As parents, it is not an easy thing to do. There are so many choices out there and if parents do not carefully choose, they may get not the good one. How if parents really lack of information on this? Do not worry, Education Comparision provides parents with all information needed concerning to this matter. Through their website on Educationcomparison.org, they try to give better view of school and university selection for parents.

They focus their service on giving information of universities around United Kingdom. This is very good both for parents from UK and outside UK so that they have done the right thing in placing their students in the perfect place. When you think that you have no idea about which universities to choose for your students, please visit this website and find the answer there.

IQ exams are used by psychologists faculty or non-public, to determine what a child’s cognitive functioning and intelligence are. The IQ assessments used by most school psychologist are based on the kid’s skill to grasp and use language. If a baby with a disability has a severe language based mostly disability akin to dyslexia, the language based mostly IQ test could not accurately replicate the child’s intelligence.

Why is that this vital? As a result of many special schooling personnel have such low expectations for children with disabilities, that a low IQ score provides them one more reason, to not present needed appropriate special training educational services. The IQ score must be correct, with a purpose to decide what a baby is academically capable of.

The Weschler Intelligence Scale is an IQ take a look at that is often utilized by faculty psychologists to find out cognitive ability. This test not solely offers wonderful predictors of educational achievement however can be used to determine the strengths and weaknesses of the child. But kids with severe language based mostly disabilities could have very low scores on the Weschlers.

Non-Verbal IQ checks are designed to give a comprehensive, standardized evaluation of common intelligence with fully nonverbal administration and response formats. Two assessments that may be used are entitled: the Comprehensive Test of Nonverbal Intelligence (CTONI) or the Universal Nonverbal Intelligence Check (UNIT). The CTONI states that it is a language free intelligence take a look at that requires no studying, writing, talking or listening on the child’s part. It is designed for children and adults, and may be given to individual youngsters or in small groups in about 15 minutes. The UNIT can be utilized on youngsters from age 5-age 17 is nonverbal and response is finished by 8 hand or body gestures. There are three testing choices obtainable: Abbreviated, Commonplace, and Extended batteries. Can be used for deaf and hearing impaired students.

By understanding the distinction between verbal and non verbal IQ checks it is possible for you to to ask for the IQ take a look at that can appropriately measure your kid’s tutorial ability. You should have excessive expectations on your child and push the school to additionally; this may help your baby stay a contented fulfilled life.

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Chiang Mai University Online TEFL Scholarship Contest

The Chiang Mai University Online TEFL Program is pleased to announce the availability of two scholarships for free tuition to our Online TEFL Certification Program.

This course has been entirely authored by the experts at the Language Institute.  The content is similar to that of the 120-hour, on campus course but the online curriculum delves deeper into the theory, philosphy and psychology of effictive language teaching.

This program offers the convenience of learning at  your own pace from anywhere with an internet connection and can be completed in as little as two weeks or can be taken slowly over six months.

All interested applicants must submit an essay of 300 words or more which addresses the following question.

Why do you want to teach?

All essays should be pasted onto the (Your Message) section of the (Contact Page) on the Chiang Mai University Language Institute web site.

Just visit us at www.teflcmu.com, click on contact and paste your essay.

The deadline for submission is December 31, 2008

The scholarship winners will be announced during the second week in January 2009.

The Scholarships will be awarded to the two best essays.

Please feel free to be creative, funny, serious personal or academic in your approach to this essay.

The scholarships will cover all tuition for the course and certification upon successful completion.

All successful graduates will receive their Chiang Mai University Online TEFL Certification by mail.

Any further questions can be directed to the Chiang Mai Online TEFL Team by using the contact page on the web site.

Good Luck.

We are looking forward to your essays.

Chiang Mai University TEFL Program

Oral History: A Viable Methodology for 21st Century

Educational Administration Research: National Impact

_______________________________________________________________________

ABSTRACT

This article identifies three 21st Century realities that are redefining research in educational administration:  1) the increasing need for relevancy and authenticity in addressing community and school problem solving contexts; 2) the need for a research method that permits the kind of in depth interviewing of knowledgeable individuals with minimal Institutional Review Board (IRB) oversight; and 3) a methodology that can be facilitated by emerging technologies. Oral history has been employed in many disciplines but has seldom been used in educational administration. It offers some promise and the authors suggest possible uses and interpretations of one proposed oral history project and one completed oral history project.

