Students studying at other Universities can spend up to a year studying biochemistry in Oxford, either as a visiting student or under student exchange arrangements between Oxford and other Universities.
Visiting students can come to Oxford for one to three terms and usually follow either the first year or second year undergraduate course. This does not lead to an Oxford qualification but it may be possible to earn credits which can be transferred back to their home institution. Students can either apply directly through the University or through a number of schemes involving specific Colleges.
The Department also has a number of student exchange arrangements with other Universities, notably as part of the ERASMUS scheme and with Princeton, under which a student can come to Oxford to do a research project while an Oxford student does their research project abroad in exchange. Application for this must be made through the student exchange coordinator in your local University.
Saturday, September 17, 2011
National University
A nation (Latin: natio meaning being born[1][2]) are regional corporations of students at a university, once widespread across Europe in medieval times, they are now largely restricted to the ancient universities of Sweden and Finland. The students, who were all born within the same region, usually spoke the same language, and expected to be ruled by their own familiar law. The most similar comparison in the Anglo-world to the nation system is in the collegiate system of older British universities or fraternities at American universities; however, both of these comparisons are imperfect.
Corporate university
A corporate university is any educational entity that is a strategic tool designed to assist its parent organization in achieving its goals by conducting activities that foster individual and organizational learning and knowledge.[1] Corporate universities (CU) are a growing trend in corporations. In 1993, corporate universities existed in only 400 companies. By 2001, this number had increased to 2,000, including Walt Disney, Boeing, and Motorola.[2]
In most cases, corporate universities are not universities in the strict sense of the word. The traditional university is an educational institution which grants both undergraduate and postgraduate degrees in a variety of subjects, as well as conducting original scientific research. In contrast, a corporate university typically limits scope to providing job-specific, indeed company-specific, training for the managerial personnel of the parent corporation. Corporate universities are most commonly found in the United States, a nation which has no official legal definition of the term "university". Perhaps the best known corporate university is the Hamburger University operated by McDonald's Corporation in Chicago.
In most cases, corporate universities are not universities in the strict sense of the word. The traditional university is an educational institution which grants both undergraduate and postgraduate degrees in a variety of subjects, as well as conducting original scientific research. In contrast, a corporate university typically limits scope to providing job-specific, indeed company-specific, training for the managerial personnel of the parent corporation. Corporate universities are most commonly found in the United States, a nation which has no official legal definition of the term "university". Perhaps the best known corporate university is the Hamburger University operated by McDonald's Corporation in Chicago.
Urban university
An urban university is a U.S. term for institution of higher learning that is socially involved and serves as a resource for educating the citizens of the city or region in which it is located. That is, the urban university must be “of” the city as well as “in” the city.
At one time the term urban university might be used only to describe institutions located in central cities, but this is no longer the case. Urban sprawl and the advent of edge cities has not so much made urban obsolete as to change conventional notions of what constitutes urban. Today an urban university is one located in an urban agglomeration irrespective of political boundaries or administrative definitions.
An urban university operates with a closely meshed and intertwined mission, milieu, and environment. An operational definition of the urban university would incorporate both its setting and the clientele it serves. The Coalition of Urban and Metropolitan Universities suggests several criteria applying to such institutions in the United States:
Location in a major metropolitan area
Dedication to achieving excellence through teaching, research, and public service
A diverse student body reflecting the demographic composition of the region
Responsiveness and service to the local region as part of the university's mission
Serves the region not only by providing an educated citizenry and workforce, but also as a cultural and intellectual resource
Engages in partnerships with other local organizations
Uses practical experience in the urban setting to enhance students' education
More than six dozen universities in the United States would qualify as urban universities under these criteria. Columbia University, New York University, University of Chicago, University of California at Los Angeles, University of Pennsylvania, UAB, Portland State University and Wayne State University are examples of well-known urban universities.
The term is also often used to refer to public institutions with large part-time and commuter student bodies. Such usage sometimes tacitly assumes relatively low academic standards as implicit in the student body's low income and part-time, commuter status. Clearly such criteria are not necessary to the definition of an urban university and may reflect subtle racism and classism that tacitly equates certain groups with lower academic abilities and achievement. Insofar as this is true, urban universities have been criticized for contributing to institutional racism.
At one time the term urban university might be used only to describe institutions located in central cities, but this is no longer the case. Urban sprawl and the advent of edge cities has not so much made urban obsolete as to change conventional notions of what constitutes urban. Today an urban university is one located in an urban agglomeration irrespective of political boundaries or administrative definitions.
An urban university operates with a closely meshed and intertwined mission, milieu, and environment. An operational definition of the urban university would incorporate both its setting and the clientele it serves. The Coalition of Urban and Metropolitan Universities suggests several criteria applying to such institutions in the United States:
Location in a major metropolitan area
Dedication to achieving excellence through teaching, research, and public service
A diverse student body reflecting the demographic composition of the region
Responsiveness and service to the local region as part of the university's mission
Serves the region not only by providing an educated citizenry and workforce, but also as a cultural and intellectual resource
Engages in partnerships with other local organizations
Uses practical experience in the urban setting to enhance students' education
More than six dozen universities in the United States would qualify as urban universities under these criteria. Columbia University, New York University, University of Chicago, University of California at Los Angeles, University of Pennsylvania, UAB, Portland State University and Wayne State University are examples of well-known urban universities.
The term is also often used to refer to public institutions with large part-time and commuter student bodies. Such usage sometimes tacitly assumes relatively low academic standards as implicit in the student body's low income and part-time, commuter status. Clearly such criteria are not necessary to the definition of an urban university and may reflect subtle racism and classism that tacitly equates certain groups with lower academic abilities and achievement. Insofar as this is true, urban universities have been criticized for contributing to institutional racism.
Pontifical university
A pontifical university is a Catholic University established by and directly under the authority of the Holy See. It is licensed to grant academic degrees in sacred faculties, the most important of which are Sacred Theology, Canon Law, Sacred Scripture and Philosophy. Pontifical universities follow a European system of degrees in the sacred faculties, granting the baccalaureate, the licentiate, and the doctorate.
Independent institutions or individual faculties at non-pontifical universities may also be given charters by the Holy See to grant ecclesiastical degrees, usually in one or two specific fields. These are referred to as a "pontifical faculty" or "pontifical institute" to distinguish it from an entire "pontifical university."
These ecclesiastical degrees are prerequisites to certain offices in the Roman Catholic Church, especially considering that bishop candidates are selected mainly from priests who are doctors of sacred theology (S.T.D.) or canon law (J.C.D.) and that ecclesiastical judges and attorneys must at least be licentiates of canon law (J.C.L.)
Independent institutions or individual faculties at non-pontifical universities may also be given charters by the Holy See to grant ecclesiastical degrees, usually in one or two specific fields. These are referred to as a "pontifical faculty" or "pontifical institute" to distinguish it from an entire "pontifical university."
These ecclesiastical degrees are prerequisites to certain offices in the Roman Catholic Church, especially considering that bishop candidates are selected mainly from priests who are doctors of sacred theology (S.T.D.) or canon law (J.C.D.) and that ecclesiastical judges and attorneys must at least be licentiates of canon law (J.C.L.)
Land-grant university
Land-grant universities (also called land-grant colleges or land-grant institutions) are institutions of higher education in the United States designated by each state to receive the benefits of the Morrill Acts of 1862 and 1890.
The Morrill Acts funded educational institutions by granting federally controlled land to the states for the states to develop or sell to raise funds to establish and endow "land-grant" colleges. The mission of these institutions as set forth in the 1862 Act is to focus on the teaching of practical agriculture, science and engineering (though "without excluding ... classical studies"), as a response to the industrial revolution and changing social class.[1][2] This mission was in contrast to the historic practice of higher education to focus on an abstract Liberal Arts curriculum. Ultimately, most land-grant colleges became large public universities that today offer a full spectrum of educational opportunities
The Morrill Acts funded educational institutions by granting federally controlled land to the states for the states to develop or sell to raise funds to establish and endow "land-grant" colleges. The mission of these institutions as set forth in the 1862 Act is to focus on the teaching of practical agriculture, science and engineering (though "without excluding ... classical studies"), as a response to the industrial revolution and changing social class.[1][2] This mission was in contrast to the historic practice of higher education to focus on an abstract Liberal Arts curriculum. Ultimately, most land-grant colleges became large public universities that today offer a full spectrum of educational opportunities
International University
An international university can be defined as one which is funded by the governments of many countries and thereby is controlled by the officials from the government of different countries. These universities are often formed by the regional and international organizations.
