Recently I returned from 12 days of visiting schools in New England. What a beautiful time of the year to enjoy the colorful display of leaves.
In Massachusetts I visited Simon's Rock and Williams College. I also visited Miss Hall's and The Buxton School, two wonderful boarding schools. All of these institutions offer some very unique learning environments.
In New Hampshire I saw 12 state and private colleges and universities. I will give a very brief description of each. For more detailed information visit the New Hampshire College andUniversity Council website www.visitnewhampshirecolleges.org.
Chester College offers the unique combination of art plus writing. They do not require the SAT, but they do require an interview and portfolio.
Plymouth State University has a meteorology major. Originally a teachers' college, they still have a strong education program.
University of New Hampshire only accepts the Common Application. They have 100 majors to select from.
Southern New Hampshire University is a private school. Their culinary/hospitality school offers an award-winning restaurant.
Rivier College has a strong nursing program. They also have an early childhood center that usually has a waiting list.
Daniel Webster College is the place to go if you are interested in being a pilot or air traffic controller. They also offer a major in homeland security.
Saint Anselm College requires all graduates to take a foreign language component. They house the New Hampshire Institute of Politics.
New England College is a good choice for a B student. Home schooled students also do well at this school.
Colby-Sawyer has a Progressive Scholar Program for underserved populations. No foreign language is required for graduation.
Dartmouth College has its unique Dartmouth Plan, which gives students a great amount of flexibility in completing their academic requirements in conjunction with travel abroad, internships, and other life experiences. Only the high academics need apply. Over 20% of the freshmen class are high school valedictorians.
Franklin Peirce University is a lovely campus set near Mt. Monadnock. There are wonderful opportunities for those interested in physical therapy. They offer strong programs in theater arts, music and the sciences.
Keene State College originally was a teachers' college. Their campus houses the Center for Holocaust and Genocide Studies. Their dorms have a number of living/learning communities.
New Hampshire offers a wide variety of higher education institutes of learning.
Friday, October 31, 2008
Time Sensitive--November 12, 2008 Event
Register to participate in the largest online college fair. Be sure to register in time to take advantage of this new, innovative resource.
http://www.prweb.com/releases/CollegeWeekLive/RatingsPanel/prweb1543854.htm
http://www.prweb.com/releases/CollegeWeekLive/RatingsPanel/prweb1543854.htm
College Essays
This article provides a list of hints regarding what to do and what not to do when creating your college essay.
http://www.charlotteobserver.com/225/story/275581.html
http://www.charlotteobserver.com/225/story/275581.html
The New Paperless Application
More and more colleges prefer paperless applications. There are resources on the internet that will help make this process smoother. http://www.charlotteobserver.com/225/story/233565.html
What to Ask College Representatives
When college representatives visit your high school, take advantage of this opportunity. This article gives suggestions on what types of questions to ask. http://www.thenewstribune.com/news/local/story/502431.html
Tuesday, October 21, 2008
Eight EU countries not represented in the WorldҀs Top-500 Universities
An assessment carried out by AllAboutUni.com reveals that 8 of the 27 countries in the European Union (EU) are not represented in the WorldҀs Top-50 universities. AllAboutUni.com is an independent, global and inter-active website where visitors can obtain information about universities (global rankings, student reviews, university news and campus pictures). It publishes regular reports on universities around the world.
The analysis is based on a ranking of the WorldҀs Top-500 Universities produced by the Institute of Higher Education at the Shanghai Jiao Tong University (click here). Several indicators of academic or research performance are used to establish the ranking, these include staff winning Nobel Prizes, highly cited researchers and articles indexed in major citation indices. The rankings have been published since 2003, with the 2008 rankings published on 15 August 2008.
The eight EU countries that are not represented in the World's Top-500 universities in 2008 are: Bulgaria, Cyprus, Latvia, Lithuania, Luxembourg, Malta, Romania and Slovakia. In other words, small countries in Western Europe (Cyprus, Luxembourg and Malta) and countries in Eastern Europe (Bulgaria, Latvia, Lithuania, Romania and Slovakia). All of the other EU countries are represented in the list, with the top five being: Germany (44 universities), United Kingdom (42), France (23), Italy (22) and the Netherlands (12).
Overall, the Europe region is well represented in the World's Top-500 universities, with roughly 40% (n=210) of universities based in this region compared to 40% (n=190) for the Americas and 20% (n=100) for Asia/Pacific ( click here). However, when one looks at the Top-100 Universities, there is a predominance of US universities (58 universities versus 23 for Europe), and the United Kingdom performs better than other European countries (click here). In the Top-10 Universities, US and private universities are dominant (click here).
One hypothesis is that the larger EU countries will dominate the number of universities in the list of the World's Top-500 Universities. This is clearly the case with Germany, United Kingdom, France and Italy providing the most (62%) of the universities from Europe. However, if one adjusts for population size (i.e. one calculates the number of universities in the Top-500 per 1 million inhabitants in the country), the following ranking is obtained: Sweden (1.2 universities in the World's Top-500 Universities per 1 million inhabitants), Finland (1.2), Austria (0.9), Denmark (0.8) and the Netherlands (0.7). This means the EU countries with the most universities per 1 million inhabitants are located in smaller countries in Western Europe, especially countries in Scandinavia.
The AllAboutUni.com website provides a portal where students can find independent information about universities from around the world. рThe website allows students to compare colleges and universities online based on independent information: the Shanghai rankings, student reviews and campus pictures. Combining this with the information provided by university websites, we hope students will be able to find the college or university of their dreamsҀ, says John Paget, Founder of the AllAboutUni.com website. John studied Economics at the London School of Economics and then completed graduate studies in the United Kingdom and Switzerland. The AllAboutUni.com website was launched in November 2007.
The analysis is based on a ranking of the WorldҀs Top-500 Universities produced by the Institute of Higher Education at the Shanghai Jiao Tong University (click here). Several indicators of academic or research performance are used to establish the ranking, these include staff winning Nobel Prizes, highly cited researchers and articles indexed in major citation indices. The rankings have been published since 2003, with the 2008 rankings published on 15 August 2008.
The eight EU countries that are not represented in the World's Top-500 universities in 2008 are: Bulgaria, Cyprus, Latvia, Lithuania, Luxembourg, Malta, Romania and Slovakia. In other words, small countries in Western Europe (Cyprus, Luxembourg and Malta) and countries in Eastern Europe (Bulgaria, Latvia, Lithuania, Romania and Slovakia). All of the other EU countries are represented in the list, with the top five being: Germany (44 universities), United Kingdom (42), France (23), Italy (22) and the Netherlands (12).
