fishing. The fishing guide would then take you to several of his â€Å"hot spots† or the places he knows where and how to catch fish, to see if you can reel some in that day. Guides have to be very knowledgeable in the field of fishing and they have to be able to know the area they are fishing in. A fishing guide would be considered the â€Å"old-timers† of the discourse, but even most would be considered an expert in the community, especially for the personal community that the guide may live around. Doing this makes for a great way to turn a profit, but only if you have the ability to find and catch fish almost every time you charter a guide trip, otherwise people could become angry and inpatient, which in turn could cause conflicts to arise within the community, and if those conflicts did arise, they would be hurting the Fishing Guides business because if he doesn’t catch fish, other people will spread the information around that he isn’t such a good guide, which would cause people to lose trust in your promise to catch fish, ultimately losing business. Another path and Angler could take to make into a career would be to become a professional bass fisherman who would compete in tournaments and competitions for fishing for specifically bass. Anglers who choose this path of the discourse are the masters of fishing, a professional bass fisherman would describe themselves as having a positive attitude, credibility, commitment, respect, and integrity. A professional fisherman always has a positive attitude even during or after a bad or frustrating day on the water, they will always have emotional maturity after a bad day and never quit. A professional fisherman will always have a high level of commitment and never quit even if they are falling behind in a season of tournaments of competitions. A professional Angler will always have respect for the sport and the others in the sport. They will always respect the ones they are competing against in a tournament. Newell, Rob. Defining a Professional Bass Angler. FLW Bass Tournament Fishing News, Results, Videos, Tips, and Photos. N. p. , 1 May 2001. Web. 5 Nov. 2013. Mr. Newell described the commitment with great detail and emotion, his writing showed his genuine love for the sport and how the values of fishing can help people become better at everything they do, and that he is proof that it can teach you to believe in yourself and allow you to enjoy a relaxing, fun, and challenging sport. Some non-members of the discourse community continue to challenge the fishing community, with accusations that fishing cannot be considered a sport, because sports have athletes. Using the information documented in Martin, Andrew. Are Professional Bass Anglers REALLY Athletes. Blogger. N. p. , n. d. Web. 5 Nov. 2013. it has allowed me to discover some of the reason as of what the people that are trying to argue if fishing should be considered a sport or not. Someone could say that they are not athletes, but an athlete can be described by Websters Dictionary by a â€Å"person who is trained or skilled in exercises, sports, or games requiring physical strength, agility, or stamina†. That said, that is a broad definition but fisherman would still fall under this description. A true professional angler or someone who would be an expert in the sport has to have the ability, and the agility to make snap mental decisions in controlling a artificial lure to catch a fish, they also need a fair amount of strength to be able to be fishing for 4 or 5 days at a time, possibly in the deep sea, where your line would be casting down a hundred feet or more! Fishing is a disciplined practice that can take years to learn and master, just as another sport, or even hobbies. So, would you consider fishing a sport? The competition between men alone attracts the allure for organized competition and leader board status. In the end, through my extensive research I have learned a lot about this discourse community that I had already been a member of. Such as teaching me the more subtle differences in live bait and artificial bait, such as shrimp or minnows or artificial lures like jigs or spinners. My research also lead me to become more informed on the professional side of the discourse community and the more sporting side, as previously my membership in the discourse was to pursue fishing as a relaxing pastime to enjoy the warm ocean breeze. The professional side of the community intrigued me because its interesting the many different aspects and styles people can use in the quest to catch the biggest and baddest fish to win a competition, I applaud them for the commitment to set and break personal records, which in turn helps you become a better man or women in your personal life because commitment is a valuable lesson and is one of the many things fishing can teach you

U OF T PROFESSORS DEVISE BETTER WAY TO TEST SIGHT IN BABIES In A Darke

U OF T PROFESSORS DEVISE BETTER WAY TO TEST SIGHT IN BABIES In a darkened room at Toronto's Hospital for Sick Children, a baby, its head dotted with electrodes, sits in its mother's lap and watches flashing black and white checkerboards and stripes on a television screen. Soon after the test, doctors will know if the child can see and how well it can see. The testing procedure, which involves measuring brain wave activity prompted by visual stimuli (also called visual evoked potentials or VEP's) has been perfected by Drs. Barry Skarf of the Department of Ophthalmology and Moshe Eizenman of U of T's Institute Their procedure is more accurate than tests used elsewhere because Eizenman has developed a novel, real-time computer program to extract brain wave responses from extremely small patterns (similar in size to the bottom line of a standard eye test) which produce much more reliable results. Until now, doctors would have to extrapolate th e baby's ability to see small stimuli from test results using large stimuli. "In Effect, Dr. Eizenman has developed a way of looking at brain waves that is more sensitive than methods previously available, " says Skarf. At the HSC, VEP's are used in a number of clinical applications: to determine whether a visual problem is cognitive; to assess whether babies who don't appear to see well will see better in the future; to determine a course of treatment for such problems in which one eye turns in or is weaker than the other eye. The second aspect of the researchers' work involves the development of a stimulator for stereopsis, or binocular vision, which is the fusing of images from both eyes into one picture that has depth. "The problem with testing binocular vision, " explains Skarf, "is that most stimuli presented to young children have other cues that can be seen with one eye alone. We wanted to devise stimuli that can only be seen by b oth eyes together and would produce specific brain waves to the stimuli." Based on a binocular stimulus invented by an American researcher, Eizenman had developed a stimulus that generates a pattern on a tv screen which looks like distortion (a snow storm) when viewed with only one eye, but when viewed through special glasses with both eyes emits a distinctive three- dimensional pattern. Skarf and Eizenman are now testing binocular VEP's on young children. They are examining children with normal sight and evaluating eye function in children with visual disorders. This is the first test of binocular vision to be carried out with large numbers. "Using this binocular stimulus with the very sensitive detector system for analyzing responses, we hope to have a system which will allow us to test binocular vision in young babies, quickly and easily, and to measure responses in a better way than before." In addition to this clinical research, Skarf now wants to direct his attention to some basic research questions about the development of vision. "We are interested in more than just developing tools. We want to know how binocular vision develops and which factors interfere with development. We want to find out what wheels turn in the brain to produce lazy eyes and impaired binocular vision." Skarf and Eizenman receive funding from the Medical Research Council of Canada. CONTACT: Barry Skarf (416)598-6133 Moshe Eizenman (416)978-5523