______________________________________________________________________________

Purpose of the Article

            The purpose of this article is to examine oral history interviewing and historical research as a viable research method within the broad family of research methodologies in educational administration and educational leadership. The evolution of research methodology in educational administration has been influenced by changing paradigms, changing needs, increasing institutional Review Board (IRB) oversight, and changing technology. Educational administration research differs from other academic disciplines in that it involves the opportunity to find new and innovative uses for research findings for problem solving and decision making in school settings.

Research in Educational Administration Undergoing Transformation

            Educational administration research has undergone great transformation during the past century. Business management principles drawn from industry dominated the first half of the 20th Century of educational administration thought.  During the 1950’s and 1960’s various social science methods and concepts shaped a new generation of educational administration thought and research methodology (Campbell, Fleming, Newell & Bennion, 1987; Murphy, 2003, Fall). By the late 1980’s business and social science methodologies were supplemented though not replaced by qualitative methods drawn from anthropology.  Action research fills yet another educational administration research niche. It places less emphasis on formal theoretical constructs while focusing on authentic, campus-based data gathering, and problem-solving. This continuing growth in acceptance of research methodologies from other disciplines was described by Campbell, et al:

Educational administration is an applied field rather than an academic discipline. It does not draw upon a single body of literature nor use a single set of scholarly tools…an applied field must maintain a vital concern not only with the extension of knowledge but also with the improvement of practice…Similarly…an applied field must be concerned with problems in their totality – drawing on the methods of many disciplines. (1987, p. 3)

            Not all influences on educational administration research in the 21st Century have been methodological.  A national increase in Institutional Review Board (IRB) oversight has greatly influenced educational administration research (Herrington & Kritsonis, 2006).  There remains great variance among universities regarding the extent to which educational research is subject to IRB oversight. Some universities exempt educational studies from IRB oversight completely, especially those studies that were intended to examine quality improvement in educational institutions or action research used for classroom instruction. Some universities were requiring complete reviews of every aspect of research regardless of methodology or intended uses of the data. Navigating the maze of IRB restrictions at some institutions has led to avoidance of some research methodologies or populations and in some cases resulted in diminished research activity altogether (Herrington & Kritsonis, 2006).

            Technology has made most forms of research far more convenient and achievable. For example more user-friendly Windows or UNIX based statistical software programs such as Stat-Pac, (Statistical Package for the Social Sciences (SPSS), and SAS have replaced hand-calculations, data punchcard readers, and mainframe versions of the statistical software. Qualitative researchers have access to coding software such as HyperRESEARCH 2.6, NVIVO 7, computer-assisted Qualitative Data Analysis (QAQDAS 07) to assist with high volume qualitative data coding capabilities. Audio and video recording equipment, imaging equipment, and related software continue to be developed for oral history recording, however, analog recordings continue to be preferred by most oral history professionals.

            The challenge for educational researchers in the 21st Century is to select a methodology that can provide a relevant context for examining education issues within specific contexts that are reliably and accurately preserved. The methodology must also yield a study that is achievable within a reasonable time frame, is affordable, and must satisfy ethical requirements or minimize the need for IRB scrutiny.

A  Methodology-in-Waiting

Charlton (1985) defined oral history as “the recording and preserving of planned interviews with selected persons able to narrate recollected memory and thereby aid the reconstruction of the past” (p.2). Baum (1978) defined oral history as:

1.      a tape recorded interview, or interviews, in  question-and-answer format,

2.      conducted by an interview who has some, and preferably the more the better, knowledge of the subject to be discussed,

3.      with a knowledgeable interview, someone who knows whereof he or she speaks from personal participation or observation (sometimes we allow a second-hand account),

4.       subjects’ of historical [or community] interest…

5.      accessible, eventually, in tapes and/or transcripts to a broad spectrum of researchers. (pp. 389-390)

            The value of oral history for educational researchers and practitioners is found in the background that can be provided by credible participants who are able to enrich understandings of the immediate problem-solving context or who can draw parallels with other contexts. Sometimes dramatic events or significant phenomena require giving voice to otherwise silent observers or constituencies that know the true nature of  the problem of interest, but who have never been consulted by historians or decision makers. For example, ethnographic shifts in recent years have created major cultural divides in communities and schools that challenge long held assumptions of teachers and administrators regarding their client student populations.