Overall, the Europe region is well represented in the World's Top-500 universities, with roughly 40% (n=210) of universities based in this region compared to 40% (n=190) for the Americas and 20% (n=100) for Asia/Pacific ( click here). However, when one looks at the Top-100 Universities, there is a predominance of US universities (58 universities versus 23 for Europe), and the United Kingdom performs better than other European countries (click here). In the Top-10 Universities, US and private universities are dominant (click here).
One hypothesis is that the larger EU countries will dominate the number of universities in the list of the World's Top-500 Universities. This is clearly the case with Germany, United Kingdom, France and Italy providing the most (62%) of the universities from Europe. However, if one adjusts for population size (i.e. one calculates the number of universities in the Top-500 per 1 million inhabitants in the country), the following ranking is obtained: Sweden (1.2 universities in the World's Top-500 Universities per 1 million inhabitants), Finland (1.2), Austria (0.9), Denmark (0.8) and the Netherlands (0.7). This means the EU countries with the most universities per 1 million inhabitants are located in smaller countries in Western Europe, especially countries in Scandinavia.
The AllAboutUni.com website provides a portal where students can find independent information about universities from around the world. рThe website allows students to compare colleges and universities online based on independent information: the Shanghai rankings, student reviews and campus pictures. Combining this with the information provided by university websites, we hope students will be able to find the college or university of their dreamsҀ, says John Paget, Founder of the AllAboutUni.com website. John studied Economics at the London School of Economics and then completed graduate studies in the United Kingdom and Switzerland. The AllAboutUni.com website was launched in November 2007.
Babson Online Fast Track MBA
Babson College is located in Wellesly, Massachusetts. It is recognised internationally for its leadership in education. This article is a review of the Babson Online Fast Track MBA.
The Babson MBA is offered through the F.W. Olin Graduate School of Business at Babson College. The Babson Online Fastr Track MBA is accredited by AACSB International.
In terms of ranking, the Babson MBA has top rankings. The U.S. News & World Report rank BabsonҀs MBA no. 1 in entrepreneurship for 15 years straight. They were also ranked no. 48 in terms of overall ranking. The Business Week had ranked the F.W. Olin Graduate School of Business the top 38 U.S. MBA programs in 2006 and among the top 5 programs for entrepreneurship.
The Wall Street Journal had ranked the Babson MBA as follows: No. 21st in regional program (2007); No. 9 in creative and innovative MBA graduates (2007); No. 2 in Entrepreneurship (2003, 2004, 2006, 2007); and No. 1 in student entrepreneurship skills.
The Financial Times had ranked Babson MBA as the top 49 among U.S MBA Programs in year 2008 and top 3 worldwide among MBA programs in Entrepreneurship. The Babson MBA had received other high rankings from The Princeton Review, America Economia and Latin Trade.
There are currently more than 1,600 graduate students attended Babson that comes from 45 states and 57 countries. About 16 percent of the graduates students are from outside U.S.
The Babson Fast Track MBA emphasise on holistic approach to complexities in business. The curriculum of the online fast track MBA incorporates case studies, web-based discussion and field-based projects. The main theme of the Babson online fast-track MBA program is entrepreneurial leadership in a changing global environment.
The accelerated fast track MBA is reinforced by its technology-based distance learning components. The course ease communication between students and faculty members. This way, professors can quickly and efficiently disseminate course material to the students.
The Babson Fast Track MBA allows working professionals like you to continue your career while pursuing for an MBA in just 24 months. Students need to attend classes at campus for two days, at six weeks interval for classroom interaction. The Babson Fast Track MBA starts with a 5 day residency to introduce students to the program and to each other.
One interesting aspect of the Babson Fast Track MBA is that the course work and activities are designed in modular format to mirror the cycle of business development. The core curriculum of the Babson Fast Track MBA focuses on:
Հ Recognizing and assessing an opportunity
Հ Formulating a business strategy
Հ Implementing the business strategy
Հ Modifying that strategy and systems as conditions evolve and change
All the content of the courses reflects real-world challenges facing managers today and it will also draw on studentsҀ own working life experience.
There are three major components to the Babson Fast Track MBA:
Հ Face-to-face meetings (approximately every six weeks at Babson or Portland, OR)
Հ Action learning projects (short, highly focused assignments)
Հ Distance-learning components
The fast track MBA core curriculum is delivered via online, involving about 18 to 22 hours per week. Face to face meeting takes place every six weeks on Fridays and Saturdays at Babson College and in Portland, Oregon.
The Babson fast track MBA program is divided into specific program. There are the Building Business Insight, the Advance Business Leadership and some electives that trace business development cycle. There are more flexibility when students start the elective portion of the MBA program.
The followings describe the duration and the arrangement of the Babson Fast Track MBA:
Հ Pre-Work
Հ Residency Kickoff at Babson (Five Days)
Հ Building Business Insight (BBI) (Eight Months)
Հ Advanced Business Leadership (ABL) (Eight Months)
Հ Electives (18 Weeks)
Հ Capstone Project (13 Weeks)
Հ Online Tool Kits (Ongoing)
Students who are admitted into the Babson Fast Track MBA program are required to show competency in several areas. These include basic accounting, statistics, IT and microeconomics.
The Pre-Work requirements may be fulfilled based on prior course on work experience. Those that do not meet the requirements may need to undergo self-study using the online tutorial followed by online examinations. The pre-work must be successfully completed before the students begin the actual MBA program.
The Babson Fast Track MBA kicks off with a five day residency. The purposes of the residency is so that students may be introduced to the program and to each other. There will also be an introduction to entrepreneurship, creativity, and business simulation. Students work in teams. They are trained to think creatively, and to look at business issues with a holistic approach. It is during this time that students get to meet faculty members of Babson.
There are eight courses in the Building Business Insigh which takes a duration of eight months. These courses cover foundation material which is designed to provide all students with skills that managers need to survive in the business world. The courses in the Building Business Insight include:
Հ Creativity, Innovation and Entrepreneurship
Հ Leadership and Human Behavior
Հ Managerial Assessment and Development
Հ Finance and Financial Statement Analysis
Հ Managing and Controlling Operations
Հ Markets and Marketing
Հ Ethics and Law
Հ Strategy
Some students may waive the requirements of several of these courses by taking waiver examinations. Those who could demonstrate their competency will be waived.