Six Words from Shakespeare for 2014

Six Words from Shakespeare for 2014 Six Words from Shakespeare for 2014 Six Words from Shakespeare for 2014 By Maeve Maddox In honor of the Bard’s birthday, here are six words Shakespeare used that we still find useful to describe life in the 21st century. 1. addiction: the state or condition of being dedicated or devoted to a thing, especially an activity or occupation; adherence or attachment, especially of an immoderate or compulsive kind; immoderate or compulsive consumption of a drug or other substance. Henry V, I.i, 92-97 The Archbishop of Canterbury is talking about the change in the former prince since his accession as king. Since his addiction was to courses vain, His companies unletterd, rude and shallow, His hours filld up with riots, banquets, sports, And never noted in him any study, Any retirement, any sequestration From open haunts and popularity. (i.e., His addiction was to frivolous, debauched behavior and companions.) 2. assassination: the action of assassinating; the taking of the life of anyone by treacherous violence. Macbeth I,vii,1-4 Macbeth is trying to make up his mind to murder King Duncan. If it were done when tis done, then twere well It were done quickly: if the assassination Could trammel up the consequence, and catch With his surcease success; 3. drugged: to drug: to mix or adulterate (food or drink) with a drug, especially a narcotic or poisonous drug. Macbeth, II, ii, 7-10 Lady Macbeth is assuring her husband that killing Duncan will be easy because she has put a sleeping potion in the nighttime drinks of his guards. I have druggd their possets, That death and nature do contend about them, Whether they live or die. 4. equivocal: of words, phrases, etc.: having different significations equally appropriate or plausible; capable of double interpretation; ambiguous. All’s Well That Ends Well V, iii, 279-281 Parolles is being deliberately deceptive. Parolles: He loved her, sir, and loved her not. King: As thou art a knave, and no knave. What an equivocal companion is this! 5. marketable: Fit to be sold or marketed; that finds a ready market; that is in demand; saleable. As You Like It, I, ii, 84-89 Two marriage-eligible women are being sarcastic about an annoying courtier. Celia: Here comes Monsieur Le Beau. Rosalind: With his mouth full of news. Celia: Which he will put on us, as pigeons feed their young. Rosalind: Then shall we be news-crammed. Celia: All the better; we shall be the more marketable. 6. torture: To inflict torture upon, subject to torture; to subject to judicial torture; put to the torture (from the noun torture: The infliction of severe bodily pain, as punishment or a means of persuasion). King Henry VI, Part II, II, i , 154-158 The Duke of Gloucester is speaking to Simpcox, a man who claims to have received his sight that day after having been blind from birth, and who further claims to be unable to walk. Gloucester proves the man is a fraud by threatening him with a whipping by the local law-enforcement officer. Gloucester: Now, sirrah, if you mean to save yourself from whipping, leap me over this stool and run away Simpcox: Alas, master, I am not able to stand alone You go about to torture me in vain. . Note: One blow of the whip is enough to encourage Simpcox to jump over the stool and run away. William Shakespeare 23 April 1564–23 April 1616 Happy Birthday, Will! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point Arc45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†Charles's Pen and Jesus' Name