Another definition is that the international university is international due to its international reach, mainly driven by the curriculum offered, the international student body or the international faculty teaching and researching at the university.
The distinction between intergovernmental and international university is similar to the one between intergovernmental organization and international organization. International is a rather open-ended term, while intergovernmental specifically refers to the fact that the participating parties or members are sovereign states and intergovernmental organizations. As a result, only intergovernmental universities are subjects of international law.
Another definition is that the international university is international due to its international reach, mainly driven by the curriculum offered, the international student body or the international faculty teaching and researching at the university.
The distinction between intergovernmental and international university is similar to the one between intergovernmental organization and international organization. International is a rather open-ended term, while intergovernmental specifically refers to the fact that the participating parties or members are sovereign states and intergovernmental organizations. As a result, only intergovernmental universities are subjects of international law.
National University
A national university is generally a university created or run by a national state but at the same time represent a state autonomic institutions which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
Modern university
By the 18th century, universities published their own research journals and by the 19th century, the German and the French university models had arisen. The German, or Humboldtian model, was conceived by Wilhelm von Humboldt and based on Friedrich Schleiermacher’s liberal ideas pertaining to the importance of freedom, seminars, and laboratories in universities.[citation needed] The French university model involved strict discipline and control over every aspect of the university.
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde.[47] The British also established universities worldwide, and higher education became available to the masses not only in Europe. In a general sense, the basic structure and aims of universities have remained constant over the years.[48]
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde.[47] The British also established universities worldwide, and higher education became available to the masses not only in Europe. In a general sense, the basic structure and aims of universities have remained constant over the years.[48]
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship
Medieval universities
Prior to their formal establishment, many medieval universities were run for hundreds of years as Christian cathedral schools or monastic schools (Scholae monasticae), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the 6th century AD.[7] The earliest universities were developed under the aegis of the Latin Church, usually from cathedral schools or by papal bull as studia generalia (n.b. The development of cathedral schools into universities actually appears to be quite rare, with the University of Paris being an exception — see Leff, Paris and Oxford Universities), later they were also founded by Kings (University of Naples Federico II, Charles University in Prague, Jagiellonian University in Kraków) or municipal administrations (University of Cologne, University of Erfurt). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.[8]
The first universities with formally established guilds in Europe were the University of Bologna (1088), the University of Paris (c. 1150, later associated with the Sorbonne), the University of Oxford (1167), the University of Palencia (1208), the University of Cambridge (1209), the University of Salamanca (1218), the University of Montpellier (1220), the University of Padua (1222), the University of Naples Federico II (1224), the University of Toulouse (1229).,[9][10] the University of Siena (1240).
The University of Bologna began as a law school teaching the ius gentium or Roman law of peoples which was in demand across Europe for those defending the right of incipient nations against empire and church. Bologna’s special claim to Alma Mater Studiorum[clarification needed] is based on its autonomy, its awarding of degrees, and other structural arrangements, making it the oldest continuously operating institution[4] independent of kings, emperors or any kind of direct religious authority.[11][12]
The conventional date of 1088, or 1087 according to some,[13] records when a certain Irnerius commences teaching Emperor Justinian’s 6th century codification of Roman law, the Corpus Iuris Civilis, recently discovered at Pisa. Lay students arrived in the city from many lands entering into a contract to gain this knowledge, organising themselves into ‘Learning Nations’ of Hungarians, Greeks, North Africans, Arabs, Franks, Germans, Iberians etc. The students “had all the power … and dominated the masters”.[14][15]
In Europe, young men proceeded to university when they had completed their study of the trivium–the preparatory arts of grammar, rhetoric and dialectic or logic–and the quadrivium: arithmetic, geometry, music, and astronomy. (See Degrees of the University of Oxford for the history of how the trivium and quadrivium developed in relation to degrees, especially in anglophone universities).
Universities became popular all over Europe, as rulers and city governments began to create them to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefit of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.[16]
The rediscovery of Aristotle's works - more than 3000 pages of it would eventually be translated - fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history.[17] Richard Dales, for instance, calls the discovery of Aristotle's works “a turning point in the history of Western thought."[18] After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this “scholasticism” were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.
The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions.[19] The structure of Northern Universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna.[20]
The first universities with formally established guilds in Europe were the University of Bologna (1088), the University of Paris (c. 1150, later associated with the Sorbonne), the University of Oxford (1167), the University of Palencia (1208), the University of Cambridge (1209), the University of Salamanca (1218), the University of Montpellier (1220), the University of Padua (1222), the University of Naples Federico II (1224), the University of Toulouse (1229).,[9][10] the University of Siena (1240).
The University of Bologna began as a law school teaching the ius gentium or Roman law of peoples which was in demand across Europe for those defending the right of incipient nations against empire and church. Bologna’s special claim to Alma Mater Studiorum[clarification needed] is based on its autonomy, its awarding of degrees, and other structural arrangements, making it the oldest continuously operating institution[4] independent of kings, emperors or any kind of direct religious authority.[11][12]
The conventional date of 1088, or 1087 according to some,[13] records when a certain Irnerius commences teaching Emperor Justinian’s 6th century codification of Roman law, the Corpus Iuris Civilis, recently discovered at Pisa. Lay students arrived in the city from many lands entering into a contract to gain this knowledge, organising themselves into ‘Learning Nations’ of Hungarians, Greeks, North Africans, Arabs, Franks, Germans, Iberians etc. The students “had all the power … and dominated the masters”.[14][15]
In Europe, young men proceeded to university when they had completed their study of the trivium–the preparatory arts of grammar, rhetoric and dialectic or logic–and the quadrivium: arithmetic, geometry, music, and astronomy. (See Degrees of the University of Oxford for the history of how the trivium and quadrivium developed in relation to degrees, especially in anglophone universities).
Universities became popular all over Europe, as rulers and city governments began to create them to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefit of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.[16]
The rediscovery of Aristotle's works - more than 3000 pages of it would eventually be translated - fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history.[17] Richard Dales, for instance, calls the discovery of Aristotle's works “a turning point in the history of Western thought."[18] After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this “scholasticism” were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.
The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions.[19] The structure of Northern Universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna.[20]
Nepal Engineering college
Nepal Engineering College, popularly known as nec, was established in 1994 as a nonprofit institution under private sector initiative. The foundation of nec was laid by few visionary Nepalese professionals and academicians who realized the need of an institution serving the technical education needs of the country for accelerated economic growth, reaching to wider section of Nepalese students and making the quality technical education accessible and affordable to the masses. This pioneering example set by nec led to the establishment of a number of engineering colleges in the country in private sector in the later years. nec is committed to retaining its long earned reputation of “an institution with concerns for quality and academic freedom”, again an example for others to follow.
Since inception, nec has been constantly engaged in designing, upgrading and standardizing the academic curricula and offering Bachelor and Masters level courses in engineering, technology and allied disciplines. nec intends to continue with this initiative, offering more innovative and applied courses in the established and emerging areas in the days to come.
Initiated with limited physical and instructional resources, nec has now grown to an institution with its resources comparable to any institution of repute in the country and the region. The physical infrastructure and instructional resources, built in 228 ropani (11.6 ha) of land in Changunarayan VDC in Bhaktapur, provides the ambience of nature and ideal learning environment.
Currently, nec offers Bachelor level as well as Masters degree programs. All the Bachelor level courses are underway at main campus at Changunarayan and Masters level courses at nec - Center for Postgraduate Studies at Pulchowk in Lalitpur.