With the completion of the BBI of the Babson Fast Track MBA, students follow their MBA courses with the Advanced Business Leadership for another eight months. The ABL is divided into the following cross-disciplinary curriculums:
Հ Opportunity Assessment (marketing, finance, strategy, and decision support/analysis)
Հ Delivery Systems (operations, managerial accounting, information technology, marketing, organizational design, and finance)
Հ Growth and Renewal (national business systems, macroeconomics, and finance
Following the completion of the ABL, the next portion of the Babson Fast Track MBA consists of 18 weeks of electives. Students are required to take four electives. Students may take two electives at a time.
The followings are the curriculum of the electives:
Հ Global Strategic Management
Հ Measuring and Achieving Strategic Results
Հ Strategic Cost Systems
Հ Managing a Growing Business
Հ Knowledge Management
Հ Mergers and Acquisitions for Entrepreneurs
Հ Financial Modeling
Հ Negotiations
Հ Valuation
Հ Pricing
Students have to complete a capstone project in 13 weeks. The goal of the required capstone is to pull together newly developed capabilities and apply them in an integrated managerial fashion. The capstone experience involves a student-driven project based on a real workplace issue. The project may be individual or team-based. Corporate sponsored students may have their project outlined by their employer.
Online Tool Kits (Ongoing): These tool kits are designed as a Web-based learning unit that allows the student to review and master a single concept.
The Babson Fast Track MBA enrol students beginning in March and October on the Wellesley campus while the Portland, Oregon campus only enrol in October.
Babson is committed to take students from various background and shall assist in every way possible to ensure that those who have financial difficulties get the required assistance. The total amount of grant, loans and merit-based scholarship distributed had been over $24 million with $4 million awarded as financial assistance to Babson MBA students.
The Babson MBA is offered through the F.W. Olin Graduate School of Business at Babson College. The Babson Online Fastr Track MBA is accredited by AACSB International.
In terms of ranking, the Babson MBA has top rankings. The U.S. News & World Report rank BabsonҀs MBA no. 1 in entrepreneurship for 15 years straight. They were also ranked no. 48 in terms of overall ranking. The Business Week had ranked the F.W. Olin Graduate School of Business the top 38 U.S. MBA programs in 2006 and among the top 5 programs for entrepreneurship.
The Wall Street Journal had ranked the Babson MBA as follows: No. 21st in regional program (2007); No. 9 in creative and innovative MBA graduates (2007); No. 2 in Entrepreneurship (2003, 2004, 2006, 2007); and No. 1 in student entrepreneurship skills.
The Financial Times had ranked Babson MBA as the top 49 among U.S MBA Programs in year 2008 and top 3 worldwide among MBA programs in Entrepreneurship. The Babson MBA had received other high rankings from The Princeton Review, America Economia and Latin Trade.
There are currently more than 1,600 graduate students attended Babson that comes from 45 states and 57 countries. About 16 percent of the graduates students are from outside U.S.
The Babson Fast Track MBA emphasise on holistic approach to complexities in business. The curriculum of the online fast track MBA incorporates case studies, web-based discussion and field-based projects. The main theme of the Babson online fast-track MBA program is entrepreneurial leadership in a changing global environment.
The accelerated fast track MBA is reinforced by its technology-based distance learning components. The course ease communication between students and faculty members. This way, professors can quickly and efficiently disseminate course material to the students.
The Babson Fast Track MBA allows working professionals like you to continue your career while pursuing for an MBA in just 24 months. Students need to attend classes at campus for two days, at six weeks interval for classroom interaction. The Babson Fast Track MBA starts with a 5 day residency to introduce students to the program and to each other.
One interesting aspect of the Babson Fast Track MBA is that the course work and activities are designed in modular format to mirror the cycle of business development. The core curriculum of the Babson Fast Track MBA focuses on:
Հ Recognizing and assessing an opportunity
Հ Formulating a business strategy
Հ Implementing the business strategy
Հ Modifying that strategy and systems as conditions evolve and change
All the content of the courses reflects real-world challenges facing managers today and it will also draw on studentsҀ own working life experience.
There are three major components to the Babson Fast Track MBA:
Հ Face-to-face meetings (approximately every six weeks at Babson or Portland, OR)
Հ Action learning projects (short, highly focused assignments)
Հ Distance-learning components
The fast track MBA core curriculum is delivered via online, involving about 18 to 22 hours per week. Face to face meeting takes place every six weeks on Fridays and Saturdays at Babson College and in Portland, Oregon.
The Babson fast track MBA program is divided into specific program. There are the Building Business Insight, the Advance Business Leadership and some electives that trace business development cycle. There are more flexibility when students start the elective portion of the MBA program.
The followings describe the duration and the arrangement of the Babson Fast Track MBA:
Հ Pre-Work
Հ Residency Kickoff at Babson (Five Days)
Հ Building Business Insight (BBI) (Eight Months)
Հ Advanced Business Leadership (ABL) (Eight Months)
Հ Electives (18 Weeks)
Հ Capstone Project (13 Weeks)
Հ Online Tool Kits (Ongoing)
Students who are admitted into the Babson Fast Track MBA program are required to show competency in several areas. These include basic accounting, statistics, IT and microeconomics.
The Pre-Work requirements may be fulfilled based on prior course on work experience. Those that do not meet the requirements may need to undergo self-study using the online tutorial followed by online examinations. The pre-work must be successfully completed before the students begin the actual MBA program.
The Babson Fast Track MBA kicks off with a five day residency. The purposes of the residency is so that students may be introduced to the program and to each other. There will also be an introduction to entrepreneurship, creativity, and business simulation. Students work in teams. They are trained to think creatively, and to look at business issues with a holistic approach. It is during this time that students get to meet faculty members of Babson.
There are eight courses in the Building Business Insigh which takes a duration of eight months. These courses cover foundation material which is designed to provide all students with skills that managers need to survive in the business world. The courses in the Building Business Insight include:
Հ Creativity, Innovation and Entrepreneurship
Հ Leadership and Human Behavior
Հ Managerial Assessment and Development
Հ Finance and Financial Statement Analysis
Հ Managing and Controlling Operations
Հ Markets and Marketing
Հ Ethics and Law
Հ Strategy
Some students may waive the requirements of several of these courses by taking waiver examinations. Those who could demonstrate their competency will be waived.