NCAA ACT Scores What You Need to Qualify

NCAA ACT Scores What You Need to Qualify SAT / ACT Prep Online Guides and Tips If you’re a student athlete who wants to play in NCAA Division I or Division II sports in college, then this article is for you! We’ll review NCAA’s eligibility criteria for your GPA and ACT score,which NCAA compares using a sliding scale. More importantly, we’ll give you the tips and strategies you need to achieve the NCAA ACT scores required for passing the clearinghouse. First, let’s quickly review how your grade point average, or GPA, is determined. How NCAA Calculates and Considers Your GPA NCAA considers the GPA of your high schoolcore courses. These include the following: Four years of English Three years of math at the Algebra I level or higher Two years of natural or physical science (one lab if offered at any high school attended) One year of additional English, math, or natural/physical science One year of social science Four years of foreign language, philosophy, or comparative religion Check out your own high school to see which of its courses qualify as NCAA core courses. This means thatyour core course GPA might be a little different than the one reported on your transcript, which is an average of all the courses you've taken in high school. GPAs are calculated on a 4.0 scale. The chart below shows how letter and percentage grades translate to this 4.0 scale: Letter Grade Grade Point Percentage A 4.0 94-100% A- 3.7 90-93% B+ 3.3 87-89% B 3.0 83-86% B- 2.7 80-82% C+ 2.3 77-79% C 2.0 73-76% C- 1.7 70-72% D+ 1.3 67-69% D 1.0 60-66% F 0.0 0-59% Since NCAA compares your GPA and ACT score, let’s review how the ACT is scored. With this understanding, you’ll be able to determine exactly what ACT scores you need and how to achieve them. Review: How Your ACT Score Is Calculated For a detailed explanation of how the ACT is scored, check out our article here. The gist is that the ACT has four sections: English, Math, Reading, and Science.Each of these sections is scored on a scale from 1 to 36, and these four section scores are averaged together to give you a composite score, also out of 36. That said, your composite score doesn’t really matter for NCAA.Instead, NCAA adds your section scores together to get a sum score.So your sum score willbe at least 4 and at most 144 (36x4). Before you get a scaled score from 1 to 36, each section receives a raw score.Your raw score is simply the number of questions you answered correctly on each section. The chart below gives an example of how raw scores can convert into scaled scores. Why is this important? Once you know your target score,you can determine how many correct answers you'll need to get that score- and how many questions you can essentially ignore. Note that the ACT does not deduct any points for wrong answers, so you should still fill in answers to any questions you’ve skipped. You might get lucky and add a point or more to your raw score! An example of an official ACT score conversion chart (from raw to scaled). (Source: ACT.org) How NCAA Considers Your ACT Scores As you read above,NCAA adds your section scores from English, Math, Reading, and Science into a sum score.For example, if you got a scaled score of 20 on all four sections, your sum score would be 80 (20 + 20 + 20 + 20 = 80). If you take the ACT more than once, NCAA will take your best section scores from any dates.In other words, NCAA will mix and match your highest section scores to get your highest possible ACT sum score. Now, let’s move on to the really important part: how NCAA compares your GPA with your ACT score. NCAA Eligibility: The Sliding Scale For Division I players, NCAA uses a sliding scale that compares your core GPA and ACT scores. If you have a higher GPA, you can meet the eligibility requirements with lower scores. Conversely, if you have a lower GPA, you'll have to make up the difference with higher ACT scores. With a 2.8 GPA, for example, you'd need an ACT sum score of 57 in order to meet the NCAA ACT requirements. You could either aim to score the same on each section- say, around 15 out of 36- or a little higher on some sections and lower on others (depending on what your strengths are). By contrast, for Division II, up until 2018 you'll need a minimum core GPA of 2.0 and a minimum ACT sum score of 68. To reach this score, you could score around 17 (out of 36) on each section, or a little higher or lower in some. From August 2018 onward, however, Division II players will be on a sliding scale like Division I playersand will need at least a 2.2 core GPA. These charts show the sliding scale to qualify for Division I and Division II teams. You will need at least a 2.3 GPA to qualify fully for Division I and at least a 2.2 GPA to qualify fully for Division II. Students with GPAs between 2.0 and 2.3 may qualify for Academic Redshirt for Division I, meaning they'll get athletic aid and practice but will be unable to compete.Similarly, students with GPAs between 2.0 and 2.2 may qualify as Partial Qualifiers for Division II. Partial qualifying scores are in parentheses for Division I only. Division I Division II (beginning Aug. 1, 2018) Core Course GPA ACT Sum Core Course GPA ACT Sum 3.550 above 37 3.300 above 37 3.525 38 3.275 38 3.500 39 3.250 39 3.475 40 3.225 40 3.450 41 3.200 41 3.425 41 3.175 41 3.400 42 3.150 42 3.375 42 3.125 42 3.350 43 3.100 43 3.325 44 3.075 44 3.300 44 3.050 44 3.275 45 3.025 45 3.250 46 3.000 46 3.225 46 2.975 46 3.200 47 2.950 47 3.175 47 2.925 47 3.150 48 2.900 48 3.125 49 2.875 49 3.100 49 2.850 49 3.075 50 2.825 50 3.050 50 2.800 50 3.025 51 2.775 51 3.000 52 2.750 52 2.975 52 2.725 52 2.950 53 2.700 53 2.925 53 2.675 53 2.900 54 2.650 54 2.875 55 2.625 55 2.850 56 2.600 56 2.825 56 2.575 56 2.800 57 2.550 57 2.775 58 2.525 58 2.750 59 2.500 59 2.725 59 2.475 60 2.700 60 2.450 61 2.675 61 2.425 61 2.650 62 2.400 62 2.625 63 2.375 63 2.600 64 2.350 64 2.575 65 2.325 65 2.550 66 2.300 66 2.525 67 2.275 67 2.500 68 2.250 68 2.475 69 2.225 69 2.450 70 2.200 70 above 2.425 70 2.400 71 2.375 72 2.350 73 2.325 74 2.300 75 (2.275) 76 (2.250) 77 (2.225) 78 (2.200) 79 (2.175) 80 (2.150) 80 (2.125) 81 (2.100) 82 (2.075) 83 (2.050) 84 (2.025) 85 (2.000) 86 Once you know your GPA and what ACT score you need to qualify, how can you get these scores? Read on for our top tips and strategies. How to Hit Your Target ACT Scores for NCAA: 5 Tips Once you've figured out your target ACT scores(based on your GPA using the sliding scales above), what steps can you take to achieve them? Read on for our top five tips for ensuring you do well on the ACT and qualify for NCAA. #1: Play to Your Strengths Since NCAA adds together all your section scores, all sections of the ACT are equally important and require test prep. However, since there is no minimum score needed per section, you can achieve your target sum score with any combination of section scores. In short, you can play to your strengths. What subjects are you stronger in? Which subjects aren't your forte? If you love English but feel as though math messes with your head, you could, for example, aim for a higher score on the English and Reading sections than you do on the Math section. While you definitely need to prep for all sections, it's OK to define different target scores for English, Math, Reading, and Sciencedepending on your strengths and what you can realistically achieve with the time you have to prep. #2: Devise a Strategy Once you have your target scores defined, take a look at the sample raw score chart above. How many questions do you need to get right in order to hit your goal score? If you need an 18 in English, for example, this means you'll need to get 17-19 questions right (aim for at least 19). That's less than ⅓ of all the English questions! As you’re taking the ACT, don’t waste time on the really hard questions; seek out questions you can confidently answer. At the same time, don’t leave any questions blank. As I mentioned above, there's no penalty for wrong answers, so you might as well guess. If you skip any questions, leave a little time at the end of the section to fill in the rest on your bubble sheet. You might also be able to improve your scores by retaking the ACT. Start early to make sure you have enough test dates. #3: Get Training As with the rigorous hours you put in for your sport, you need to step up to some serious training for the ACT. Doing well on the ACT isn't just about showing up and being smart- it’s about how prepared you are. Studying will help you get better, just as practices allow you to improve as an athlete. This isn’t a metaphor- it’s how any skill is developed. Believing that you can grow and get better is a big part of clearing the way for growth to actually happen. As you've probably felt during exhausting practices and games, a huge part of performing is winning this mental battle. These values of dedication, effort, discipline, and internal motivation will help you on the ACT and carry you through your career as a student-athlete in college. Figure out your strengths, drill your weaknesses, and keep up your drive and hunger to achieve your goals. #4: Find Time Finding time for test prep is easier said than done, especially with your packed schedule of school, homework, practices, games, and a social life. Create a schedule and set aside specific time for ACT studying to ensure you prep enough. As you take official ACT practice tests, time yourself the way the real test will be timed. This will let you get used to the pacing of the questions in a short amount of time, and help you understand your own stamina and what you need to do to keep up your focus and energy levels. #5: Use the Right Materials You wouldn’t train for baseball with a Wiffle ball just as you shouldn’t train for the ACT with subpar materials. High-quality test-prep questions are a must for preparing you for the ACT and breaking down the skills and content you need to master within each section. These include official practice tests, prep books, and websites. For more tips on prepping for the ACT,check out our free ebook. In addition,ACT Questions of the Dayare an easy and convenient way to add some extra test prep. These can be accessed online or on your phone. By starting months ahead of the test, ACT QOTD will familiarize you with a variety of problems and help you figure out what types of questions, if any, need extra attention. Conclusion: GPA and ACT Score Requirements for NCAA By being aware of NCAA ACT and GPA requirements well ahead of your application deadlines, you will have enough time to train for the ACT, retake the test if needed, and ensure that you meet the NCAA eligibility criteria. As an athlete, you likely know that training and practice make all the difference. By applying those same skills of self-discipline and internal motivation to your ACT prep, you will be able to take your career as a student-athlete to the next level at the college of your choice! What’s Next? Ready to start prepping for the ACT? Check out these free ACT practice test PDFsand learn key strategies to make the most of your test prep. In addition, get tips on how to make your own ACT study schedule. Need help setting a target ACT score?Go through our step-by-step guide to figure out what ACT score you should aim foras well as how you can achieve it. Be strategic on the ACT, but make sure you’re going about it the right way. Check out the top mistakes students make when guessing on the ACT. Want to improve your ACT sum score by 16 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT sum score by 16 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

BHS 411 Issues of Terrorism Mod 3 SLP Essay Example | Topics and Well Written Essays - 500 words

BHS 411 Issues of Terrorism Mod 3 SLP - Essay Example But there is no knowing what the target of the homicidal maniacs will be the next time around. â€Å"Political terrorism is not likely to disappear from the stage, but viewing it as a theater may help prevent mindless tragedies. Down go the houselights, up goes the curtain, and then—bang. The stage becomes alive with the sounds, the lights and the characters of a highly dramatic performance. The actors are political terrorists, protagonists of much modern tragedy, and their theater is the globe.† (Rubin Z. Jeffrey and Friedland Nehemia; â€Å"Theater of Terror†, Psychology Today; March 1986; p. 240) Whoever can be suspected of sponsoring terrorist attacks on the USA? True, Venezuelan President Hugo Chavez has been consistent in his anti-American stance. It has also been said that he has some mental health problems. But anti-American rhetoric need not necessarily translate into funding of terrorism against the USA. After all, his country is far too close to the USA for him to risk retaliation that could leave Venezuela reduced to rubble. Besides, whether or not he has mental health problems, he is not insane enough not to worry about the oil reserves in his country. Therefore, the obvious suspects need not necessarily prove guilty. Yes, Iran and North Korea are hostile enough to the USA to be expected to train and fund a terrorist attack on the USA, but the former looks far too obsessed with its nuclear ambitions to invite US retaliation; North Korea clearly lacks the resources to fund a terrorist attack. Does that mean the USA is more or less safe? No, it does not, for the very valid reason that international terrorist groups are, by and large, self-sufficient. For instance, not long ago it became known that the money that the oil-rich Saudis had given away in charity had found its way into terrorists’ coffers, and there are some rogue states willing to sell sophisticated arms to terrorist groups, little