Bachelor level courses
B. E. (Bachelor of Engineering) degree
Civil Engineering,
Electronics and Communication Engineering,
Computer Engineering,
Electrical and Electronics Engineering and
Civil and Rural Engineering
B. Arch. (Bachelor of Architecture) degree
Bachelor in Architecture
Masters level courses
Construction Management (CM),
Natural Resources Management (NRM),
Interdisciplinary Water Resources Management (IWRM) and
Transportation Engineering and Manag
Since inception, nec has been constantly engaged in designing, upgrading and standardizing the academic curricula and offering Bachelor and Masters level courses in engineering, technology and allied disciplines. nec intends to continue with this initiative, offering more innovative and applied courses in the established and emerging areas in the days to come.
Initiated with limited physical and instructional resources, nec has now grown to an institution with its resources comparable to any institution of repute in the country and the region. The physical infrastructure and instructional resources, built in 228 ropani (11.6 ha) of land in Changunarayan VDC in Bhaktapur, provides the ambience of nature and ideal learning environment.
Currently, nec offers Bachelor level as well as Masters degree programs. All the Bachelor level courses are underway at main campus at Changunarayan and Masters level courses at nec - Center for Postgraduate Studies at Pulchowk in Lalitpur.
Bachelor level courses
B. E. (Bachelor of Engineering) degree
Civil Engineering,
Electronics and Communication Engineering,
Computer Engineering,
Electrical and Electronics Engineering and
Civil and Rural Engineering
B. Arch. (Bachelor of Architecture) degree
Bachelor in Architecture
Masters level courses
Construction Management (CM),
Natural Resources Management (NRM),
Interdisciplinary Water Resources Management (IWRM) and
Transportation Engineering and Manag
Mahindra United World college
The Mahindra United World College of India (MUWCI) is one of 13 United World Colleges, located 40 km west of Pune in Maharashtra, India. Established in 1997, the college has a population of about 200 students from all around the world who live together on campus for two years. Alongside academic performance, international experience and community service play a central role in the school's educational concept.
Contents
[hide]
1 History
2 Location
3 Campus
4 Administration
5 References
6 External links
[edit] History
On 28 November 1997, Queen Noor of Jordan alongside Nelson Mandela inaugurated the Mahindra United World College of India as one of the now thirteen United World Colleges (UWC) and the third UWC in Asia. It had been made possible largely due to financial donations (approximately US$ 8 m) and personal efforts by the Mahindra industrial family (especially the late Harish Mahindra, deceased 1999).
The founding principal Dr. David Wilkinson previously founded the Li Po Chun UWC in Hong Kong, together with his wife. Dr. Veronica Wilkinson. The head of school from the year 2009 is Dr Jonathan Long, who is also a well known educator from the UK.
[edit] Location
The college is located near the village of Paud in the Taluka Mulshi region of the western state of Maharastra, India. It is around 40 km from the city of Pune (which is in turn around 100 km south-east of Mumbai), is located at approximately 18°32′29″N 73°35′09″E. The MUWCI campus is situated in rural area on a hill overlooking the valley of the Mula river near Mulshi Dam.
College meeting, May 2005
[edit] Campus
The MUWCI campus provides classrooms, modern laboratories, art studios and administrative facilities, and students-staff housing in 'village communities' called "wadas". There are four of these, each with its own characteristics. The design incorporates traditional elements and local building materials and won its creator, the architect Christopher Charles Benninger, the Designer of the Year award in 1998 (more information here). In 2000, the campus also won the American Institute of Architects/Business Week/Arcitectural Record Award for excellence.[1]
The campus also has a Medical Centre with 16 beds, with a doctor during the day and a full time nursing services.
The institution awards the International Baccalaureate Diploma.
Contents
[hide]
1 History
2 Location
3 Campus
4 Administration
5 References
6 External links
[edit] History
On 28 November 1997, Queen Noor of Jordan alongside Nelson Mandela inaugurated the Mahindra United World College of India as one of the now thirteen United World Colleges (UWC) and the third UWC in Asia. It had been made possible largely due to financial donations (approximately US$ 8 m) and personal efforts by the Mahindra industrial family (especially the late Harish Mahindra, deceased 1999).
The founding principal Dr. David Wilkinson previously founded the Li Po Chun UWC in Hong Kong, together with his wife. Dr. Veronica Wilkinson. The head of school from the year 2009 is Dr Jonathan Long, who is also a well known educator from the UK.
[edit] Location
The college is located near the village of Paud in the Taluka Mulshi region of the western state of Maharastra, India. It is around 40 km from the city of Pune (which is in turn around 100 km south-east of Mumbai), is located at approximately 18°32′29″N 73°35′09″E. The MUWCI campus is situated in rural area on a hill overlooking the valley of the Mula river near Mulshi Dam.
College meeting, May 2005
[edit] Campus
The MUWCI campus provides classrooms, modern laboratories, art studios and administrative facilities, and students-staff housing in 'village communities' called "wadas". There are four of these, each with its own characteristics. The design incorporates traditional elements and local building materials and won its creator, the architect Christopher Charles Benninger, the Designer of the Year award in 1998 (more information here). In 2000, the campus also won the American Institute of Architects/Business Week/Arcitectural Record Award for excellence.[1]
The campus also has a Medical Centre with 16 beds, with a doctor during the day and a full time nursing services.
The institution awards the International Baccalaureate Diploma.
Tribhuvan university
Tribhuvan University (henceforth, TU) is the first national institution of higher education in Nepal. It was established in 1959 A.D. and named after the late King Tribhuvan. The Central Administrative Office and the Central Campus of the university are located on the north eastern facade of Kirtipur, an ancient and small town located five kilometers away from downtown Kathmandu. There are five Institutes, four Faculties, thirty eight Central Departments, four Research Centres and sixty Constituent campuses in TU and out of them one Institute, three Faculties, 32 Departments, 3 Research Centres and two Constituent campuses are at Kirtipur. The university at Kirtipur is spread over an area of 154.77 hector (3042-5-2 ropani).
After the second democratic movement of 2006, the Prime Minister of Nepal is the ceremonial chief, the Chancellor of the University, while the Minister of Education is the Pro-Chancellor. The Vice Chancellor is the Chief Executive of the university. He is assisted by the Rector in academic programmes and the Registrar in financial management and general administration. TU is a non-profit making autonomous institution funded by the Government of Nepal.
Main objectives of TU
The university was established with the following objectives:
To produce skilled manpower essential for the overall development of Nepal;
To preserve and develop historical and cultural heritage of the nation;
To accumulate, advance and disseminate knowledge; and
To encourage and promote research in Arts, Science, Medicine, Engineering, Agriculture, Management, Education and other vocational fields
Councils of TU
There are five councils constituted as major decision-making bodies of the university.
University Council : It is the supreme decision-making body on policies, budget, and rules and regulations for running the university. It consists of 52 members.
Executive Council : Executing the decisions of the university council, making decisions on grants, giving affiliation to private campuses, and appointing the university officials are its major functions. It consists of seven members.
Academic Council : The academic council makes decisions on educational policies and practices regarding curricula, teaching, examinations and research and comprises of fifty members.
Research Coordination Council : It formulates policies on TU research activities, approves guidelines for researchers and coordinates the functions of university level research organizations. The Research Division is the secretariat of the council which publishes TU Journal, Research Bulletin and Statistical Bulletin. Besides, it monitors mini-researches for teachers. It consists of 27 members.
Planning Council : The planning council performs an advisory role of preparing short and long-term plans, developing annual programmes and evaluating programme implementation. It consists of twenty-nine members.
Academic Programmes
TU marked its golden jubilee in the year 2009 organizing various programmes. In the 52nd year of its establishment, the university family remains committed and dedicated to making it a source and centre of quality education to set up a culture of learning in the country and to promote the notion of national and global peace and harmony.
Since its inception, TU, the state owned university, has, expanded its programmes in different disciplines. There are five technical institutes and four general faculties. The university offers 115 courses for the technical proficiency certificate level. TU offers 1079 courses at Bachelor’s level and 1000 courses at Master’s level. It offers Ph.D. degree in different disciplines both at the Technical Institutes and Faculties.