An example is found in formerly rural/now suburban high school campus that in 1995-2004 comparison revealed the following demographic changes in students and teachers. In 1995 only 17 percent of the students of this inner city campus were Hispanic, 15 percent were African American, 65 percent of students were Anglo. The teacher demographic representations were similar. Ten years later 67 percent of the students were Hispanic, 17 percent were African American, but only 16 of the students were Anglo. The teacher demographics remained relatively unchanged over the same 10 years.

            Conversations with parents, teachers, and administrators reveals that the unexpected demographic gaps that occurred during the preceding ten year period had resulted in an increase of racial tensions wherein teachers/student and teacher/parent conflicts occuring. The achievement of Hispanic students continued a downward spiral, attendance and dropouts were increasing, and disciplinary alternative educational placements were soaring.  These realities placed the district in jeopardy of losing its standing based on statewide criteria and NCLB standards.  This was a phenomenon that could be documented through oral history interviews and the results made available as a case for other districts. In this case a number of interventions might be possible in the short run but a comprehensive and effectively planned longer term plan informed by carefully conducted oral histories would provide some valuable context and community history of the community that can provide answers to working with all parties affected by the problem.

            Another example is the fact that during the 1960’s and 1970’s the educational and experiential cornerstones for the first generation of Mexican-American college and university presidents and chancellors in the state of Texas and the nation were being established within an educational and cultural environment of South Texas that was hostile to the aspirations and future advancement of Latinos (Herrington, 1993, August). What can be learned about the education and mentoring experiences of these highly successful individuals would be invaluable to educators and other minority individuals making career and education decisions.

These two very real scenarios though unrelated have some connectedness. There are lessons that the teachers and administrators at the high school undergoing dramatic demographic shifts (study proposed but not yet conducted) could learn from the South Texas study of successful Hispanic students who grew up in communities that 30 and 40 years earlier resembled their current demographic and cultural realities. Communities that are just beginning to face the realities of permanently altered demographic landscapes can learn a great deal from their South Texas predecessors, precisely because those experiences have been previously recorded and transcribed for future reference (Herrington, 1993, August). The thoughts and feelings of these successful Hispanic individuals regarding their experiences, parents, teachers, and mentors (many of whom were Anglo as well as Hispanic) are eloquently recorded and transcribed for posterity. Their stories reveal personal strategies and significant persons who once extended a helping hand.

            In both of these cases, oral history methodology presents perhaps the only way to preserve otherwise unobtainable information. Concerning oral history Hoffman (1974) wrote:

Its most important advantage…is that it makes possible the preservation of life experience of persons who do not have the …leisure to write their memoirs…Interviews with people who have been foot soldiers in various important movements of social change but have heretofore been unrecorded may now be preserved and hence their impact assessed. (p. 26)

The Role of History in Educational Reform

            Scholars have identified several uses for history in educational research. History can be instrumental in effecting social reform, predicting future trends, or in influencing practice through the training of educators (Borg & Gall, 1983). Comparing the work of historian to that of psychotherapist Borg, et al noted that history has a particularly liberating function for educators:

To Freud, neurosis is the failure to escape the past, the burden on one’s history. What is repressed  returns distorted and is eternally reenacted. The psychotherapist’s task is to help the patient reconstruct the past. In this respect the historian’s goal resembles that of the therapist – to liberate us from the burden of the past by helping us to understand it. (p. 802)

            It is our common understanding of history and the ability to learn from our shared past that distinguishes humans from all other creatures. Wector (1957, August) wrote:

Chimpanzee with a stack of empty boxes and a banana hanging out of reach soon learns by his own experience. But man alone learns from the experience of others. History makes this possible. In the broadest sense, all that we know is history. More strictly, it is the road map of the past. (p. 24)

History is our collective memory. The ability to utilize history and extract useful generalizations and theories is uniquely human. Without a record of the past we are left to navigate life’s course without the aid of those who have gone before us.