UK Regulatory Framework for Corporate Governance Dissertation

UK Regulatory Framework for Corporate Governance - Dissertation Example They have to rely on the directors’ judgement in running the company. If the information were freely available to all the firm’s stakeholders at the same time, there wouldn’t have been a need for corporate governance. Therefore, the need of corporate governance has arisen in order to facilitate an effective, prudent and entrepreneurial management, which can deliver long run success of the firm (FRC, 2010, p.1). It is a mechanism as to how the vision and values of the firm are set by the board of the firm distinguished from the regular operational management of the firm by its executives. Corporate governance defines the relationship between various stakeholders such as shareholders, directors, management, employees, creditors, suppliers, customers, government, and regulators, and ensures accountability, integrity and transparency (Mead & Sagar, 2006, p.334). 1.1.1 Aims & Objectives This paper aims to explain the effectiveness of the corporate governance framework by which UK companies are regulated. The effectiveness of the corporate governance practices has been analyzed through the understanding the development of UK’s Combined Code on corporate governance. 1.1.2 Scope of the Paper In order to achieve this paper’s aims and objectives, guidelines of FRC over the Combined Code has been carefully analyzed. The analysis of the effectiveness of corporate governance code has been done on the basis of research papers previously published in the related field. The first section of the paper reviews the literature explaining UK corporate governance code, development of the corporate governance code and practices since 1992, and link between audit assurance and corporate governance. The second section presents the research methodology. The third section presents the findings on the effectiveness of the evolved combined code of corporate governance. This followed by the discussion and conclusion. 2 Chapter 2 2.1 Literature Review 2.1.1 Corporate Governance Codes The Corporate Governance Code in UK is founded on ‘comply or explain’ approach (FRC, 2010, p.4). The approach requires that the companies should comply with the Code and if it is unable to comply with any particular aspect of the Code then it should explain in its financial disclosures. The approach is widely accepted and appreciated by the corporations. The Code does not provide rigid rules but consists of principles and provisions. Compliance with the principles and reporting the same to the shareholders is required under the Listing Rules. The principles given in the Code are as follows: Leadership: Every Company should have an effective board that is collectively responsible for the success of the company. Responsibilities of running the board and running the company’s operations should be clearly defined and divided. The powers of decision should not be fettered to single person. The chairman of the board is responsible for leadin g the board and for oversight of the workings of management. The non-executive board members should challenge and assist develop the proposals on

The deve1opment of the idea of Holy War Essay Example for Free

The deve1opment of the idea of Holy War Essay To what extent was the violence in Western society the MAIN reason for the deve1opment of the idea of Holy War? Violence in Western society was definitely a prominent factor in the culmination of the concept of Holy War. However, it is subjective to say that it was the most prominent. The growing influence and power of the Catholic Church was possibly the most pivotal factor in its development, as-over time-it was able to channel and unify the belligerents of Western Europe against a common, somewhat faceless, enemy. The role of the Church in the development of Holy War stretches far back before the ninth century, particularly in the writings of the celebrated scholar St. Augustine of Hippo (d. 430). Augustines writings-which set out to articulate and understand when Christians were allowed to resort to acts of violence-came at a time when Christian morality and doctrine were refined according to the needs and mental attitudes of the time, particularly considering the vacuum created by the disappearance of Roman imperial authority. His attempt to reconcile the violence seen in everyday life with the customary pacifism of Christianity is referred to as the concept of the just war, which argues that violence can be morally justified under very specific conditions. Delving into the notion of what constituted a just war itself, Augustine focused on the notion of charity, stating the holy war seeks to bring back lapsed or heretical brethren into the fold of the Church, to save their souls if not their bodies. Augustines definition of just war would set a theological standard for defining European holy wars throughout the Crusade era. The Truce and Peace of God was also a crucial factor in the development of Holy War. During the tenth and eleventh centuries, the movements gave knights within Europe a more direct ecclesiastical purpose through the development of the idea of chivalry. By toning violence with a much more moral and defensive inflection-a war in the service of the weak-and by adding the religious oaths of fealty to the feudal act of homage, churchmen did their utmost to Christianize feudal society in general and to set limits on feudal violence in particular. The ultimate goal of the Truce and Peace of God was the creation of peace leagues, led by secular lords who would join together to maintain the peace and punish those who contravened their oaths by engaging in violent acts outside the set terms. Through the Peace of God movement the Church was starting to gain authority for deciding what constituted a just war, and is a chief example from the Church of its growing attempts to set the parameters fo r violence to better suit Christian ideals and purposes. The imagery and language of the Church also changed in relation to the rise of Christian militarism. Sayings and phrases such as miles Christi (soldiers of Christ,) that had been in use since the New Testament were used to describe laymen, especially armed warriors who supported papal policies. Monks, to whom the term miles Christi was originally applied could not, even in this period, bear arms or fight. Instead, it would be the warriors of the First Crusade who would adopt many of the spiritual goals and some of the ascetic exercises characteristic of monks.[4] The evolution of the Church during the tenth and eleventh centuries evolved through the taking up of a more combative quality and by latching it onto a religious doctrine that was already in existence. This was an essential factor in the cultural acclimation of Europeans to a revised concept of Holy War. As the role of the Church in society began to increase during the tenth and eleventh centuries, conceptions of Holy War changed to reflect the new aspirations of the medieval papacy. Evoking the imagery of martyrdom, the idea of suffering for ones religion to the point of death, Pope Alexander II granted to the Christian knights in Spain a remission of the penance required for their sins. This concept of absolution for soldiers portrays a pivotal shift in papal policy, namely by the introduction of clemency for soldiers fighting in a war deemed holy or just. In conclusion, violence in Western society was undoubtedly a contributory factor in the development of Holy War, but it was the cunning of the Catholic Church that created the final result. From successfully exploiting the contradictions found within the Old Testament, to glorifying warfare with the promise of the eternal reward, the Church tailored the concept of war in alignment with Christian tenets and ideals; an ideology that would come to form the bedrock of the Crusades.