TU ran its programmes only through its constituent campuses prior to 1980.With the increasing number of students willing to acquire higher education; it was not possible for the university to accommodate all the students in the constituent campuses. This situation led to the establishment of colleges in the private sector because the constituent campuses of the university alone could not meet the demand of the nation. From 1979–80, TU started providing affiliation to private colleges to conduct various programmes at different levels. Eight hundred twenty six private colleges spread all over the country have so far received TU affiliations.
In the current academic session (2011-2012) altogether 3,89,460 students have been enrolled at various levels of TU academic programmes. 1,59,394 students (40.93%) study in its 60 constituent campuses and 38 central departments, while 2,30,066 (59.07%) students study in 826 affiliated colleges. It clearly reveals that affiliated colleges do have a higher number of students than the constituent campuses.
TU has 7841 teaching faculty and 7413 non-teaching staff including the support staff in its constituent campuses. The number of total employees is 15254.
After the second democratic movement of 2006, the Prime Minister of Nepal is the ceremonial chief, the Chancellor of the University, while the Minister of Education is the Pro-Chancellor. The Vice Chancellor is the Chief Executive of the university. He is assisted by the Rector in academic programmes and the Registrar in financial management and general administration. TU is a non-profit making autonomous institution funded by the Government of Nepal.
Main objectives of TU
The university was established with the following objectives:
To produce skilled manpower essential for the overall development of Nepal;
To preserve and develop historical and cultural heritage of the nation;
To accumulate, advance and disseminate knowledge; and
To encourage and promote research in Arts, Science, Medicine, Engineering, Agriculture, Management, Education and other vocational fields
Councils of TU
There are five councils constituted as major decision-making bodies of the university.
University Council : It is the supreme decision-making body on policies, budget, and rules and regulations for running the university. It consists of 52 members.
Executive Council : Executing the decisions of the university council, making decisions on grants, giving affiliation to private campuses, and appointing the university officials are its major functions. It consists of seven members.
Academic Council : The academic council makes decisions on educational policies and practices regarding curricula, teaching, examinations and research and comprises of fifty members.
Research Coordination Council : It formulates policies on TU research activities, approves guidelines for researchers and coordinates the functions of university level research organizations. The Research Division is the secretariat of the council which publishes TU Journal, Research Bulletin and Statistical Bulletin. Besides, it monitors mini-researches for teachers. It consists of 27 members.
Planning Council : The planning council performs an advisory role of preparing short and long-term plans, developing annual programmes and evaluating programme implementation. It consists of twenty-nine members.
Academic Programmes
TU marked its golden jubilee in the year 2009 organizing various programmes. In the 52nd year of its establishment, the university family remains committed and dedicated to making it a source and centre of quality education to set up a culture of learning in the country and to promote the notion of national and global peace and harmony.
Since its inception, TU, the state owned university, has, expanded its programmes in different disciplines. There are five technical institutes and four general faculties. The university offers 115 courses for the technical proficiency certificate level. TU offers 1079 courses at Bachelor’s level and 1000 courses at Master’s level. It offers Ph.D. degree in different disciplines both at the Technical Institutes and Faculties.
TU ran its programmes only through its constituent campuses prior to 1980.With the increasing number of students willing to acquire higher education; it was not possible for the university to accommodate all the students in the constituent campuses. This situation led to the establishment of colleges in the private sector because the constituent campuses of the university alone could not meet the demand of the nation. From 1979–80, TU started providing affiliation to private colleges to conduct various programmes at different levels. Eight hundred twenty six private colleges spread all over the country have so far received TU affiliations.
In the current academic session (2011-2012) altogether 3,89,460 students have been enrolled at various levels of TU academic programmes. 1,59,394 students (40.93%) study in its 60 constituent campuses and 38 central departments, while 2,30,066 (59.07%) students study in 826 affiliated colleges. It clearly reveals that affiliated colleges do have a higher number of students than the constituent campuses.
TU has 7841 teaching faculty and 7413 non-teaching staff including the support staff in its constituent campuses. The number of total employees is 15254.
Kathmandu University(ku)
Kathmandu University is an autonomous, not-for-profit, non - government institution dedicated to maintain high standards of academic excellence. It is committed to develop leaders in professional areas through quality education.
It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.
KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.
Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,
management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.
The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.
Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world community.
It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.
KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.
Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,
management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.
The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.
Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world community.
BBS in nagarjuna college
Realizing the importance of a concrete curriculum with the need of the hour composition and structure in the total academic pattern, the curriculum for BBS degree comprises of four separate and distinct course components as follows:
1. A strong foundation in allied areas of business such as language, economic analysis, legal environment, and quantitative methods to prepare graduates to understand, analyze and comprehend the management concepts, theories and practices.
2. Core business studies encompassing and integrating all functional areas to provide graduates with an appreciation to diversity and inter-relationship of business and management issues.
3. The opportunity to concentrate in one area of specialization such as accounting, finance, human resource management, management science, and marketing in order to provide graduates with some degree of functional expertise.
4. The opportunity to choose any sectoral management area such as tourism, cooperatives transport, hotel and small business, as an elective course to enable graduates to apply the core and functional knowledge and skills in their chosen sector of business.
1. A strong foundation in allied areas of business such as language, economic analysis, legal environment, and quantitative methods to prepare graduates to understand, analyze and comprehend the management concepts, theories and practices.
2. Core business studies encompassing and integrating all functional areas to provide graduates with an appreciation to diversity and inter-relationship of business and management issues.
3. The opportunity to concentrate in one area of specialization such as accounting, finance, human resource management, management science, and marketing in order to provide graduates with some degree of functional expertise.
4. The opportunity to choose any sectoral management area such as tourism, cooperatives transport, hotel and small business, as an elective course to enable graduates to apply the core and functional knowledge and skills in their chosen sector of business.
Nagarjuna college
Nagarjuna International College (NIC) runs higher secondary education wing very successful since 1995. NIC has prepared enough infrastructures to meet the objectives of HSE Board as well as of the nation. Higher Secondary Education level is that entrance point from which learners inaugurate their professional career. So, NIC offers multiple education wings: Humanities, Management and Science.
Higher Secondary Education is that level which bridge 10 years secondary education to the path of higher educational and professional pursuit. That is why plus-two level is the very crucial point, in which, if the pupils are not addressed psychologically, the dream of success will be shattered. NIC is well- aware for the interests of the youths in this level. You will find NIC a better educational destination especially designed to your one sake.
Higher Secondary Education is that level which bridge 10 years secondary education to the path of higher educational and professional pursuit. That is why plus-two level is the very crucial point, in which, if the pupils are not addressed psychologically, the dream of success will be shattered. NIC is well- aware for the interests of the youths in this level. You will find NIC a better educational destination especially designed to your one sake.
khwopa engineering college
KhEC is Nepal's first community-based engineering college, undertaken by Bhaktapur Municipality.It is centrally located at culturally rich city Bhaktapur.KhEC will, in every regard, be the right destination for those who aspire to become professional engineers and architects at affordable fees.
With a distant vision of maintaining Bhaktapur's hard-won glory, the college aims to produce highly skilled engineers/architects that will have blends of both indigenous and modern-day technologies. In this regard, the college is aiming to provide quality education in the engineering in the engineering fields which are of prime importance for the development of country.
With a distant vision of maintaining Bhaktapur's hard-won glory, the college aims to produce highly skilled engineers/architects that will have blends of both indigenous and modern-day technologies. In this regard, the college is aiming to provide quality education in the engineering in the engineering fields which are of prime importance for the development of country.
Monday, September 5, 2011
orchid int'l academy
As we walk by the streets of Kathmandu nowadays, the most common thing that we see in front of the hotels and restaurants is a banner, written as ‘Nepal Tourism Year 2011’ along with the name of the hotel. After the consultation of Nepalese Government with major travel trade groups and concerned organizations, experts and industries, the government decided to launch a tourism campaign “Nepal Tourism Year 2011” with a exaggerating brand ‘Naturally Nepal, once is not enough’ on October 25th 2008. The campaign anticipates bringing at least one million international tourists to Nepal by the year 2011.