With the completion of the BBI of the Babson Fast Track MBA, students follow their MBA courses with the Advanced Business Leadership for another eight months. The ABL is divided into the following cross-disciplinary curriculums:
Հ Opportunity Assessment (marketing, finance, strategy, and decision support/analysis)
Հ Delivery Systems (operations, managerial accounting, information technology, marketing, organizational design, and finance)
Հ Growth and Renewal (national business systems, macroeconomics, and finance
Following the completion of the ABL, the next portion of the Babson Fast Track MBA consists of 18 weeks of electives. Students are required to take four electives. Students may take two electives at a time.
The followings are the curriculum of the electives:
Հ Global Strategic Management
Հ Measuring and Achieving Strategic Results
Հ Strategic Cost Systems
Հ Managing a Growing Business
Հ Knowledge Management
Հ Mergers and Acquisitions for Entrepreneurs
Հ Financial Modeling
Հ Negotiations
Հ Valuation
Հ Pricing
Students have to complete a capstone project in 13 weeks. The goal of the required capstone is to pull together newly developed capabilities and apply them in an integrated managerial fashion. The capstone experience involves a student-driven project based on a real workplace issue. The project may be individual or team-based. Corporate sponsored students may have their project outlined by their employer.
Online Tool Kits (Ongoing): These tool kits are designed as a Web-based learning unit that allows the student to review and master a single concept.
The Babson Fast Track MBA enrol students beginning in March and October on the Wellesley campus while the Portland, Oregon campus only enrol in October.
Babson is committed to take students from various background and shall assist in every way possible to ensure that those who have financial difficulties get the required assistance. The total amount of grant, loans and merit-based scholarship distributed had been over $24 million with $4 million awarded as financial assistance to Babson MBA students.
Monday, October 20, 2008
Rolling & Reading the Bones
Humans have always wanted to know the future. We want to know whether we'll be president or get an A or marry the person of our dreams. Despite the prominence of science, horoscopes still get printed in the newspaper and tarot card readers are still in business. Not so many people plunge their hands into steaming sheep entrails any more but we still read our fortunes from the fortune cookie and scan the papers for clues to a big score or the winner of the next race. We want to minimize our risks and maximize our benefits, so if we know what's going to happen, we can all make the right choices.
College admission testing is one way of trying to know the future. It was initially designed for one purpose and one purpose only: To predict academic success in a student's freshman year in college. It's a way to feel that we're not just relying on hunches or guesses to decide who should get into a college and who shouldn't. Wearing the trappings of science, testing looks like a no-lose proposition for college admission officers. The numbers, the percentages, the graphs and charts, all point to rational and dispassionate conclusions. They tell us how the person will perform over the next year, and they make us feel good. We have seen into the future and believe we know how it will turn out.
Numerous studies, however, including an extensive 20-year longitudinal study at Bates College, have shown that college admission officers can predict a student's performance just as well with or without the use of testing. But it looks too much like tarot card reading when you do it without the numbers, so many institutions are afraid to do without. Putting students through the ritual of testing provides a superstructure for our superstition. It feels concrete, something you can really get your arms around.
It's still a prediction, though, and therefore not a certainty by any means. Unlike predictions in science, where physical laws enable scientists to tell when a planet will be where, testing predictions can't do anything similar because they attempt to rationalize the non-rational: human behavior. It might be more accurate to say that they attempt to set in stone something that flows in unknowable directions. More than any of the other elements in a student's application, testing feels more like divination than fact. At least when you look at a student's overall trajectory you can get a good picture of the possible result. With testing, all bound up in a few hours of highly stylized behavior and perhaps many more hours of self-abnegation for its sake, there's a sense of inevitability that is entirely unearned. Seeing into the future often depends on heightening present reality (think of psychic trances or Ouija board concentration), and testing is a good example of this phenomenon. It looks like we know the future when we get a number or a ghostly emanation or a particular arrangement of cards, but we're really getting only what we see.
The future remains unknowable, especially for unpredictable humans and the unpredictable world. As much as we try to get some control or even act on whatever predicting devices we consult, the future very often eludes us. And we should never be too proud to remember that even when something turns out as we intended, it's only because we were lucky, not because the world bowed to our intent.
Knowing the future has its problems, too. Let's assume for a moment that testing really can predict student success. How will that affect the behaviors not only of the student being tested, but of all those who come into contact with him or her? How often have you noticed how someone's attitude toward a student changes when his or her test scores are revealed? Glimpses into the future can alter our behavior and cause us to distort that very future. Think of Macbeth, told by the three witches that he'd eventually be King of Scotland. He's faced with a truly miserable puzzle (helped not at all by his wife): Should he just go along as he has been and assume that he'll get the throne sooner or later or should he take action to make sure it happens? Or are these the same things? Once you throw the eye of newt into the pot, you're done for because you can't not act, so what is the reality of your situation? Who controls it? Your future will arrive no matter what you do, so you just have to make the best of it.
When we predict the future with test scores, are we acting as though the future were in our power to command it or are we simply allowing it to proceed as it should? To me, scores are more akin to tarot cards than science. Tarot cards have just as complex an interpretive system surrounding them as testing does. And whether we're talking tarot or psychic readings, what the subject brings to the table is most important. The future is just extrapolation from the past coupled with wishes and expectations; isn't a student's past a better thing to base our predictions on?
College admission testing is one way of trying to know the future. It was initially designed for one purpose and one purpose only: To predict academic success in a student's freshman year in college. It's a way to feel that we're not just relying on hunches or guesses to decide who should get into a college and who shouldn't. Wearing the trappings of science, testing looks like a no-lose proposition for college admission officers. The numbers, the percentages, the graphs and charts, all point to rational and dispassionate conclusions. They tell us how the person will perform over the next year, and they make us feel good. We have seen into the future and believe we know how it will turn out.
Numerous studies, however, including an extensive 20-year longitudinal study at Bates College, have shown that college admission officers can predict a student's performance just as well with or without the use of testing. But it looks too much like tarot card reading when you do it without the numbers, so many institutions are afraid to do without. Putting students through the ritual of testing provides a superstructure for our superstition. It feels concrete, something you can really get your arms around.
It's still a prediction, though, and therefore not a certainty by any means. Unlike predictions in science, where physical laws enable scientists to tell when a planet will be where, testing predictions can't do anything similar because they attempt to rationalize the non-rational: human behavior. It might be more accurate to say that they attempt to set in stone something that flows in unknowable directions. More than any of the other elements in a student's application, testing feels more like divination than fact. At least when you look at a student's overall trajectory you can get a good picture of the possible result. With testing, all bound up in a few hours of highly stylized behavior and perhaps many more hours of self-abnegation for its sake, there's a sense of inevitability that is entirely unearned. Seeing into the future often depends on heightening present reality (think of psychic trances or Ouija board concentration), and testing is a good example of this phenomenon. It looks like we know the future when we get a number or a ghostly emanation or a particular arrangement of cards, but we're really getting only what we see.