William Butler Yeats poem, Leda and the Swan and Fred Chappel’s Narcissus and Echo :: Yeats Leda and the Swan Essays

William Butler Yeats poem, Leda and the Swan and Fred Chappel’s Narcissus and Echo Poets use many different stylistic devices to capture the attention of the reader. After all, who wants to read a boring poem? Many times, it is the opening line that acts as the "hook." What better way to capture someone's attention than to incite emotion with the first word. Some poets use form to their advantage. Perhaps by writing the words out in different shapes, they will create a broader readership. Some poets use symbolism, or structure to benefit their artistic license. I prefer the subtler and less common stylistic devices. Fred Chappel, in "Narcissus and Echo," and William Butler Yeats poem, "Leda and the Swan." use different, yet effective stylistic devices to capture the attention of the reader and hold on to them throughout the entire poem. By echoing the last sound of each line in his poem, Chappel is able to create two separate poetic rhythms. The first is the fundamental poem written about two mythological characters. Narcissus, the first character, was so enthralled with his own beauty that he fell in love with his own reflection in a pond. He, being so brokenhearted that he could never be with his true love (himself), wasted away until all that was left was a beautiful flower. Hence that flower called Narcissus. Echo is the other character in this "tragic" love story. She fell in love with Narcissus. This was before he turned into a flower, of course. She followed him, trying to speak to him but in his vanity he did not notice her. She was heartbroken and withered away until all that was left was her voice to follow him. Hence the echo. It was her voice combined with his reflection that Narcissus fell in love with. After all, who wouldn't want to hear their words echoed back to them by their lover? Chappel uses this story as the base for his poem, which seems to be of Narcissus' love. The difference is that the words that are echoed back are not quite the same as the original. They seem to be almost an ironic look into the shallow nature of this character. In the seventh line, Chappel brings this irony to light when he writes, "teasing playfully the one being. Unbeing" (181), almost as if he is trying to tell Narcissus that his love is a pretense.

I Love to Travel Essay

I’ve decided I want to travel. I mean I’ve always wanted to, but now I’m going to start planning it. I think once I finish University I’m going to take a year off, and travel the world. Visit different countries, move from town to town, live and experience different cultures. I’m not going to go straight into work after Uni.. I want to live my life. I mean I’m ready to leave this country right now, get away from everyone and just learn to be independant and travel†¦ but I have priorites at the moment, and for the next few years. And while it seems like a while away, a few years will pass quickly and I will be on my way to living in Paris for a while in a cute little apartment with the Eiffel Tower at your windows view, the busy streets of New York.. the sunshine of LA.. I’ll be dancing with the Spanish, learning the local life of Greece, seeing beautiful places and monuments in Italy and learning the life of Tuscany.. When you live in one country your entire life, you learn to think it’s all that’s out there.. his little world of yours. But it’s not. Once you come to realise there’s a whole world out there left to explore, something inside of you just craves it.. craves knowing and understanding and learning and seeing.. I want to see the world, before I work and settle down and do whatever.. And I don’t care if I’m on my own. The years of my 20s will be finding myself. Establishing myself. Making the most of discovering who I am and the world out there.

For all the Tea in China by Sarah Rose Essay

â€Å"For all the Tea in China -How England Stole the World’s Favorite Drink and Changed History † as the subtitle foreshadows the story already. Before I had even read the book I assumed it would be a journey of betrayal, action and only closed off to the events that occur re’s as Robert Fortune underhandedly takes china’s precious tea right from underneath they’re own noses. But little did I know that it Sarah Rose has incorporated all the events essential to the to cultivation of tea in the mid Nineteenth-century. In Audition to this Historical non-fiction story that may be boring to others, or as one of my fellow classmates would put it â€Å"I’ve been spacing out throughout the book† I Believe that Sarah Rose Has painted a Vivid image of the nineteenth century, with out a single page, paragraph, or sentence wasted with unnecessary knowledge to the reader’s view from how the Royal Horticultural Society of England and the Eas t India Company affected England’s economy, traditions were also created based off of tea shipment such as the Annual Tea race. And how World Changed England’s East India Company to officially close down. Robert Fortune, a Scottish gardener, botanist, and world’s best plant hunter, famously known for his The British tea Heist which Sarah Rose writes passionately and was inspired by Scott Anderson in this book, and in audition famous for bringing back and documenting new oriental plants from China to England. Such as lovely tree peonies, and the uniquely streaked ornamental plant Hosta Fortunei. which was named after Robert fortune himself along with some other oriental plants found under his own travels not during the multiple expeditions he was sent to do by the East India Company. Fortune while undergoing the process in sending India seeds that are healthy and germinated†¦.. but how?Fortune had realized that transporting the seeds in side package’s while shipped doesn’t stop the life cycle so the seeds that were in anything but soil were unsuccessful because the environment was unsuitable for the next step of its life which was the sapling. Buy having the tea seeds in the layers of soil and in the warden cases protected from sea spray forced the seeds to germinate with little watering because, of the warden cases the water that evaporated would just collect and drop back to the tea plant because of the morning due. Which has never been done before and changed the way of transporting seeds across seas for decades to come, and also solved the problem of transporting larger plants such as towering red woods and,England were now able to transport a whole species in there easy to tend to seed forms. The reason why Fortune had to take on this task of stealing China’s tea secret was because. In the early nineteenth century China and Britain had a shaky relationship of trading England’s opium that China was so addicted to for they’re finest tea which grew high among the finger like mountain karsts of Wuyi in the Fujian provenances. But it was China who Threaten to grow and sell there own opium, and Britain couldn’t let that happen because England relied on that finance to fund there tea budget And so if China wanted to play that way so will the British, therefore they sent Fortune. Poorer Qualities of tea already existed trying to compete with china’s finest tea in the Experimental grounds a part of the Himalayas in India run by the British. But could not duplicate the process of making tea itself or how its grown with out the precious knowledge china was keeping from them world. When Fortune succeeded it had Put Britain at the center of trade because there companies would produce safer qualities of tea because the Chinese where slowly killing people with dyes and pigments used in paints to color green tea, which sealed Britain’s choice with the already popular black tea. And also the hold of opium production as well as tea production, and civilization helped. Fortune’s First 12 mont h period trip was spent traveling to the Zhejiang and Anhui provenances for Green Tea. He had to disguise himself as a well paid merchant which wasn’t enough to get noticed but held enough respect he usually was given. He needed to do deceive the local Chinese and Tea producer’s in order to get the information but there was no detail in how he did it, which I thought it would be a lot more exhilarating to know the master plan of how he was able to deceive so easily and to be trusted with that much valuable information, and most importantly needed the information of how to process and grow tea or it would be useless to get the thousands of seeds and saplings necessary to start a growing tea profitably with out having a clue of doing so and let them die. Also During Fortune’s Expedition it would be impossible to travel the multiple provenances of China with out a Guide or Help to carry his Warden cases by him self hence he had to hire servants a collie whom preferred to be called that and Wang a business negotiator which served well but was easily influenced into trouble to a common trait that most Chinese did at the time it was called the â€Å"Squeeze† which was extracting mone y illegally from someone trying to earn a few bucks. And handful of trouble came from Fortune’s servants betrayal because Fortune would treat them as any regular employee as they made mistakes or bad decisions that would jeopardize his goal he would punish them fairly but backfired. Another tradition the Chinese have Is called Face which is the equivalent of dignity or prestige, but the actual way it works is still really foggy due to lack of detail about this subject. So when Fortune’s two servant were hired to serve him and he relied on them a lot which gave them a large amount of face, but because of a situation when his collie pulled a â€Å"Squeeze.† It Jeopardized his masters safety but it was fortune who settled the feud by having him return the money and apologize which humiliated Collie that caused him to lose face. During Fortune’s second expedition to retrieve black tea from the Steep mountain of Wuyi, since both teas were so different and should be treated as two different plants there for Fortune was ordered to take two separate trips. Fortune had hired another servant named Sing Hoo he wasn’t was a collie but he was strong and he was intelligent but not a businessmen man, the new loyal servant of Fortune’s â€Å" had once been in the service of a high-ranking mandarin affiliated with the imperial family at Peking.† and also bore arms of his former office of the imperial court signified as a flag and serves as a passport throughout the country, it was a gift from the a former master. And during this second trip Fortune disguised himself as a high ranking mandarin from beyond the Great Wall of China which I thought would be hasty compared to lying low on the first trip. Also I thought it was amusingly clever that he chose the people from beyond the Great wall because, they were known for being abnormally taller height than the rest of the population in china which gave an explanation for Fortune’s height while infiltrating China. If not for Fortune’s treacherous task and constant awareness no matter what might of happened to make Fortune hate the country, he could probably hate every single thing in china but I doubt he would never be able to hate China’s beauty from there great dense bamboo Forests off they’re proud mountains to the peaceful city of serenity named Zhejiang. Fortune was also a naturalist who was touched, and changed, by China and its treasures largely unseen by western eyes, in which found even more beautiful than the landscape of his own country. Green Tea was a failure because they had withered even before it had reached India of the improper shipping technique. Even though it had failed Black tea was a success which Changed history Forever in Britain’s favor Trade wise. I had also thought even though its not a picture book I would recommend a diagram of important people of the East India Company and The Royal Horticultural Society of England. And definitely a Map of Fortune’s Travel’s Both trips to India and Maybe that trip to Japan.