Previously, a similar launch of ‘Visit Nepal ‘98’ was able to attract around 464,000 tourists from all over the world. The campaign was able to collect total revenue of US$24.8 million. Whereas, the recent data reveals that around 509,752 tourists visited Nepal in 2009. After a long effort of Government of Nepal, mainly after a big effort of the Nepal Tourism Board and other related institutions the formal Prime Minister Madhav Kumar Nepal officially lunched the Nepal Tourism Year 2011 (NTY 2011) by lighting the peace light bought from Lumbini in the Army Pavilion Ground in Tudikhel, Kathmandu on 26th February 2010. A few months prior the campaign, a question triggers in most of our mind: Are we ready?
Though a lot of exercises have been done for this operation, NTY 2011 still appears to be ‘a rose in between the thorns.’ Various obstacles are definite to harden the campaign to run smoothly. The major ones are poor infrastructure, poverty, political instability, bandhas and strikes, unmanaged waste management and unhealthy competition in the travel and tourism sector.
Despite having strong potential to flourish travel and tourism (T & T) industry, Nepal has not been able to propagate its potentiality. Nepal ranks in the 118 position amongst 133 nations in the T&T competitiveness. Similarly, it lies in the 125 place in the ground transport infrastructure and 114 in the air transport. Since long, Nepal has been satisfying with only one international airport and a government run airlines company which has been ongoing with bankruptcy and with insufficient aircrafts. On the other hand, the condition of most of the domestic airports is pathetic.
Meanwhile, the creeping tariffs for the tourist, itself discourages them to visit Nepal more than once. As soon as the tourists come out of the airport they get irritated with the taxi drivers who firstly welcome them with a sneaky manner and then charge extraordinary amount. Likewise, traders and shopkeepers act as a fraud and charge ludicrous prices as they recognize a foreigner entering their shop. The mismanagement of waste and the frequent strikes by the municipal workers and the locals of landfill sites oblige these wastes to be collected on time. Ultimately, tourists are encouraged to leave this malodorous place and return to their own serene homeland.
Mostly, recurring strikes and bandhas confine our guests to travel only few of the places. During a month long visit, generally a tourist is compelled to stay inside a hotel for more than half of his days in Nepal. Though the major political parties have agreed to not to recourse their favorite tool- bandhas- to solve a national issue, we can only hope that they will keep up their promise.
The supply of basic necessities is another barrier for a successful tourism year. The ongoing power crisis is inevitable in Nepal. Load shedding has been a part of all who arrive to our country till date. Obviously, no one would like to have a candle light dinner every day! Moreover, the unavailability of internet access is extra distressing news for our ‘atithies’. Nepal is far behind in the development of communication, science and technology. On the other hand, there are very few good hotels in many of the tourist destinations, whereas, the few ones are not able to provide good accommodation and food to their customers. This makes great impact on the perception of our ‘atithies’ who visiting our country.
Although these complications are sure to trigger in the upcoming campaign, the effort made by the Nepal Tourism Board and some affiliated parties is highly appreciable. A lot of effort has been made by these groups to bring this campaign to this stage. However, some of these constrains can be solved during finishing move for the successful kickoff of the campaign. Strong backup and a good investment from the government can overcome few of these barriers. Likewise, as promotions and advertisements make the first impression of the country; more focus should be made in effective and attractive promotion of the campaign through national and international media’s.
Whether or not these snags are resolved before the campaign commences, it is responsibility of all of us to promote and support the government for a successful ‘Nepal Tourism Year 2011’ stimulating the tourism brand ‘Naturally Nepal, once is not enough’ .
Previously, a similar launch of ‘Visit Nepal ‘98’ was able to attract around 464,000 tourists from all over the world. The campaign was able to collect total revenue of US$24.8 million. Whereas, the recent data reveals that around 509,752 tourists visited Nepal in 2009. After a long effort of Government of Nepal, mainly after a big effort of the Nepal Tourism Board and other related institutions the formal Prime Minister Madhav Kumar Nepal officially lunched the Nepal Tourism Year 2011 (NTY 2011) by lighting the peace light bought from Lumbini in the Army Pavilion Ground in Tudikhel, Kathmandu on 26th February 2010. A few months prior the campaign, a question triggers in most of our mind: Are we ready?
Though a lot of exercises have been done for this operation, NTY 2011 still appears to be ‘a rose in between the thorns.’ Various obstacles are definite to harden the campaign to run smoothly. The major ones are poor infrastructure, poverty, political instability, bandhas and strikes, unmanaged waste management and unhealthy competition in the travel and tourism sector.
Despite having strong potential to flourish travel and tourism (T & T) industry, Nepal has not been able to propagate its potentiality. Nepal ranks in the 118 position amongst 133 nations in the T&T competitiveness. Similarly, it lies in the 125 place in the ground transport infrastructure and 114 in the air transport. Since long, Nepal has been satisfying with only one international airport and a government run airlines company which has been ongoing with bankruptcy and with insufficient aircrafts. On the other hand, the condition of most of the domestic airports is pathetic.
Meanwhile, the creeping tariffs for the tourist, itself discourages them to visit Nepal more than once. As soon as the tourists come out of the airport they get irritated with the taxi drivers who firstly welcome them with a sneaky manner and then charge extraordinary amount. Likewise, traders and shopkeepers act as a fraud and charge ludicrous prices as they recognize a foreigner entering their shop. The mismanagement of waste and the frequent strikes by the municipal workers and the locals of landfill sites oblige these wastes to be collected on time. Ultimately, tourists are encouraged to leave this malodorous place and return to their own serene homeland.
Mostly, recurring strikes and bandhas confine our guests to travel only few of the places. During a month long visit, generally a tourist is compelled to stay inside a hotel for more than half of his days in Nepal. Though the major political parties have agreed to not to recourse their favorite tool- bandhas- to solve a national issue, we can only hope that they will keep up their promise.
The supply of basic necessities is another barrier for a successful tourism year. The ongoing power crisis is inevitable in Nepal. Load shedding has been a part of all who arrive to our country till date. Obviously, no one would like to have a candle light dinner every day! Moreover, the unavailability of internet access is extra distressing news for our ‘atithies’. Nepal is far behind in the development of communication, science and technology. On the other hand, there are very few good hotels in many of the tourist destinations, whereas, the few ones are not able to provide good accommodation and food to their customers. This makes great impact on the perception of our ‘atithies’ who visiting our country.
Although these complications are sure to trigger in the upcoming campaign, the effort made by the Nepal Tourism Board and some affiliated parties is highly appreciable. A lot of effort has been made by these groups to bring this campaign to this stage. However, some of these constrains can be solved during finishing move for the successful kickoff of the campaign. Strong backup and a good investment from the government can overcome few of these barriers. Likewise, as promotions and advertisements make the first impression of the country; more focus should be made in effective and attractive promotion of the campaign through national and international media’s.
Whether or not these snags are resolved before the campaign commences, it is responsibility of all of us to promote and support the government for a successful ‘Nepal Tourism Year 2011’ stimulating the tourism brand ‘Naturally Nepal, once is not enough’ .
kathmandu university
Kathmandu University is an autonomous, not-for-profit, non - government institution dedicated to maintain high standards of academic excellence. It is committed to develop leaders in professional areas through quality education.
It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.
KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.
Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,
management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.
The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.
Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world communit
It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.
KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.
Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,
management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.
The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.
Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world communit
Thursday, June 30, 2011
whitegold Int'l college
Education is the strongest single identity of Nepal. After years of trials and tribulations and fresh challenges of the present times, things are gradually changing for the better in the field of education. We can see that in the readiness and courage shown by schools and colleges. Despite difficulties encountered at different moments in the history of modern Nepal, educational institutions survived and continued to grow. Newer and newer educational establishments came into existence. The process meaningfully continues today. Challenges are offered by the latest technologies and pedagogic practices in our times. Schools and Colleges that accept the challenges can open up important avenues of education.