The future remains unknowable, especially for unpredictable humans and the unpredictable world. As much as we try to get some control or even act on whatever predicting devices we consult, the future very often eludes us. And we should never be too proud to remember that even when something turns out as we intended, it's only because we were lucky, not because the world bowed to our intent.
Knowing the future has its problems, too. Let's assume for a moment that testing really can predict student success. How will that affect the behaviors not only of the student being tested, but of all those who come into contact with him or her? How often have you noticed how someone's attitude toward a student changes when his or her test scores are revealed? Glimpses into the future can alter our behavior and cause us to distort that very future. Think of Macbeth, told by the three witches that he'd eventually be King of Scotland. He's faced with a truly miserable puzzle (helped not at all by his wife): Should he just go along as he has been and assume that he'll get the throne sooner or later or should he take action to make sure it happens? Or are these the same things? Once you throw the eye of newt into the pot, you're done for because you can't not act, so what is the reality of your situation? Who controls it? Your future will arrive no matter what you do, so you just have to make the best of it.
When we predict the future with test scores, are we acting as though the future were in our power to command it or are we simply allowing it to proceed as it should? To me, scores are more akin to tarot cards than science. Tarot cards have just as complex an interpretive system surrounding them as testing does. And whether we're talking tarot or psychic readings, what the subject brings to the table is most important. The future is just extrapolation from the past coupled with wishes and expectations; isn't a student's past a better thing to base our predictions on?
Deciding on a Major in College - Tips & Tricks
While deciding on a major, the students consider various factors like how well it will prepare him for his future career, earning (money) potential, already a family member into the field, or even because of advice received from a trusted person who may include former teacher or a trusted friend. Other factors that might influence decisions while choosing a major are the current job scenario, media glitz on specific professions, global changes, up-and-coming fields etc.
It is very important to decide properly as major will equip you with the knowledge and skills that can eventually be applied to a wide range of jobs in many different fields. Therefore, taking time to explore different areas of study is quite understandable. Think about everything you will require in any job viz communication skills, critical thinking skills, problem solving abilities, computer skills, and leadership skills. It is also wise to think over your interests, values, and personality while deciding your future subject of study.
However, there are chances that you know where you're going to study, but you have no idea what to pursue once you get there. Here are some tips to help you start exploring different areas of study:
Make Your List
Make a list of high school subjects that interested you most. Highlight the subjects you excelled in academically. Now, look into the majors that are offered within that department at your college. If you find a field that strikes you, go for it. If you don't, try the next subject on your list.
Pick InformationҀs
In case you are not sure of field of study, pick up all information packets available with different departments of your college and read about the courses they offer in different majors. Also read about the individual requirements in bulletin that the school provides. If any of the major interests you, discuss it over with your parents and/or advisor to get feedback on your decision. Do informational interviews or job shadowing with professionals working in the fields that interest or you intend to choose?
Things You Should Ask Yourself
To help yourself deciding on major/career, ask yourself these questions
- What are my interests?
- What are my abilities?
- What motivates me?
- What are my values?
- What are the realities?
It is helpful to remember that deciding on a major is a process and not usually something that happens overnight. You should talk to your parents, teachers, friends, and other people who have gone through the process and take your time. There are wealth of sources available online, therefore, do your research. You may also visit www.allaboutuni.com for further assistance.
It is very important to decide properly as major will equip you with the knowledge and skills that can eventually be applied to a wide range of jobs in many different fields. Therefore, taking time to explore different areas of study is quite understandable. Think about everything you will require in any job viz communication skills, critical thinking skills, problem solving abilities, computer skills, and leadership skills. It is also wise to think over your interests, values, and personality while deciding your future subject of study.
However, there are chances that you know where you're going to study, but you have no idea what to pursue once you get there. Here are some tips to help you start exploring different areas of study:
Make Your List
Make a list of high school subjects that interested you most. Highlight the subjects you excelled in academically. Now, look into the majors that are offered within that department at your college. If you find a field that strikes you, go for it. If you don't, try the next subject on your list.
Pick InformationҀs
In case you are not sure of field of study, pick up all information packets available with different departments of your college and read about the courses they offer in different majors. Also read about the individual requirements in bulletin that the school provides. If any of the major interests you, discuss it over with your parents and/or advisor to get feedback on your decision. Do informational interviews or job shadowing with professionals working in the fields that interest or you intend to choose?
Things You Should Ask Yourself
To help yourself deciding on major/career, ask yourself these questions
- What are my interests?
- What are my abilities?
- What motivates me?
- What are my values?
- What are the realities?
It is helpful to remember that deciding on a major is a process and not usually something that happens overnight. You should talk to your parents, teachers, friends, and other people who have gone through the process and take your time. There are wealth of sources available online, therefore, do your research. You may also visit www.allaboutuni.com for further assistance.
Saturday, October 18, 2008
Fizzy Aspirations & Constipated Dreams
I've just returned from an informal session with some students participating in a mentoring program sponsored and run by 100 Black Men of Chicago. They work with African American high school boys on topics from academics to health; I was asked to do a college presentation and work individually with some of their seniors. And I have to say how inspired I am after that session.
About ten students were there (including one girl, the sister of one of the boys), with six seniors and the rest from other classes. The seniors by and large had actually done most of their applications and some had even heard back from the colleges they had applied to! I was pleasantly surprised to learn that they'd really done their homework. The biggest issue I ended up illuminating for them was college costs: Most said they'd been told by their teachers that going out of state for college would cost them more than staying in state. I quickly put that myth to rest and did an impromptu college financial aid presentation, which visibly relieved not only the students but also the mentors.
The range of aspiration varied but I could tell that with enough lead time any one of the boys there could probably do well enough in high school to attend a decent college. The most prepared had actually visited Pepperdine, and knew a great deal about the process. But all the seniors except one had at least put in an application. And they seemed not to be very stressed about it.
The other concept I wish I'd had more time to talk about is "fit." The sister who was there said she'd gotten several full ride scholarship offers as well as some partial scholarships. I said that was great but that she should be sure to go to a school that met her needs, not just one that was free. I think she took that to heart because I saw her writing information down and going through the "compare colleges" pages of the College Board site that I'd steered her to.