Conflicting forces and their results

Conflicting forces and their results Like the British novelist Laurence Sterne wrote "No body, but he who has felt it, can conceive what a plaguing thing is to have a man's mind torn asunder by two projects of equal strength, both obstinately pulling in a contrary direction at the same time." Such conflict by two compelling desires, obligations and influences can be seen in Tennessee Williams The Glass Menagerie. Tom Wingfield faces a conflict between the desire to live one's own life and the responsibility for one's family. This conflict within the character of Tom Wingfield therefore illuminates the meaning of the work as whole and the overall flow of the play.From the start the reader is informed of the surroundings and most important the style of narration which we are about to see. Tom Wingfield which presents himself as the narrator of the play informs the reader that what they about to see is a work of memory and therefore is not realistic.English: "Laurence Sterne," watercolour, painted b...Tom along with his fa mily was abandoned by his father many years ago and now Tom supports the family with his wages. However an inevitable tension between the family members seems obvious and Amanda, Tom's mother treats him as a child, controlling his every decision and actions "Honey, don't push with your fingers." Amanda which lives in a world of fantasy retelling her youth stories of "gentleman callers" she tells of the time she received "seventeen gentleman callers." While is apparent that Amanda loves her children it is inevitable to stop the conflict building up inside Tom.The beginning of scene II quotes "Laura, Haven't You Ever Liked Some Boy" with it's capitalization of every word is clear to spot it's importance. Laura's which is crippled takes care of her glass menagerie a symbol of her weakness and frailty, she...

How Amino Acid Chirality Works

How Amino Acid Chirality Works Amino acids (except for  glycine) have a  chiral  carbon atom adjacent to the carboxyl group (CO2-). This chiral center allows for stereoisomerism. The amino acids form two stereoisomers that are mirror images of each other. The structures are not superimposable on each other, much like your left and right hands. These mirror images are termed  enantiomers. D/L and R/S Naming Conventions for Amino Acid Chirality There are two important nomenclature systems for enantiomers. The D/L system is based on optical activity and refers to the Latin words dexter for right and laevus for left, reflecting left- and right-handedness of the chemical structures. An amino acid with the dexter configuration  (dextrorotary) would be named with a () or D prefix, such as ()-serine or D-serine. An amino acid having the laevus configuration  (levorotary) would be prefaced with a (-) or L, such as (-)-serine or L-serine. Here are the steps to determine whether an amino acid is the D or L enantiomer: Draw the molecule as a Fischer projection with the carboxylic acid group on top and side chain on the bottom. (The amine group will not be at the top or bottom.)If the amine group is located on the right side of the carbon chain, the compound is D. If the amine group is on the left side, the molecule is L.If you wish to draw the enantiomer of a given amino acid, simply draw its mirror image. The R/S notation is similar, where R stands for Latin rectus (right, proper, or straight) and S stands for Latin sinister (left). R/S naming follows the  Cahn-Ingold-Prelog rules: Locate the chiral or stereogenic center.Assign priority to each group based on the atomic number of the atom attached to the center, where 1 high and 4 low.Determine the direction of priority for the other three groups, in order of high to low priority (1 to 3).If the order is clockwise, then the center is R. If the order is counterclockwise, then the center is S. Although most of chemistry has switched over to the (S) and (R) designators for absolute stereochemistry of enantiomers, the amino acids are most commonly named using the (L) and (D) system. Isomerism of Natural Amino Acids All amino acids found in proteins occur in the L-configuration about the chiral carbon atom. The exception is glycine because it has two hydrogen atoms at the alpha carbon, which cannot be distinguished from each other except via radioisotope labeling. D-amino acids are not naturally found in proteins and are not involved in the metabolic pathways of eukaryotic organisms, although they are important in the structure and metabolism of bacteria. For example, D-glutamic acid  and D-alanine  are structural components of certain bacterial cell walls. Its believed D-serine may be able to act as a brain neurotransmitter. D-amino acids, where they exist in nature, are produced via post-translational modifications of the protein. Regarding the (S) and (R) nomenclature, nearly all amino acids in proteins are (S) at the alpha carbon. Cysteine is (R) and glycine is not chiral. The reason cysteine is different is that it has a sulfur atom at the second position of the side chain, which has a larger atomic number than that of the groups at the first carbon. Following the naming convention, this makes the molecule (R) rather than (S).