 In a cogent essay published posthumously, Kennedy (1964, February) provided several reasons for examining the historical record. He noted:

There is little that is more important…without [history]…[one] stands uncertain and defenseless before the world, knowing neither where he has come from nor where he is going. With such knowledge, he is no longer alone but draws a strength far greater than his own from the cumulative experience of the past and the cumulative vision of the future. (p.3)

Ethical Oversight of Oral History

And Technological Considerations

Historical research and particularly oral history interviewing provides context and clear precedents that can be explored and considered for educational policy as well as practice. Educational researchers and IRB board members might wince at the notion of preserving recorded interviews. Such practice seems to contradict ethical provisions safeguarding anonymity of research subjects.  This is where the difference between oral history interviewing and other methodologies is important. Unlike any other discipline or methodology, oral history interviewing requires the spoken words of a specifically named individual connected in time and place by means of recording data on audio tapes, video tapes, images, documents, and transcripts preserved so as to be accessible for historical verification (Dunaway, D.K. & Baum, 1984).

To address this ethics concern, the Organization of American Historians (OAH) and the Oral History Society (OHS) in October 2003 successfully petitioned the U.S. Office for Human Research Protection (OHRP), part of the Department of Health and Human Services, for a special ruling on oral history research interviewing. They were especially concerned with oral history projects that do not involve the type of research defined by HHS regulations. It was determined that some oral history projects may not fall under the “Common Rule” (45 CFR, part 46) that define research as “a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge.”  According to the Organization of Oral Historians (2003, November):

This type of research involves standard questionnaires with large samples of individuals who remain anonymous, not the open-ended interviews with identifiable individuals who give their interviews with ‘informed consent’ that characterizes oral history. Only those oral history projects that conform to the regulatory definition of research will now need to submit their research protocols for IRB review. (p. 17)

An advantage of the oral history interview, therefore, if the study is carefully designed, is that IRB oversight has become far less restrictive than for other methodologies.

Concluding Remarks

In conclusion, oral history methodology is technology-intensive. Emerging 21st Century technologies as well as existing technologies continue to simplify and broaden the capabilities of the oral historian, both for gathering information and presenting information in a variety of formats. Digitizing voice, image, video, and text materials have greatly reduced the processing and production time for producing and presenting oral history findings.

Finally, oral history interviewing, more than ever before, has enormous potential for giving voice to silent but important players within the arenas of social change – including community and school. In order make any further changes in our school systems educational leaders and researchers have got to find ways to hear these previously unheard voices. Well designed studies that seek out these voices of individuals who have given informed consent can provide historically and contextually rich information specific to time and place with minimal IRB oversight. Finally, technology is rapidly expanding the repertoire of formats for archiving and presenting very useful and usable knowledge to drive school improvement.

References

Baum, W.K. (1978). The expanding role of the librarian in oral history. Library Lectures,

6, 33-43. In Dunaway, D.K. & Baum, W.K. (Eds.), Oral history: An interdisciplinary anthology  pp. 387-406). Nashville, TN: American Association for State and Local History and the Oral History Association.

Borg, W.R. & Gall, M.D. (1983). Educational research (4th ed.). New York: Longman.

Campbell, R.F., Fleming, T., Newell, L.J. & Bennion, J.W. (1987). A history of thought

            and practice in educational administration. New York: Teachers College Press.

Charlton, T.C. (1985). Oral history for Texans (2nd ed.). Austin, Texas: Texas Historical

Commission.

Dunaway, D.K. & Baum (1984). Oral history: An interdisciplinary anthology. Nashville,

TN: American Association for State and Local History and the Oral History Assocociation.

Herrington, D. E. (1993). Barriers, influences, and leadership challenges of selected

Mexican-American upper level administrators in South Texas public higher education, 1970 to 1990. Unpublished doctoral dissertation. College Station, Texas: Texas A&M Universi

Herrington, D.E.  & Kritsonis, W.  (2006). A national perspective for improving the

working relationship between educational researchers and Institutional Review Board members. National Forum for Educational Research Journal, 19(3), 1-5.