One reason I'm so inspired by this Saturday morning meeting is that it was good to see kids and their mentors focused on college and trying to make a difference in their lives. I was impressed by the men in the room and felt that they were putting a lot of themselves out there for the good of the next generation. I confess that I don't see middle class and prosperous African American adult males in groups very often, so I was humbled and full of admiration at the same time. I realized how provincial I am despite my best intentions, but I was greeted and thanked warmly, given plenty of time to do my presentation and share in the men's desire to do something right with and for these boys.
Another reason for my excitement is the wonderful contrast between working with this group and working with the families of my former employer. The freshness and eagerness of the African American boys I saw today stood in such contrast to the constipated dreams of the parents I once worked with. These were parents for whom having to go to Tufts instead of Brown was a major tragedy; for whom not getting into a "name" school was simply "unacceptable" and a failure (of mine, not their child's); for whom any little twig of advantage had to be grabbed to give someone already supremely privileged another "edge" into Valhalla.
It's such a relief to be out of that niggardly, grasping, contentious, and status-anxious world. It feels so immensely better to be devoting my time and talents to students and parents who can really use my help and who actually appreciate it, who believe that hard work really does matter, not just who you know or how you construct yourself according to some nasty "How to Get Into College Book." I think that the kids I work with now are more authentic and actually more desirable in many ways, despite academic lacunae, and that with the right support an inspiration early enough they could do just as well as the overbred scions of the crafty elite. Let's not forget that George Bush drank and C'd his way through Yale; I'd put up any of the kids I've met in the last year against him and feel confident they could do better at running a country, never mind four years in college.
I haven't looked back at my former school with anything much more than pity since I left (not voluntarily but willingly). The endless agonizing over iotas of meaning in instructions and points on tests, the ceaseless strategizing that finally erodes any traces of interesting character traits, the fierce determination to "win" at any cost, and the sad Bataan death march that is high school for these students, even one that purports to give them so much (that's another story), left me feeling sorry for them and pity for their parents. But in the end there was no real help for them--they all wanted what they wanted and refused to accept less than that, despite the fact that they received more than they deserved in the first place. I'm glad to be with kids and adults who see the world head on and are willing to take it as it comes, rather than always trying to find a way around it; I'm glad to see the spark in a young African American boy's face when you tell him he can indeed go to college. I live for that now and feel like it's what I should have been doing before.
It takes time to learn these things--but better late than never.
About ten students were there (including one girl, the sister of one of the boys), with six seniors and the rest from other classes. The seniors by and large had actually done most of their applications and some had even heard back from the colleges they had applied to! I was pleasantly surprised to learn that they'd really done their homework. The biggest issue I ended up illuminating for them was college costs: Most said they'd been told by their teachers that going out of state for college would cost them more than staying in state. I quickly put that myth to rest and did an impromptu college financial aid presentation, which visibly relieved not only the students but also the mentors.
The range of aspiration varied but I could tell that with enough lead time any one of the boys there could probably do well enough in high school to attend a decent college. The most prepared had actually visited Pepperdine, and knew a great deal about the process. But all the seniors except one had at least put in an application. And they seemed not to be very stressed about it.
The other concept I wish I'd had more time to talk about is "fit." The sister who was there said she'd gotten several full ride scholarship offers as well as some partial scholarships. I said that was great but that she should be sure to go to a school that met her needs, not just one that was free. I think she took that to heart because I saw her writing information down and going through the "compare colleges" pages of the College Board site that I'd steered her to.
One reason I'm so inspired by this Saturday morning meeting is that it was good to see kids and their mentors focused on college and trying to make a difference in their lives. I was impressed by the men in the room and felt that they were putting a lot of themselves out there for the good of the next generation. I confess that I don't see middle class and prosperous African American adult males in groups very often, so I was humbled and full of admiration at the same time. I realized how provincial I am despite my best intentions, but I was greeted and thanked warmly, given plenty of time to do my presentation and share in the men's desire to do something right with and for these boys.
Another reason for my excitement is the wonderful contrast between working with this group and working with the families of my former employer. The freshness and eagerness of the African American boys I saw today stood in such contrast to the constipated dreams of the parents I once worked with. These were parents for whom having to go to Tufts instead of Brown was a major tragedy; for whom not getting into a "name" school was simply "unacceptable" and a failure (of mine, not their child's); for whom any little twig of advantage had to be grabbed to give someone already supremely privileged another "edge" into Valhalla.
It's such a relief to be out of that niggardly, grasping, contentious, and status-anxious world. It feels so immensely better to be devoting my time and talents to students and parents who can really use my help and who actually appreciate it, who believe that hard work really does matter, not just who you know or how you construct yourself according to some nasty "How to Get Into College Book." I think that the kids I work with now are more authentic and actually more desirable in many ways, despite academic lacunae, and that with the right support an inspiration early enough they could do just as well as the overbred scions of the crafty elite. Let's not forget that George Bush drank and C'd his way through Yale; I'd put up any of the kids I've met in the last year against him and feel confident they could do better at running a country, never mind four years in college.
I haven't looked back at my former school with anything much more than pity since I left (not voluntarily but willingly). The endless agonizing over iotas of meaning in instructions and points on tests, the ceaseless strategizing that finally erodes any traces of interesting character traits, the fierce determination to "win" at any cost, and the sad Bataan death march that is high school for these students, even one that purports to give them so much (that's another story), left me feeling sorry for them and pity for their parents. But in the end there was no real help for them--they all wanted what they wanted and refused to accept less than that, despite the fact that they received more than they deserved in the first place. I'm glad to be with kids and adults who see the world head on and are willing to take it as it comes, rather than always trying to find a way around it; I'm glad to see the spark in a young African American boy's face when you tell him he can indeed go to college. I live for that now and feel like it's what I should have been doing before.
It takes time to learn these things--but better late than never.
Friday, October 17, 2008
Malaise in the Italian Higher Education Sector? Not a single Italian University in the WorldҀs Top-100 Universities
The analysis is based on a ranking of the WorldҀs top 500 Universities produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include staff winning Nobel Prizes, highly cited researchers and articles indexed in major citation indices. The rankings have been published since 2003, with the 2008 rankings published on 15 August 2008.
The assessment paid special attention to G8 countries, an international forum which brings together the heads of state of the richest industrialized countries: France, Germany, Italy, Japan, the United Kingdom, the United States, Canada and Russia. The hypothesis was that G8 countries would be well-represented in the WorldҀs Top-100 Universities.