White Gold College is established by accepting that educational challenge. We are open to almost all the important philosophies of education that combine the established instructional pedagogy with the modes and methods opened up by electronic, visual and cybernetic mediums. But our motto is to follow simplicity, humanity, humbleness and excellence of education that we consider as the principal mantra of effective good education.
The goal of White Gold College is to produce graduates who will be informed, educated, trained in technology and science, human in outlook and dedicated to the service of the nation, peace and humanity and successful in their careers. We are always open to ideas, views and free interactions but we will always continue to promote the value of good education by utilising the latest methods of learning and inculcating human values.
White Gold College is established by accepting that educational challenge. We are open to almost all the important philosophies of education that combine the established instructional pedagogy with the modes and methods opened up by electronic, visual and cybernetic mediums. But our motto is to follow simplicity, humanity, humbleness and excellence of education that we consider as the principal mantra of effective good education.
The goal of White Gold College is to produce graduates who will be informed, educated, trained in technology and science, human in outlook and dedicated to the service of the nation, peace and humanity and successful in their careers. We are always open to ideas, views and free interactions but we will always continue to promote the value of good education by utilising the latest methods of learning and inculcating human values.
Arniko Int'l college
Arniko International Academy is one of the premier institutions dedicated to provide quality education in a fully integrated and multicultural environment. The Academy occupies a four-storey Academic building, a three-storey Laboratory building and a two-storey Administrative building located at Talchikhel, Satdobato, Lalitpur of Kathmandu valley with excellent facilities. It is committed to achieve excellence in the academic development of students and professionals. The academy offers +2 in Science, Management and Humanities programmes affiliated to Higher Secondary Education Board (HSEB), Nepal.
The Academy was established in 2010 AD with an attempt to partially fulfill the limitations of qualified manpower in educational field. It is led by renowned academicians and highly qualified professional who have expertise in teaching-learning and managerial activities.
To fulfill your need and desire for higher education, let Arniko be your choice. For those who are planning to achieve quality education in diverse disciplines like science, management and humanities stream, our programmes are designed to a strong academic foundation.
The Academy was established in 2010 AD with an attempt to partially fulfill the limitations of qualified manpower in educational field. It is led by renowned academicians and highly qualified professional who have expertise in teaching-learning and managerial activities.
To fulfill your need and desire for higher education, let Arniko be your choice. For those who are planning to achieve quality education in diverse disciplines like science, management and humanities stream, our programmes are designed to a strong academic foundation.
Overhead Bridge
OVER-HEAD BRIDGE Overhead bridges are such bridges especially noticed in Urban areas which are erected in highly densed traffic junctions for both people and vechiles in order to maintain traffic system.In case of foreign there are means of transportation which are using exactly different circuits. Roadways for small/medium vechiles whereas overheads for trains and crossings for people. But in comparison or context of Nepal overheads are only maintainded for the peoples affair.Over 90% of such bridges are seen in the capital at Jamal, Ratnapark, Bhadrakali, Shudhara, Newroad, Pulchowk, Bhotahiti etc...Among these Ratnapark ows the biggest one which transects the most public,since it is also located in centre point of valley. Besides this, several people are even seen crossing across the roads leaving the overhead bridge made for them and sometimes gets dashed off with speed vechiles. May they realize the use of such overheads only after.
SPitting & Urinating at public places
Most of the time while walking in public places we have to see horrible and unhygienic scenes of spitting and urination at public places, especially at the bus stands, foot paths. The problem is not just limited to these places, but if one looks at the corners of every staircase of high rise building (especially shopping malls and government buildings) one can see ugly red stain marks of spitting and filth of urination. Urination at the roadside presents such an ugly picture that if one is accompanied by family members, especially women it becomes embarrassing and I have faced these problem many times. Foreigners are so amused to see such scenes that they record these scenes in their handy cam. So shameful! Its government duty to make public toilet and its our duty to bring awareness.
Teens mind
Actually the mind of any youths is not in their related field. At the time of mature they have high capacity to remember anything.But due to carelessness the nerve cell of their mind get destroy in short interval of time. So the young generation cant remember so much. To give long live to their mind they should trained their mind. they can trained their mind by learning, daily touch with latest discovery,etc. so everybody should concern about it.
Happiness-A real definition
Happiness is very difficult to define, because it means so many different things to different people. While some people link happiness to wealth and material success, others think it lies in emotions and loving personal relationships. Yet others think that spiritual paths, rather than either the material world or relationships with people, are the only way to true happiness. Because people interpret happiness for themselves in so many different ways, it is difficult to give any definition that is true for everyone. However, if there are different kinds of happiness for different individuals then the first step in achieving happiness would be to have a degree of self knowledge. A person needs to know who he or she is before being able to know what it is that makes him or her happy. Of course,factors such as loving relationships, good health, the skills to earn a living and a peaceful environment all contribute to our happiness too. But this does not mean that people without these conditions connot be happy. Overall, I think an ability to keep clear perspectives in life is a more essential factor in achieving happiness. By that I mean an ability to have a clear sence of what is important in our lives (the welfare of our families, the quality of our relationships, making other people happy,etc.) and what is not (a problem at work, getting annoyed about trivial things,etc.). Like self-awareness, this is also very difficult to achieve,but I think these are the two factors that may be the most important for achieving happiness.
Historical Buildings: Inspiration to Survive
History means past event which never comes again. Historic buildings carry the very similar thinking in every one's life. It is a natural phenomenon that old things are used and after its expiration date it is garbage or spoilt. But, everything cannot be treated on the same manner. Historic building means which have some value on some phase of time which everyone in present time thinks it as historic. It has become historic due to different reason like, its culture, and tradition and of different belief on different periods of time. So, historic or old buildings should be kept preserved and should not replace them with modern infra-structures. Every citizen of each city wants to popularize their place by such buildings which helps to know their place on the other part of the world. Destroying historic buildings may hurt many people feelings emotionally and they may get mentally torchured by this kind of act. For example, If we destroy Tazmahal of India, which is a symbol of love and peace and try to construct a new Tazmahal what will be it's value? How many people may get mentally hurt and emotionally torchured? Destroying historic building may bring negative effect on the value of city and its identity which is known by that single building. As the time passes that specific city may get out of the map. This thing has happened in different parts of the world. By, just looking at that single building many people remembrance may be attached to it and they may have got inspiration to survive by that building alone. Historical building gives some kind of knowledge to the people. They can understand and gather several facts about, how their fore-father used to live? What may have been the tradition, culture and living style of the past? How people used to struggle on that time and this information passes from generation to generation which is a good symbol of communication with our next generation. At last, Historic building should be saved and everyone should think it as public property. The government should declare public holiday to visit different historic building and declare transport holiday on that certain day. Now, people should try to develop the slogan like: SAVE HISTORIC BUILDINGS AND SAVE YOUR IDENTITY TOO........
Texas Int'l college
Engineering Streams Offered
A choice of 15 most sought-after engineering disciplines
ICAS offers students a choice of 15 most sought-after engineering disciplines with internationally-recognised and globally-accepted curriculum. Students also have the flexibility to choose and change their engineering specialty, even while pursuing the course.
The courses offered under the Twinning Engineering Programme are:
Architecture
Automotive Engineering
Aviation/Aerospace Engineering
Biomedical Engineering
Chemical Engineering
Civil/Construction Engineering
Computer/Software Engineering
Electrical and Electronics Engineering
Electronics and Communication Engineering
Environmental Sciences Engineering
Industrial/Manufacturing Engineering
Material Science Engineering
Metallurgical Engineering
Mechanical Engineering
Mechatronics Engineering
Since the third and fourth years of the course will be completed in the UK, USA or Australia at any of our 22 International Affiliate Partner Universities, or from one of the world-renowned Institutions through a credit-transfer facility—students get ample exposure to a multi-cultural environment, the backing of a world-class infrastructure and the excellence shared by a well-equipped faculty and a curriculum of international standards.