Course work questions 10-11-12 Coursework Example | Topics and Well Written Essays - 1000 words

Course work questions 10-11-12 - Coursework Example As a teacher, encourage correction from both the person and the group incase a mistake happens. Participate in correcting students where they go wrong by first explaining why that is wrong then giving the correct answer. How would you introduce your students to the culture of an English-speaking country? Please describe an activity, which would help them learn more about the country and increase their cultural sensitivity. You may use one of the activities mentioned in the module, (Polls, Excursions, films, Q&A, Guest Speaker) see upload from module. I will use guest speakers who have integrated into the new culture. Before every session, I will first alert my students that we will have a guest speaker in the class to help us understand the new culture. Being their teacher, encouraging students to prepare questions on the culture will be helpful to avoid cases of no response to anything presented by the speaker. I will talk with the guest speaker on the issues I will need him/her to handle concerning the cultural differences in my class before the session. Once the guest speaker is in class, I will introduce him/her and once again encourage students to ask as many questions as they can to the guest speaker. Later on, we will have an open session where students will give feedback on the importance of having the speaker and how well the session has helped them understand the culture of an English speaking

Question Personal Statement Example | Topics and Well Written Essays - 250 words

Question - Personal Statement Example in the environment both in and out of class but hope to stretch more especially out of class so as to fit in the diverse student body and learn from the challenge of diversity so as to as to graduate as a world citizen. As part of the my growth and student life, I have come to appreciate the importance of giving equal opportunities to all people despite of the social class, ethnicity of origin. Having come from China and studied mostly out of my home country, I came to experience instances where opportunities for instance to lead in student organisations could be denied to me because largely because of my origin. In order to overcome the situation I stood high and rose against discrimination of any kind, proved my ability to both teachers and fellow students hence finally won the confidence of both. This is a strength I will be carrying with me to Delaware. One accomplishment that has taken a great deal of my time and effort was learning a second language, fitting in a new learning environment and keeping the pace of native students. As a foreign student in America, I have encountered challenges to do with communication and as such had to put a lot effort towards overcoming the same. My motivation has always been never giving up my academic success and thus I became a friend of teachers as well as other students who assisted me a great deal in learning the new language. Being close to teachers and being able to quickly befriend other students was quite helpful as I was able to overcome the fear of being laughed

The Fencing Problem Essay Example | Topics and Well Written Essays - 2500 words

The Fencing Problem - Essay Example Let us consider the square of sides 'a.' The Perimeter of square = Summation of all sides = a + a + a + a = 4 * a The Perimeter is given as 1000m 1000 = 4 * a a = 250m = each side of the square Area of square: A = a2 A = 2502 A = 62500m2 Hence if the shape the of the plot is square then the area that can be covered with the fencing of 1000m is 62500m2 Rectangle: Let the two sides of the rectangle be 'a' and 'b' Case I: Let side b = 2 * a i.e. the sides are in the ratio of 2:1 The Perimeter of rectangle = sum of all sides = 2 * (a + b) Here b = 2a P = 2 * (a + 2a) 1000 = 2 * (3 * a) a = 166.6m and b = 2 * 166.6 = 333.2m Area of rectangle A = a * b A = 166.6 * 333.2 A = 55511m2 Hence if the shape the of the plot is rectangular with sides in the ratio of 2:1 then the area that can be covered with the fencing of 1000m is 55511m2. Case II : Let the sides be in the ratio of 3:2 i.e. b = 1.5 * a P = 2 * (a + b) 1000 = 2 * ( a + 1.5 * a) 1000 = 5 * a a = 200m b = 1.5 * a = 300m Area of rectangle A = a * b A = 200 * 300 A = 60000m2 Hence if the shape the of the plot is rectangular with sides in the ratio of 3:2 then the area that can be covered with the fencing of 1000m is 60000m2. Equilateral Triangle: The equilateral triangle has three sides of the equal lengths. Here the three sides of triangle (a) will have length as: Total length of fencing/ 3 a = 1000/3 a = 333.3m The area of equilateral triangle is given by: A = * Base * Height A = * a * H The height of equilateral triangle is given by: sin60 = H/ side of triangle (a) H = sin60 * 333.3 (Angle 60o is the internal angle of the equilateral triangle) H = 289m A = * 333.3 * 289 A = 48098m2 Hence if the shape the of the...In this essay we shall first study the circle considering the perimeter as the circumference and from that finding the radius of the circle which than gives the area of the circle which can be covered with 1000m of the fence. Then we shall consider the square shape, for which first we shall find the sides of the square and then the area of the square. Thereafter we shall consider rectangle; in this we shall consider the sides of ratios 2:1 and 3:2, with the procedure same as that of the square. Then further we shall consider the triangle; first equilateral triangle is considered. For this the sides and the height of the triangle are found out and from that we get the area of the triangle. Then we have considered other two triangles; isosceles triangle and right angled triangle with the similar calculations. Thereafter various polygons are considered. Beginning with the pentagon its sides and the height are found and from that the area of the pentagon is found out. Similar approach is followed for the hexagon and the octagon. In the essay detailed calculations are shown for the various areas. The shape, which gives the maximum area, is also found and then the recommendations accordingly have been made. The calculations carried out are simple mathematical calculations. Pentagon is a type of the polygon with five sides. The sum of total angles inside the polygon is 3600.