The analysis found that, with the exception of Italy, all of the G8 countries had one or more universities in the WorldҀs top-100 Universities in 2008. The breakdown was as follows: United States (54), United Kingdom (11), Germany (6), Canada (4), France (4), Japan (4), Russia (1) and Italy (0). This data clearly highlights the performance of universities in the US and, to a lesser extent, those in the United Kingdom. It also highlights the poor performance of Italian universities. The first Italian university in the WorldҀs top-500 Universities is the University of Milan (ranked 101-151), the University of Pisa (101-151) and the University of Rome ր Sapienza (101-151).
The poor position of Italian universities is striking and may highlight a malaise in the higher education sector in Italy. It is possible the way the way the rankings are calculated is a disadvantage to Italian universities, as the system favors English-speaking indicators of academic performance (e.g. publications in English-speaking journals). However, other non-English speaking countries in the G8 countries, including France, Japan and Russia, performed better than Italy.
Factors which may explain the poor performance of Italian universities include poor management practices, lower levels of university funding, the high number of students enrolled in Italian universities (e.g. the University of Rome ր La Sapienza has a staggering 147,000 students) and the limited number of private universities (compared to the US).
The AllAboutUni.com website provides a portal where students can find independent information about universities from around the world. рThe website allows students to compare colleges and universities online based on independent information: the Shanghai rankings, student reviews and campus pictures. Combining this with the information provided by university websites, we hope students will be able to find the college or university of their dreamsҀ, says John Paget, Founder of the AllAboutUni.com website. John studied Economics at the London School of Economic and then completed graduate studies in the United Kingdom and Switzerland. The AllAboutUni.com website was launched in November 2007.
The assessment paid special attention to G8 countries, an international forum which brings together the heads of state of the richest industrialized countries: France, Germany, Italy, Japan, the United Kingdom, the United States, Canada and Russia. The hypothesis was that G8 countries would be well-represented in the WorldҀs Top-100 Universities.
The analysis found that, with the exception of Italy, all of the G8 countries had one or more universities in the WorldҀs top-100 Universities in 2008. The breakdown was as follows: United States (54), United Kingdom (11), Germany (6), Canada (4), France (4), Japan (4), Russia (1) and Italy (0). This data clearly highlights the performance of universities in the US and, to a lesser extent, those in the United Kingdom. It also highlights the poor performance of Italian universities. The first Italian university in the WorldҀs top-500 Universities is the University of Milan (ranked 101-151), the University of Pisa (101-151) and the University of Rome ր Sapienza (101-151).
The poor position of Italian universities is striking and may highlight a malaise in the higher education sector in Italy. It is possible the way the way the rankings are calculated is a disadvantage to Italian universities, as the system favors English-speaking indicators of academic performance (e.g. publications in English-speaking journals). However, other non-English speaking countries in the G8 countries, including France, Japan and Russia, performed better than Italy.
Factors which may explain the poor performance of Italian universities include poor management practices, lower levels of university funding, the high number of students enrolled in Italian universities (e.g. the University of Rome ր La Sapienza has a staggering 147,000 students) and the limited number of private universities (compared to the US).
The AllAboutUni.com website provides a portal where students can find independent information about universities from around the world. рThe website allows students to compare colleges and universities online based on independent information: the Shanghai rankings, student reviews and campus pictures. Combining this with the information provided by university websites, we hope students will be able to find the college or university of their dreamsҀ, says John Paget, Founder of the AllAboutUni.com website. John studied Economics at the London School of Economic and then completed graduate studies in the United Kingdom and Switzerland. The AllAboutUni.com website was launched in November 2007.
EuropeҀs Top Universities: British Universities Dominate the Top-25 Universities
An assessment carried out by AllAboutUni.com reveals that British universities dominate EuropeҀs top universities. AllAboutUni.com is an independent, global and inter-active website where users can obtain information about universities (global rankings, student reviews, university news and campus pictures). It publishes regular reports on universities around the world.
The assessment of EuropeҀs Top Universities is based on a ranking of the WorldҀs top 500 Universities produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include staff winning Nobel Prizes, highly cited researchers and articles indexed in major citation indices. The rankings have been published since 2003, and the 2008 rankings appeared on 15 August 2008.
The first point to be made is that universities in the United States dominate the worldҀs top universities. In the worldҀs top-25 universities, there are 18 universities based in the United States and only 4 in Europe. In the worldҀs top-10 universities, 8 of the universities are based in the United States.
The top-10 universities (listed in descending order) in Europe (2008) were: University of Cambridge (United Kingdom (UK)), University of Oxford (UK), University College London (UK), the Swiss Federal Institute of Technology - Zurich (Switzerland), Imperial College London (UK), University of Manchester (UK), University of Paris VI (France), University of Copenhagen (Denmark), University of Utrecht (the Netherlands) and University of Paris XI (France). It is interesting to note that four of the top-10 universities in Europe are located in the two largest urban centres ր London and Paris.
Looking at the top-25 Universities in Europe, the United Kingdom is the clear leader with 9 universities. The following countries then follow: France (3), Germany (3), the Netherlands (2), Sweden (2), Switzerland (2), Finland (1), Denmark (1), Norway (1) and Russia (1). The first university based in Italy only appears in position 101-151 (three universities: University of Milan, University of Pisa and University of Rome ր La Sapienza) and the first in Spain in position 152-200 (University of Barcelona), clearly indicating that there is not a good relationship in Europe between population / economical size and the university rankings.
The dominant position of universities based in the United Kingdom is striking. The rankings may be biased by a tendency of the ranking system to favor English-speaking indicators of academic performance (e.g. publications in English-speaking journals). However, other factors probably play a role, these include better management practices (which are often more attuned to best-practices in North America), a more competitive national higher education market in the United Kingdom and a more global outlook.
The AllAboutUni.com website provides a portal where students can find independent information about universities from around the world. рThe website allows students to compare colleges and universities online based on independent information: the Shanghai rankings, student reviews and campus pictures. Combining this with the information provided by university websites, we hope students will be able to find the college or university of their dreamsҀ, says John Paget, Founder of the AllAboutUni.com website. John studied Economics at the London School of Economic and then completed graduate studies in the United Kingdom and Switzerland. The AllAboutUni.com website was launched in November 2007.
The assessment of EuropeҀs Top Universities is based on a ranking of the WorldҀs top 500 Universities produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include staff winning Nobel Prizes, highly cited researchers and articles indexed in major citation indices. The rankings have been published since 2003, and the 2008 rankings appeared on 15 August 2008.