The average salary package of ICAS students during the placements is currently between
US $ 50,000 – US$ 85,000 per annum
A choice of 15 most sought-after engineering disciplines
ICAS offers students a choice of 15 most sought-after engineering disciplines with internationally-recognised and globally-accepted curriculum. Students also have the flexibility to choose and change their engineering specialty, even while pursuing the course.
The courses offered under the Twinning Engineering Programme are:
Architecture
Automotive Engineering
Aviation/Aerospace Engineering
Biomedical Engineering
Chemical Engineering
Civil/Construction Engineering
Computer/Software Engineering
Electrical and Electronics Engineering
Electronics and Communication Engineering
Environmental Sciences Engineering
Industrial/Manufacturing Engineering
Material Science Engineering
Metallurgical Engineering
Mechanical Engineering
Mechatronics Engineering
Since the third and fourth years of the course will be completed in the UK, USA or Australia at any of our 22 International Affiliate Partner Universities, or from one of the world-renowned Institutions through a credit-transfer facility—students get ample exposure to a multi-cultural environment, the backing of a world-class infrastructure and the excellence shared by a well-equipped faculty and a curriculum of international standards.
The average salary package of ICAS students during the placements is currently between
US $ 50,000 – US$ 85,000 per annum
Tuesday, June 28, 2011
millenium college
A unique initiative offered by Manipal Education, students can pursue the first two years of their Engineering course at the Manipal University campus, India, and complete their third and fourth years at any of our International Affiliate Partner Universities in the USA, UK or Australia—saving 40% on the cost of a completely US/UK/Australian degree*.
Gyanodya college
Education at Gyanodaya differs from others. It goes beyond transacting the prescribed academic curriculum of Higher Secondary Education Board, and give students a sense of purposeful direction in life. By the time our students graduate from here, they are clear about what they want to make out of their lives and where they want to reach. The real purpose of education which Gyanodaya believes in is to develop in students the clarity of vision and purpose coupled with a proper sense of direction to be able to step into the practical world of reality with assured confidence and positive conviction.
Providing the right kind of learning environment with a dedicated team of faculty where you discover for yourself the exciting facets of a career in Science, Management and Humanities is what Gyanodaya stands for. The rigors of academic discipline going hand in hand with a judicious mix of co and extra-curricular activities bring about the development of a total integrated personality of the student. This is what makes Gyanodaya a Plus Two with a real difference.
Providing the right kind of learning environment with a dedicated team of faculty where you discover for yourself the exciting facets of a career in Science, Management and Humanities is what Gyanodaya stands for. The rigors of academic discipline going hand in hand with a judicious mix of co and extra-curricular activities bring about the development of a total integrated personality of the student. This is what makes Gyanodaya a Plus Two with a real difference.
Gyanodya higher sec. school
Reaching the secondary level was definitely a major landmark in the history of Gyanodaya. But there were still greater milestones beckoning Gyanodaya. So it possibly couldn’t afford to sit on its laurels and stagnate itself at the secondary level.
It had to inevitably scale greater heights of excellence and achievement. Thus came up the higher secondary wing by the name Gyanodaya Higher Secondary School which was registered with the Higher Secondary Education Board in 1996, and started the 10+2 classes in the three streams of science, management and humanities.
Initially, the classes for 10+2 were conducted in the same premises of Gyanodaya Bal Batika at Sanepa. But giving due heed to the need to give a separate focus to the 10+2 program, a separate infrastructure was developed with its own compound at Jhamsikhel.
Since then the higher secondary wing has created a separate identity for itself in terms of the wide variety of subjects offered and its excellent Board results. The institution is committed to broaden the scope of choice for its students and enhance the quality of its education.
It had to inevitably scale greater heights of excellence and achievement. Thus came up the higher secondary wing by the name Gyanodaya Higher Secondary School which was registered with the Higher Secondary Education Board in 1996, and started the 10+2 classes in the three streams of science, management and humanities.
Initially, the classes for 10+2 were conducted in the same premises of Gyanodaya Bal Batika at Sanepa. But giving due heed to the need to give a separate focus to the 10+2 program, a separate infrastructure was developed with its own compound at Jhamsikhel.
Since then the higher secondary wing has created a separate identity for itself in terms of the wide variety of subjects offered and its excellent Board results. The institution is committed to broaden the scope of choice for its students and enhance the quality of its education.
baylor college
# Baylor offers a top academic experience. The Fall 2010 freshman class was one of the most academically qualified classes in university history, with a mean SAT score of 1218. Over the past 10 years the average SAT for entering freshmen has risen 50 points.
# Baylor students interact with outstanding full time faculty from their first days on campus.
# Baylor students are a part of a Christian community of faith. There is a very active community of faith on campus, as well as multiple choices in the larger Waco community. In fact, Baylor students, faculty and staff annually volunteer more than 150,000 hours of local community service.
# Baylor is big enough to meet many needs. With more than 14,000 students working toward degrees in 151 areas of study, pre-professional tracks, and specialized academic opportunities, Baylor offers an outstanding array of educational opportunities.
# Baylor offers a dynamic and invigorating campus life. From concerts to Big 12 athletics to 250 student organizations, the Baylor campus is alive with students throughout the year.
# Baylor is small enough to minister to and offer educational opportunities to the individual. From Welcome Week groups to faculty office hours to resident chaplains to specialized tutoring facilities, Baylor offers a place for students to connect and to be treated with the respect and dignity today's students expect and deserve.
# Baylor students interact with outstanding full time faculty from their first days on campus.
# Baylor students are a part of a Christian community of faith. There is a very active community of faith on campus, as well as multiple choices in the larger Waco community. In fact, Baylor students, faculty and staff annually volunteer more than 150,000 hours of local community service.
# Baylor is big enough to meet many needs. With more than 14,000 students working toward degrees in 151 areas of study, pre-professional tracks, and specialized academic opportunities, Baylor offers an outstanding array of educational opportunities.
# Baylor offers a dynamic and invigorating campus life. From concerts to Big 12 athletics to 250 student organizations, the Baylor campus is alive with students throughout the year.
# Baylor is small enough to minister to and offer educational opportunities to the individual. From Welcome Week groups to faculty office hours to resident chaplains to specialized tutoring facilities, Baylor offers a place for students to connect and to be treated with the respect and dignity today's students expect and deserve.
Friday, June 24, 2011
Kabhre secondary school
Kabhre Secondary School, established in 2049 B.S. by a team of high profile academicians, is proud to launch +2 programmes from the academic year 2066 B.S. The institution is affiliated to Higher Secondary Education Board of Nepal Government and alms at providing quality education in science and commerce.
The Board first and the third in 2061 B.S, the district toppers in different years are the glimpses from our history. The constructive suggestions from our valuable parents, well wishers and the need for quality education have inspired us to gear up the programme.
The school is proud of having experienced faculty members dedicated to uplift the academic status of the students.
KHSS provides the atmosphere where its students can truly grow and learn. It does not merely turn out mindless drones which recycle information. Students are encouraged to do individual projects and try new things.
KHSS is always with sportsmanship spirit. Table tennis, basket ball, volley ball, badminton and other indoor games are accommodated in the collage premises. Besides, students will be encouraged to participate in different inter and intra collage tournaments and competitions.
The Board first and the third in 2061 B.S, the district toppers in different years are the glimpses from our history. The constructive suggestions from our valuable parents, well wishers and the need for quality education have inspired us to gear up the programme.
The school is proud of having experienced faculty members dedicated to uplift the academic status of the students.
KHSS provides the atmosphere where its students can truly grow and learn. It does not merely turn out mindless drones which recycle information. Students are encouraged to do individual projects and try new things.
KHSS is always with sportsmanship spirit. Table tennis, basket ball, volley ball, badminton and other indoor games are accommodated in the collage premises. Besides, students will be encouraged to participate in different inter and intra collage tournaments and competitions.
Importance of education
Education is the preparation of life. It is the light of life. It is a continuous and life-long process. It is the most precious and permanent property of an individual. It invites positive and constructive changes in life.
Education plays a vital role in the development of the human civilization. It is the prime key to personality development. It enables everyone to be self-dependent. It makes people civilized, good mannered, aware, well-skilled and responsible. Educated people can discriminate good and bad behaviour.