Organization of American Historians (2003, November). Oral history excluded from IRB

review. OAH Newsletter, 31(3), 17.

Wector, Dixon (1957, August). History and how to write it. American Heritage, 8(5), 24-       27, 87.

One need not make any extensive surveys of different media to provide evidence for this failure. It is enough to see how sports has managed to gain more coverage in various media over the last few decades vis-a-vis science. One may argue that this is so because there are always some sports events occurring all over the world which naturally draw the attention of media. But contention here is that scientific activity, scientific community and laboratories all over the world can also be turned into what are called ‘media events’ if enough pains are taken by science communicators to achieve this status for science. First and foremost it will require the maximum cooperation of scientists.

For instance, anniversaries of scientists, institutes, organisations and societies, including the World Health Day, etc., can be celebrated; discussions and debates with the concerned scientists organised; and doors of concerned laboratories and organisations thrown open to masses and media.

Be that as it may, intention through this paper is to highlight the essentials and limitations of science popularisation so that there appears a fundamental change in the way of looking at this subject. Hopefully, it will lead to more effective strategies to popularise science among the masses.

Science writing is an art

Science popularisation is mostly done by science- trained persons and professional scientists. It is therefore looked upon more as a scientific activity rather than anything else. But science writing is more of an art rather than a science. It is scientific only in the sense one should have scientific knowledge but all the writing abilities are required to make a good presentation of science. It is due to the present lack of emphasis on the art aspect of science popularisation that this field of activity has suffered to date. Those few scientists or science-trained persons who have consciously or unconsciously known the art of science writing and have practised it, have only been successful in popularising science.

Science is a human activity

The second reason why popular science does not tick with the masses is because it is not projected as a human activity but an activity of scientists who simply believe in the search for truth – and nothing but truth! The human side of science is totally neglected in all popular science presentations. The follies and prejudices of scientists, the emotional life of scientists, the irrational circumstances in which scientific work is often undertaken and discoveries and inventions made, etc., are quite often deliberately not highlighted fearing that it would give bad name to science and scientific research. In short, the human face of science or scientific research is often neglected in popular science presentations. There is therefore a strong need to give science a human face. It would not only mean adding human stories to popular science presentations but also talking about realities in scientific research.

Tip of the iceberg presentation

The third reason why popular science presentations often go wide off the mark and make the audience yawn and go for something else is the inability of science communicators to distinguish between technical report writing and popular science writing, thanks to their scientific training or background. They try to cram into a popular science presentation as much as they know or find out about a subject.

Actually, popular science presentation should be like the tip of the iceberg. It should however make one not only familiar with the tip of the iceberg but also aware of the unseen larger part of the iceberg floating under the water. In other words, it should reveal little about science but enough to make one realise the existence of that science with its entire ramification. It should excite one’s curiosity enough so that one would like to probe further into that science. It should not necessarily tell everything about a science but at the same time it should not miss science.

Some important observations

The author’s experience with popularising science over the years has forced him to arrive at some postulates. They are merely based on experience and intuition. Any research has not been conducted to back them up with facts and figures. In fact, much research is required to prove or disprove them. If in case they are proved, they can easily be called the ‘Laws of Science Popularisation’ because despite the best of our efforts we have not been able to popularise science the way we want among the masses. There must be some hidden laws governing our efforts to popularise science. These postulates are stated as follows:

Postulates of science popularisation

1st : Only those elements of science receive attention in a society, which suit its goals or which inspire awe.

2nd : A science communicator tends to impose his or her limited ideas of science, scientists and scientific research upon the audience.

3rd : The amount of space allotted to science in different media of a country is the index of the quality of life of its average citizen.

4th : The quality of science communication or presentation in a country is directly proportional to the quality of science produced in it.

5th : To popularise science is to humanise science.

One can deduce certain things from these postulates. The first postulate indicates that people at large read science because it serves their purpose or because the subject is topical, sensational or controversial or simply excites their curiosity. A handful only read science for the sake of knowledge per se. Much research is required to identify those subjects so that science could be more effectively popularised. For instance, health science and environment interest people at large, astronomy and space fascinate them, Nobel Laureates, UFOs, etc., are held in awe by them.