The first point to be made is that universities in the United States dominate the worldҀs top universities. In the worldҀs top-25 universities, there are 18 universities based in the United States and only 4 in Europe. In the worldҀs top-10 universities, 8 of the universities are based in the United States.
The top-10 universities (listed in descending order) in Europe (2008) were: University of Cambridge (United Kingdom (UK)), University of Oxford (UK), University College London (UK), the Swiss Federal Institute of Technology - Zurich (Switzerland), Imperial College London (UK), University of Manchester (UK), University of Paris VI (France), University of Copenhagen (Denmark), University of Utrecht (the Netherlands) and University of Paris XI (France). It is interesting to note that four of the top-10 universities in Europe are located in the two largest urban centres ր London and Paris.
Looking at the top-25 Universities in Europe, the United Kingdom is the clear leader with 9 universities. The following countries then follow: France (3), Germany (3), the Netherlands (2), Sweden (2), Switzerland (2), Finland (1), Denmark (1), Norway (1) and Russia (1). The first university based in Italy only appears in position 101-151 (three universities: University of Milan, University of Pisa and University of Rome ր La Sapienza) and the first in Spain in position 152-200 (University of Barcelona), clearly indicating that there is not a good relationship in Europe between population / economical size and the university rankings.
The dominant position of universities based in the United Kingdom is striking. The rankings may be biased by a tendency of the ranking system to favor English-speaking indicators of academic performance (e.g. publications in English-speaking journals). However, other factors probably play a role, these include better management practices (which are often more attuned to best-practices in North America), a more competitive national higher education market in the United Kingdom and a more global outlook.
The AllAboutUni.com website provides a portal where students can find independent information about universities from around the world. рThe website allows students to compare colleges and universities online based on independent information: the Shanghai rankings, student reviews and campus pictures. Combining this with the information provided by university websites, we hope students will be able to find the college or university of their dreamsҀ, says John Paget, Founder of the AllAboutUni.com website. John studied Economics at the London School of Economic and then completed graduate studies in the United Kingdom and Switzerland. The AllAboutUni.com website was launched in November 2007.
Asian/Pacific universities poorly represented in the WorldҀs Top-100 Universities
An assessment carried out by AllAboutUni.com reveals that only 8 Asian/Pacific universities are included in the WorldҀs Top-100 universities. AllAboutUni.com is an independent, global and inter-active website where visitors can obtain information about universities (global rankings, student reviews, university news and campus pictures). It publishes regular reports on universities around the world.
The analysis is based on a ranking of the WorldҀs top-500 Universities produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include staff winning Nobel Prizes, highly cited researchers and articles indexed in major citation indices. The rankings have been published since 2003, with the 2008 rankings published on 15 August 2008.
Looking solely at the World's Top-100 universities, there are only 8 universities in the Asian/Pacific region: Tokyo University (ranked 19th), Kyoto University (23rd), Australian National University (59th), Hebrew University of Jerusalem (65th), Osaka University (68th), University of Melbourne (73rd), Tohoku University (79th) and University of Sydney (97th). In comparison, there were 58 universities based in the Americas (mainly in the USA) and 34 in Europe.
Looking at the WorldҀs Top-500 universities, 20% are located in the Asian/Pacific (n=100) area, roughly 40% in Europe (n=210) and 40% in the Americas (n=190). The 100 Asian/Pacific universities are located in the following countries: Japan (31), China (18), Australia (15), South Korea (8), China - Taiwan (7), Israel (6), China - Hong Kong (5), New Zealand (5), Singapore (2) and India (2). A number of factors will affect the Asian/Pacific rankings, including the size of the economy, the level of development, national wealth and population size. However, it seems that India, with a total population of 900 million inhabitants, is poorly represented in the ranking and Australia, with a total population of 20 million inhabitants, is very well represented.
The AllAboutUni.com website provides a portal where students can find independent information about universities from around the world. рThe website allows students to compare colleges and universities online based on independent information: the Shanghai rankings, student reviews and campus pictures. Combining this with the information provided by university websites, we hope students will be able to find the college or university of their dreamsҀ, says John Paget, Founder of the AllAboutUni.com website. John studied Economics at the London School of Economics and then completed graduate studies in the United Kingdom and Switzerland. The AllAboutUni.com website was launched in November 2007.
The analysis is based on a ranking of the WorldҀs top-500 Universities produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include staff winning Nobel Prizes, highly cited researchers and articles indexed in major citation indices. The rankings have been published since 2003, with the 2008 rankings published on 15 August 2008.
Looking solely at the World's Top-100 universities, there are only 8 universities in the Asian/Pacific region: Tokyo University (ranked 19th), Kyoto University (23rd), Australian National University (59th), Hebrew University of Jerusalem (65th), Osaka University (68th), University of Melbourne (73rd), Tohoku University (79th) and University of Sydney (97th). In comparison, there were 58 universities based in the Americas (mainly in the USA) and 34 in Europe.
Looking at the WorldҀs Top-500 universities, 20% are located in the Asian/Pacific (n=100) area, roughly 40% in Europe (n=210) and 40% in the Americas (n=190). The 100 Asian/Pacific universities are located in the following countries: Japan (31), China (18), Australia (15), South Korea (8), China - Taiwan (7), Israel (6), China - Hong Kong (5), New Zealand (5), Singapore (2) and India (2). A number of factors will affect the Asian/Pacific rankings, including the size of the economy, the level of development, national wealth and population size. However, it seems that India, with a total population of 900 million inhabitants, is poorly represented in the ranking and Australia, with a total population of 20 million inhabitants, is very well represented.
The AllAboutUni.com website provides a portal where students can find independent information about universities from around the world. рThe website allows students to compare colleges and universities online based on independent information: the Shanghai rankings, student reviews and campus pictures. Combining this with the information provided by university websites, we hope students will be able to find the college or university of their dreamsҀ, says John Paget, Founder of the AllAboutUni.com website. John studied Economics at the London School of Economics and then completed graduate studies in the United Kingdom and Switzerland. The AllAboutUni.com website was launched in November 2007.
Saturday, October 4, 2008
All About Universities..
Life at college is probably the most 'fun' period of anyone's life. Learning, fun, excitement and enjoyment with your classmates is an experience of a lifetime. Revisit and share your college experiences by uploading photographs and submitting reviews.
Name of college: www.allaboutuni.com/
Five reasons to share photos and review your college/university:
1. Helps future students around the world
2. It only takes five minutes!
3. It's fun and it's free!
4. Your independent feedback matters
5. It can be very therapeutic!
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