Education is considered to be the foundation of development. It provides the nation with technical and administrative manpower. Unless a country has required educated manpower, it cannot develop its condition appropriately. Technical manpower such as engineers, doctors, mechanics, pilots, etc. are required in every field of construction.
Education promotes national unity. If people are well educated, they can understand need and importance of national unity. It is sure that national unity is the most important factor for the development of the individuals personality, society and the whole country. If people are educated and united, they will be co-operative. Educated people reform their society. They can lead the uneducated people to their success.
Education is the most important property of an individual. The progress of the nation depends on its educated manpower.
Education plays a vital role in the development of the human civilization. It is the prime key to personality development. It enables everyone to be self-dependent. It makes people civilized, good mannered, aware, well-skilled and responsible. Educated people can discriminate good and bad behaviour.
Education is considered to be the foundation of development. It provides the nation with technical and administrative manpower. Unless a country has required educated manpower, it cannot develop its condition appropriately. Technical manpower such as engineers, doctors, mechanics, pilots, etc. are required in every field of construction.
Education promotes national unity. If people are well educated, they can understand need and importance of national unity. It is sure that national unity is the most important factor for the development of the individuals personality, society and the whole country. If people are educated and united, they will be co-operative. Educated people reform their society. They can lead the uneducated people to their success.
Education is the most important property of an individual. The progress of the nation depends on its educated manpower.
student education
An individual passes through the different stages in life. one of the most important stages is student life. This stage is called a golden life. This stage normally beings at the age of five.
Student life is the period of getting education. At first, a student gets admitted in a primary school. after he completes school education, he goes to college, university. his main job is to study to brighten his future life. The teachers always want the students work hard. Only hardworking students can succeed in life. They are expected to follow the proper track of life. They must be discipline, good mannered and civilized. Teacher guide them.
Students can get chance to learn many things at schools and colleges. They learn knowledge and skills. They also learn games, music and other extra skills. Games and physical exercise make their body healthy and strong. Students should build up their character. Good character is a key to success. Bad character leads everyone failures. Students should be far from the bad habits such as smoking, drinking, etc. They can also learn many things from their friends. They learn to be good leaders when they take part in group competitions. They learn how to be co-operative.
Students are the pillars of the nation. They should play an important role in future. It is the duty of the academic institutes, teachers and parents to train and guide the students for their future life.
Student life is the period of getting education. At first, a student gets admitted in a primary school. after he completes school education, he goes to college, university. his main job is to study to brighten his future life. The teachers always want the students work hard. Only hardworking students can succeed in life. They are expected to follow the proper track of life. They must be discipline, good mannered and civilized. Teacher guide them.
Students can get chance to learn many things at schools and colleges. They learn knowledge and skills. They also learn games, music and other extra skills. Games and physical exercise make their body healthy and strong. Students should build up their character. Good character is a key to success. Bad character leads everyone failures. Students should be far from the bad habits such as smoking, drinking, etc. They can also learn many things from their friends. They learn to be good leaders when they take part in group competitions. They learn how to be co-operative.
Students are the pillars of the nation. They should play an important role in future. It is the duty of the academic institutes, teachers and parents to train and guide the students for their future life.
Technical education
The education which provides special practical knowledge and skills is called technical education. It is different from general education. It makes learners well skilled in the special fields such as agriculture, carpentry. engineering, medicine, driving, piloting, etc. The people who have special technical skills and knowledge are called technicians, carpenters, drivers, mechanics, engineers, doctors, pilots and so on.
It is very important for the development of a country. Technicians are needed in every field of construction. To make factories, roads, bridge, canals, buildings, airports, etc. needs technicians. If a country has sufficient technical hands, it can develop its condition rapidly. In order to produce electricity, to work in mines to grow enough crops and vegetables, we need different types of technicians.
Technical education makes a country rich. If a country has more production of goods, it can feed its people easily. Foreign currency can be earned by selling extra production to other countries. If we do not have required technicians, we have to hire them from other countries. They have to paid more money as their salary. Through them, the money goes away. By a result, a country cannot be developed.
Technical education is very important to solve the problem of unemployment. Technical hands cannot be unemployed. They help in every field. On the other hand, technical hands do not need to request others to give them jobs. They can start their business on their own. Thus it makes people independent. If they start their own trade, they can provide job opportunities to other educated people. Thus technical education helps us to solve the problem of unemployment.
The economic progress of the nation depend on technical hands. Every country should give a high priority on technical education to develop the nation.
It is very important for the development of a country. Technicians are needed in every field of construction. To make factories, roads, bridge, canals, buildings, airports, etc. needs technicians. If a country has sufficient technical hands, it can develop its condition rapidly. In order to produce electricity, to work in mines to grow enough crops and vegetables, we need different types of technicians.
Technical education makes a country rich. If a country has more production of goods, it can feed its people easily. Foreign currency can be earned by selling extra production to other countries. If we do not have required technicians, we have to hire them from other countries. They have to paid more money as their salary. Through them, the money goes away. By a result, a country cannot be developed.
Technical education is very important to solve the problem of unemployment. Technical hands cannot be unemployed. They help in every field. On the other hand, technical hands do not need to request others to give them jobs. They can start their business on their own. Thus it makes people independent. If they start their own trade, they can provide job opportunities to other educated people. Thus technical education helps us to solve the problem of unemployment.
The economic progress of the nation depend on technical hands. Every country should give a high priority on technical education to develop the nation.
women education
A human society consists of men and women. If both men and women are educated, they can play the equal role. It is said that a men and women are two wheels of a cart. If one of the wheels is weak, the cart cannot move properly. The progress of the nation also depends on female education too.
Female education is very important. Educated women can help their family, society and country. If they are educated, they can look after their children properly. They can teach their children good manners, discipline and lessons. The mother is the first teacher of a baby. Similarly, an educated women can help her husband to make their life properly successful.
Women should be trained properly. They need various kinds of skills and knowledge. They can learn simple subjects like home science, childcare, first- aid, needle work, tailoring, interior designing, etc. Furthermore, they can be engineers, doctors, teachers, administrators, leaders and so on. It is said that female are not suitable for military trainings, but they should given free opportunities to choose their careers.
In the context of a developing country like Nepal
Monday, June 20, 2011
college
Collegelife is the life that brings the carrier of the students.In the college life, students and teacher must be in disciplane.In college or in school there must be disciplane.collegelife is very kindful,there the students have to learn and they want to make their life better.In the college time the student go to learn and to get ideas,knowledge.all the students goes to learn in school,college.schoollife and collegelife is very different to learn.learnine and getting ideas is the best policy for students.
Reading is good for the soul.In the college student go to learn.In the large numbers around the world,students choose college,universities.In the college there are so many course books that the students can read.placing students of similar academic ability together sounds good in theory.It is true that students need more knowledge of a subject.they need to know how to works in groups to achieve a mutual goal,how to work as a team.where better to learn those skills than on the sports field?
People attend college for a lot of different reasons. I believe that the three most common reasons to prepare for a carrier,to have new experiences and to increase there knowledge of themse lves and of the world around them.
Reading is good for the soul.In the college student go to learn.In the large numbers around the world,students choose college,universities.In the college there are so many course books that the students can read.placing students of similar academic ability together sounds good in theory.It is true that students need more knowledge of a subject.they need to know how to works in groups to achieve a mutual goal,how to work as a team.where better to learn those skills than on the sports field?
People attend college for a lot of different reasons. I believe that the three most common reasons to prepare for a carrier,to have new experiences and to increase there knowledge of themse lves and of the world around them.
teacher
Teacher is the person who teach us and give ideas,knowledge.teacher teach us well and we learn more and gain ideas.only the students donot learn without teacher.They helps us in every field,areas etc.teacher help in building of our carrier,they teaches in the educational areas.
Sunday, June 19, 2011
college
college is the place where students can go to learn.collegelife is the most important ,where all students come to learn and gain knoledge,ideas etc.collegelife helps to make the future carrier of the students.It helps us in every field.
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