Comparison of Teacher Education Programmes in Pakistan UK

Comparison of Teacher Education Programmes in Pakistan UK Comparative Analysis of Teacher Education Programmes in Pakistan UK CHAPTER 1 INTRODUCTION Background of the Study The overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academic standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the backbone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the grass root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society a nd above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring about positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives. The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most important factor determining the quality of education significantly contributing to the national development. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective.† However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students meet effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value. Concept of Teacher Education Teacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a â€Å"teacher as a teacher† It reshapes the attitudes, remodels the habits, and develops the personalities of teachers. Need for Teacher Education Teachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transferred to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. New innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run. Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provider as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other affecting each others practices of life. Purpose of Teacher Education The purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes. The process of formal teacher education can help the prospective teachers minimize the troubles and save the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning; and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can initiate and promote positive changes in the society. Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragement during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses. Phases of Teacher Education Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in developed countries remained divided into three phases: 1) Initial Teacher Education 2) Induction 3) Continuing Teacher Education 1) Initial teacher training / education This education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, assessment and evaluation of learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree. 2) Induction This informal phase begins when a student teacher changes from being a part time, visiting student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and supervision formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher. 3) Teachers continuous professional development It is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and polish up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally arranged by good schools or can be self directed through reading of professional books, discussions with colleagues, benefiting from on line courses, or attending training workshops, conferences, and symposiums. With the passage of time, all institutions have started to value in service training of teachers more and more; and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving specific subject-teaching skills, enabling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions. Usefulness of Comparing Teacher Education Systems Sodhi (1993)[4] documented, â€Å"Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it looks upon them.† With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global village now, can learn a lot from each others experiences and progress to save time, energy and resources required for the ‘try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries. In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmall y low, and education of females and rural population at all levels is much underrepresented. As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the quantitative expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate grip over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world. As the education system has grown over years, the number of teachers has also shown increases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are reproduced hereunder: i) Short duration of teacher training programs ii) Minimal interaction of trainee teachers at schools iii) Outmoded methods of teaching and evaluation iv) Shortage of audio visual aids and other educational equipment in teacher training institutions. v) Deficiency of supplementary reading material/professional magazines/ research journals vi) Lack of co ordination among training institutions. vii) Absence of incentives for prospective teachers These and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out: 1) How the two systems strengthen subject area preparation? 2) How long and adequate is the duration of pre service training of teachers? 3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently? 4) What level of general education would be necessary for all prospective teachers? and 5) What major and minor subjects would be preferred as most supportive for the profession of teaching? In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would seem pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had laid the foundation of the existing education system in the sub-continent during the colonial rule. Education System in Pakistan Education in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education. Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other higher education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC. Primary Education Primary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training. Secondary Education Secondary Education comprises of three stages: a three-year stage of middle level education; other two-year of secondary education; and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science or Humanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education. Madrassahs / Madaris: (Religious Schools) The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad p.b.u.h). Enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government. The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to integrate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads awarding bodies include ‘Jamea-tus Safiya ‘Wafaq-ul-Madaris, and ‘Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya is equal to primary schooling, ‘Mutawassita is at par with Middle level, ‘Saniya Aama is equated with Secondary School Certificate, and ‘Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector. Vocational / Technical Secondary Education Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education; qualifying students to continue their education at Technical Institutes of higher education. Higher Education At the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the private sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for admission to the study at the university. University Higher Education Stage I: A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. Four years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine. Stage II: Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters Degree Stage III: A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to seven years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD). Higher Education (Non University) Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education. Teacher Education Programs at Pakistan Primary School Teachers Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector. Secondary School Teachers Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate. Teacher Education at Universities The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed. Policy Priorities for Teacher Education All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educ ational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised. The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of vario us levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors. The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education. Table: 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher Education Year Recurring Expenditure Developmental Expenditure (in million rupees) 1983-84 12 16 1984-85 14 20 1985-86 18 27 1986-87 20 32 1987-88 24 38 Total 88 133 The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan. Entry Qualification The requisite entry qualifications into the teaching profession at different levels are as follows: a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed Non Formal Teacher Education Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers. United Kingdoms System of Education In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few sch ools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels) Primary and Secondary Schools Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16. Examinations At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities. Educational Standards Her Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports. LEAs also employ inspectors or advisers to gu Comparison of Teacher Education Programmes in Pakistan UK Comparison of Teacher Education Programmes in Pakistan UK Comparative Analysis of Teacher Education Programmes in Pakistan UK CHAPTER 1 INTRODUCTION Background of the Study The overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academic standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the backbone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the grass root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society a nd above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring about positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives. The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most important factor determining the quality of education significantly contributing to the national development. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective.† However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students meet effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value. Concept of Teacher Education Teacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a â€Å"teacher as a teacher† It reshapes the attitudes, remodels the habits, and develops the personalities of teachers. Need for Teacher Education Teachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transferred to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. New innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run. Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provider as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other affecting each others practices of life. Purpose of Teacher Education The purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes. The process of formal teacher education can help the prospective teachers minimize the troubles and save the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning; and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can initiate and promote positive changes in the society. Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragement during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses. Phases of Teacher Education Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher education in developed countries remained divided into three phases: 1) Initial Teacher Education 2) Induction 3) Continuing Teacher Education 1) Initial teacher training / education This education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, assessment and evaluation of learning and basics of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree. 2) Induction This informal phase begins when a student teacher changes from being a part time, visiting student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and supervision formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher. 3) Teachers continuous professional development It is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and polish up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally arranged by good schools or can be self directed through reading of professional books, discussions with colleagues, benefiting from on line courses, or attending training workshops, conferences, and symposiums. With the passage of time, all institutions have started to value in service training of teachers more and more; and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving specific subject-teaching skills, enabling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions. Usefulness of Comparing Teacher Education Systems Sodhi (1993)[4] documented, â€Å"Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it looks upon them.† With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global village now, can learn a lot from each others experiences and progress to save time, energy and resources required for the ‘try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries. In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmall y low, and education of females and rural population at all levels is much underrepresented. As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the quantitative expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate grip over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world. As the education system has grown over years, the number of teachers has also shown increases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are reproduced hereunder: i) Short duration of teacher training programs ii) Minimal interaction of trainee teachers at schools iii) Outmoded methods of teaching and evaluation iv) Shortage of audio visual aids and other educational equipment in teacher training institutions. v) Deficiency of supplementary reading material/professional magazines/ research journals vi) Lack of co ordination among training institutions. vii) Absence of incentives for prospective teachers These and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out: 1) How the two systems strengthen subject area preparation? 2) How long and adequate is the duration of pre service training of teachers? 3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently? 4) What level of general education would be necessary for all prospective teachers? and 5) What major and minor subjects would be preferred as most supportive for the profession of teaching? In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would seem pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had laid the foundation of the existing education system in the sub-continent during the colonial rule. Education System in Pakistan Education in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education. Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other higher education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC. Primary Education Primary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training. Secondary Education Secondary Education comprises of three stages: a three-year stage of middle level education; other two-year of secondary education; and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science or Humanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education. Madrassahs / Madaris: (Religious Schools) The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad p.b.u.h). Enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government. The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to integrate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads awarding bodies include ‘Jamea-tus Safiya ‘Wafaq-ul-Madaris, and ‘Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya is equal to primary schooling, ‘Mutawassita is at par with Middle level, ‘Saniya Aama is equated with Secondary School Certificate, and ‘Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector. Vocational / Technical Secondary Education Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education; qualifying students to continue their education at Technical Institutes of higher education. Higher Education At the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the private sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for admission to the study at the university. University Higher Education Stage I: A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. Four years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine. Stage II: Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters Degree Stage III: A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to seven years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD). Higher Education (Non University) Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education. Teacher Education Programs at Pakistan Primary School Teachers Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector. Secondary School Teachers Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate. Teacher Education at Universities The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed. Policy Priorities for Teacher Education All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educ ational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised. The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of vario us levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors. The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education. Table: 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher Education Year Recurring Expenditure Developmental Expenditure (in million rupees) 1983-84 12 16 1984-85 14 20 1985-86 18 27 1986-87 20 32 1987-88 24 38 Total 88 133 The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT; the inadequacy of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by gradually raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan. Entry Qualification The requisite entry qualifications into the teaching profession at different levels are as follows: a) Primary Level (I-V) : Matriculation + one year teaching certificate (PTC) b) Middle Level (VI-VIII) : Intermediate + one year teaching certificate (CT) and, c) Secondary Level (IX-X) : B.A/B.Sc + one year Bachelor of Edu. degree course/B.Ed Non Formal Teacher Education Allama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers. United Kingdoms System of Education In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) [7] Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few sch ools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels) Primary and Secondary Schools Ninety percent of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. Compulsory education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18; middle schools whose students move on to senior comprehensive schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16. Examinations At the completion of the secondary education at UK, at the age of sixteen, secondary school students appear for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), Ordinary Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities. Educational Standards Her Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and publish the reports. LEAs also employ inspectors or advisers to gu