The Second postulate is dangerous for science itself. Consciously or unconsciously, the layman imbibes the limited or narrow image of science, scientists and culture of science from the communicator, whether he be Jacob Bronowski or Peter Medawar. Notions such as scientists are mad individuals or scientific research is yet another profession are creations of science communicators. That makes science communicator a very responsible person.

The third and fourth postulates are intuitive relationships between two unrelated things or activities. Further research is needed to prove or disprove these two laws by taking data from different countries. However, one must add here that in India we raise a hullabaloo to increase science coverage in our media at the first available opportunity but it often comes to nothing. Also, while writing a popular science article on a subject one often needs the assistance of a scientist doing research in that very subject. But in India the scientist of the concerned subject is often not available for consultation and as a result our writings lack the necessary quality, verve and colour.

The fifth, the last but not the least important postulate, though obvious, reminds us that we must give science a human face so that masses are not afraid of it. It is the basic aim of science popularisation.

Christmas tree of science popularisation

The aim of drawing the ‘Christmas tree of science popularisation’ is to illustrate the importance of various media that take science to the masses, though every medium has its own significance and a vital role to play in communication. But unless a person climbs up the tree, as his or her interest in science is aroused or increased – in other words, unless one begins to read newspapers, magazines and then books – he or she would not have become fully science literate.

Necessarily, the percentage of people reading books would be very small as the top of a Christmas tree indicates. But it is a must to know this tree because the role of any medium should not be underestimated and every medium should be given equal importance simultaneously. For instance, if a student’s interest in science is aroused by science fair or ‘Jatha’ held in the town, it has to be sustained and maintained by wallpapers, newspapers and even books; otherwise, one’s interest would flag and eventually die. Other supplementing media should be made available to the student in form of public libraries, for instance. So, the Christmas tree of science popularisation needs to be watered and tended carefully to produce a science literate society.

Conclusion

According to the postulates forwarded here there are (as yet unknown) limits to the extent science can be popularised among the masses. It is not possible to have a fully science literate society. Moreover, science communicators need to take into account aforementioned aspects about science popularisation for more effective communication of science to the masses.

ProVFX Visual Effects and Editing School has been written by Pranay Rupani who is a Freelance Writer

What is online learning?

Online learning is very different from traditional method of classroom learning. In India, online learning basically means out of classroom mode of study i.e. study via internet. In this, unlike classroom teaching, students are not under the direct supervision of teachers but students are engaged in self-directed and self-motivated learning. Direct interaction is possible with the teacher through the medium of internet, all your queries are solved online and your performances are also evaluated by your assignments that you send online.

Advantages of online Learning

1.    Flexible timings as per your need and requirements. You can set your own time-schedule.

2.    Easy availability of updated online materials.

3.    Your problems can be solved within few minutes by interacting with the mentors directly via online medium. In other words, you can say that it helps in saving your precious time.

4.    Moreover, as per the student’s convenience and grasping power, different courses are designed to specifically meet the desired results of improving performance.

Moreover, High quality online learning programs in India are designed not only for students but also for the employees of various reputed organizations in order to impart them effective training from time to time. However, it totally depends upon various online education institutes that whether they provide this education free of cost or charge some nominal fees. There are several institutes in India that are famous for imparting free online education.

It is a crucial fact that with the rising importance of education in India, the concept of online learning cannot be ignored. Students across India can not only save their time and money, but also procure from time to time authentic and reliable knowledge about the various topics. Therefore, it is not wrong to say that these online learning programs act like a boon for number of students residing in India.

Do you want to learn a new foreign language?

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In addition, the learning of a language may appear difficult when trying by yourself in a classroom or at home, but it can be a fun, memorable and exciting experience if lived abroad.

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Put simply, translation is the process of rendering the content and meaning of one language into another language. Translation relates specifically to the written word, unlike interpreting which is the conversion of the spoken word from one language to another.

Translation is usually performed by freelance professional translators or in-house translators working in a translation company or agency. Both freelance and company translators are professionally qualified experts with extensive linguistic knowledge. A professional translator should only ever translate into their native language as this helps to ensure that the translation reads and flows naturally.

In this article we are looking specifically at human translation and not the computer-assisted machine/statistical machine translation equivalent. Whilst machine translation has its place, human translation is a complex, time-consuming process that can deliver exceptional results far superior to automatic translation.

How long does it take?

On average, a translator can translate approximately 2,500 words in any one working day, but there are occasions when the volume of words translated is significantly higher or lower. There are numerous variables that contribute to this, including language combination, subject matter, complexity, source document format and required target document format.

Tools of the trade

It may sound obvious, but the most important tool of the trade is the translator’s brain. It contains a vast amount of linguistic knowledge about their source and target languages, which enables them to accurately render one language into another. Translators often spend years in higher and further education developing their language and translation skills to make themselves a more versatile, informed and competent linguist.

Many translators also make use of sophisticated translation tools, known as Computer Aided Translation (CAT) tools. These complement the human translation process and assist the translator in areas such as consistency and with repeat content. Trados, Dejavu and Wordfast are some of the CAT tools available today.

As is true of many professions, the internet has also become a standard tool of the trade for translators today. The vast amount of information available makes research fast, effective and instantly available.

How is it charged and how much does it cost?

Most translation companies and freelance translators charge by the word. Prices are often indicated per 1,000 words, although they are normally calculated on the actual word count and not a rounded figure.

Translation prices vary depending on language combination, format, complexity and deadline. In the UK you can expect to pay between £80.00 – £300.00 per 1,000 words for translation through an agency. It is worth noting that the higher rate is reserved for incredibly rare or unusual language combinations, so for commonly translated language pairs the price will be far lower than the top amount.

In summary, buyers of translation should be aware that it is a complex process performed by skilled experts, and a professional translator is much more than someone who can speak another language. Always speak to a translation company/experienced translator when planning your project as it will pay dividends in the long run and will ensure that you get a translation perfectly matched to your requirements.

For more information about professional translation or to discuss a project, get in touch with Sure Languages at www.sure-languages.com.

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If you do, chances are good that this replay of your childhood days may end in frustration or you may end up playing with the toy to show your kid how you used to have fun with the toy, which could turn into a lame situation quickly, depending on the toy. You will need either an ultra fantastic toy or a traditional favorite toy to pull this off successfully. Examples of such traditional toys include the ball, doll and miniature replica toys including vehicles and household items. The entertainment ante has been raised in the toys arena since the introduction of electronics.

Especially for children who regularly watch TV, there may be a greater desire for new fashioned toys instead of the traditional toys. Electronic toys, handheld games, video game systems and other interactive toys attract the attention of many children. It is not always the best thing to cater to such wants.

Before deciding on the best toy for any child, it is important to think about different factors. These factors will allow you to zero in on the type of toy that will best suit your child. To make a good choice in a kids toy, you will need to consider the child’s age, interests, skill level and their favorite things including color.

When you have considered the factors that will influence a child’s level of interest in the toy, you are ready to choose a toy that will have the greatest benefit for your child. The toys that are the best for your kids are toys that promote physical activity, are educational or have both qualities. You can then choose a toy that is played with one player, many players or teams.

If you want to add more physical activity to your child’s life through toys, you can do so. This is a healthier alternative to relying on sedentary forms of children’s entertainment. There are card games, board games, video games and activity games that will increase a child’s movement instead of hindering it.

Many kids toys are educational. The most fun educational kids toys are related to science, reading, math, art, music and crafts. These toys offer a hands on way of learning that is fun for different age groups. Educational toys can enhance a child’s hand and eye coordination while engaging the mind.

These types of toys can complement, enrich and expand on concepts being taught in the child’s school curriculum. Despite being educational, these toys can be truly enjoyable and engaging when the toy is appropriate for the child.

With some forethought, you can choose a great kids toy that will satisfy your desire for a toy that has real benefits for your child. A kids toy is best enjoyed when it is chosen because it appeals to a child personally in some way. Your kids toy has extra value when it is educational or promotes a physically active lifestyle.

Since establishing Kasturba Medical College in 1953, nineteen other institutions have been set up, and the excellence in higher education that began in Manipal 56 years ago, continues even today with a fresh look each year. 

NEW COURSES:

The university has added ten new courses taking the total number of courses in the University to 264. Registrar, Dr G.K. Prabhu, giving details of the new courses, admission details, scholarships and other activities of the university told reporters that by starting Manipal Centre for European Studies the University took the first big step in the direction of humanities. The university catered to higher education in medicine, engineering and management. So a Masters course in European Studies and Management adds more variety for students to choose from. “Diploma in Gandhian and Peace Studies, and also Certificate courses in Public Health and Global Health have already started,” he said.  “The other new courses introduced for 2010 include MS Wireless Embedded Systems, MS IT Management, MTech Chemical Engineering, MTech Environmental Engineering, MSc Pharmacoeconomics, and MSc Clinical Research management”.

SCHOLARSHIPS:

Manipal University has always encouraged students to perform to their full potential by providing them with scholarships. Meritorious and deserving candidates are given one of the several freeships and scholarships that exist in the university. “The allocation for the year 2010 is Rs 12.23 crores. It was Rs 7.93 crores in 2009 and Rs 6.83 crores prior to that,” Dr Prabhu said.

Freeship – Candidates admitted to MBBS course within the first 500 ranks and BDS, BE, BPharm courses within the first 1000 ranks of the respective merit list are offered 100% freeship.

AICTE Scholarship– AICTE has introduced the scheme on tuition fee waiver for women, economically backward and physically handicapped meritorious students joining BE, BPharm and BHM courses.

AGE students scholarships – There is a 10 per cent tuition fee waiver for students of schools and colleges of Academy of General Education (AGE) joining any course at Manipal University. However, the waiver will be 25 per cent for those students joining Allied Health Sciences or Nursing courses.

Scholarships for Konkani Students – A similar waiver of tuition fees, 10 per cent and 25 per cent respectively, is applicable for Konkani students also.

Other Scholarships are: GE Scholarship, Harish B Fund Scholarship, ISLE Scholarship, ITC Scholarship, Maulana Azad National Scholarship and Philips Scholarships.

INTERNATIONAL COLLABORATION:

Manipal University has robust relationships with several US, European and Australian Universities regarding student and faculty exchange and collaborative research. 14 best students of KMC Manipal and Mangalore get to do their one month elective clinical training in Utrecht University and Groningen University in the Netherlands. Similar scholarships are available to students of Media & Communication in
University of Queensland, Australia and Hochschule Bremen, Germany. Students of MIT get opportunities to do their internships in various Universities and industries across the world by being members of IAESTE.

ADMISSIONS:

Admissions for all these courses and for the existing under graduate and post graduate courses have already begun. Prospectus and forms are available across the country at selected post offices and State Bank of India branches. Candidates can also visit www.manipal.edu and download the digital prospectus and application or apply online by paying the application fees through Credit Card or Net Banking or Demand Draft.

ONLINE ENTRANCE TEST:

Talking about the online entrance test Dr Prahbu said; “Manipal University is known for its online entrance tests. Considering it to be quite popular and student friendly, the university has decided to start more centers where students can take their test online”. The final score are displayed on the test screen soon after the completion of the test. The admissions are therefore, merit based and transparent. Candidates can choose the date, time and location depending on their own convenience.

Presently there are 21 centres and six more are being included this year. They are
Allahabad, Kanpur, Patna, Ranchi, Varanasi and Vijayawada

Last date for receipt of applications:
MBBS, BDS, BE, BPharm, PharmD – 13.03.10
MD, MS, PG Medical Diploma, MDS, PG Diploma in Dental Materials – 31.01.10

About Manipal University

Manipal University is the leading higher education provider in India.  Spread over 600 acres of green expanse, Manipal University is home to 20,000 students pursuing undergraduate and post graduate programs in diverse subjects. The University has a strong alumni network of over 72,000 members.

The University has created an ecosystem of teaching and research excellence making it a universally accepted destination by students.   The breadth of disciplines and collaboration among constituent institutions gives unparalleled opportunity to students to cross departmental boundaries and explore different horizons