Friday 22 April 2016

Medical Degrees

Medical Degrees
The medical profession is one of the most essential in modern society, so it stands to reason thatmedical degrees are lengthy, demanding and altogether among the most challenging and competitive paths to embark upon. Very few other subjects rely so heavily on your confidence in yourself, absolute commitment to the field, and desire to make a difference in real people’s lives.
Those who choose to study medical degrees will need a strong interest in the sciences, along with a passion for helping others – and it’s a combination of these two factors that provides the motivation needed to keep going through the many years of training required to become a fully qualified doctor.

Getting into medical school

Given the prestige associated with the medical professions, and the extremely challenging nature of most medical careers, it’s unsurprising that getting into medical school is extremely competitive. In order to gain a place at a top medical school, it’s necessary to demonstrate exceptional grades in science subjects (especially chemistry and biology), as well as showing evidence of commitment to the field. This will usually mean gaining work experience, perhaps at a local healthcare center, private consultancy or another type of care facility such as an elderly care home.
If you have managed to gain the grades and the work experience necessary to secure a place on a medical course, then the chances are you’re no stranger to hard work. Despite this, you’ll need to be prepared for even more challenges, both during your studies and in the years ahead. This is a profession that can demand a lot both intellectually and emotionally, with an intensive and time-consuming workload.

What to expect from a medical degree

As well as allowing you to specialize in a particular division of medicine, medical degrees also provide students with the practical skills needed for specialized hands-on tasks (from taking a blood sample to complex surgical procedures), and the ‘people skills’ needed for interaction with patients and relatives.

Wednesday 20 April 2016

How to Get a German Student Visa

How to Get a German Student Visa



How to Choose a Masters Program

How to Choose a Masters Program main image

5 Ways to Decide Where to Study in Europe

Deciding where to study is one of the biggest decisions you will ever make. Understandably, many would-be students are worried about making the right decision. After all, this will take a significant amount of your commitment, time and resources.A lot of students dream of studying abroad. The reasons vary – from getting the best education available and improving professional potential, to exploring the world and being immersed in new cultures and experiences. The choices are endless, and studying abroad is definitely an irreplaceable experience that I could personally recommend to anyone.
Perhaps you have set your sights on studying abroad in what many consider the most attractive study destination: Europe. The mesmerizing beauty, rich cultural heritage and competitive educational systems across this continent have drawn students from all over the world to its shores. If you are one of those who dream of studying abroad in Europe but have not quite figured out where to get started, here are some practical considerations to help you out. Below are some these factors, which provide five ways to decide where to study in Europe.

1.  Percentage of international students in the country

Influencing International Student Decision-Making, shows that a country’s attitude towards international students is a top influencing factor on where students choose to study abroad. If the percentage of foreign students is an indicator of whether newcomers can expect a warm welcome, then Austria tops the list among the countries considered, with 32% international students, followed by the UK and the Netherlands at 18.1% and 18.3% respectively. This is an important factor to consider, as denser international networks can influence your confidence and sense of belonging during your study abroad experience.

2.  Top ranking universities

Many students put the quality of education as a top priority, as they hope the education they will get from studying abroad is better than if they stayed at home. When it comes to first-class academic reputation, the UK leads the way, well ahead of its European counterparts. In  the world’s top 10 universities are on British soil: the University of Cambridge, Imperial College of London, the University of Oxford and UCL.

3.  Tuition fees and living expenses

It goes without saying that all aspects of studying abroad should be considered, including cost implications. It is important to know how much money you are comfortable spending and if your chosen destination is reasonably practical for your financial situation and loan eligibility. Among Europe’s top study destinations, the UK is the most expensive country to study in, with an estimated annual living cost and tuition fees of US$35,045. If cost is a major factor, you might want to explore opportunities in Germany, where living costs are relatively lower and tuition is free, regardless of whether you are an EU citizen or not. Remember, however, that your costs will also vary depending on the institution, city/town, and your own lifestyle choices.

4.  Subject strengths

Business, economics, medicine and law remain the most popular courses across most countries. Germany and the Netherlands, however, have built particularly good reputations for training engineers, while the UK and France’s focus leans towards nursing and pharmacology specializations. to identify the world’s leading universities in your own subject.

5.  Career opportunities

For some, career opportunities after graduation are the primary deciding factor on where to study abroad. A report  lists Denmark as the country where new grads can expect the highest salary: US$42,000 within their first year of experience, a little ahead ofSweden and Germany. As for your chances of getting a job soon after graduation, the best odds are in Germany, Austria, the Netherlands and Sweden. These countries are enjoying an excellent 90% employment rate among its graduates. If being hired as soon as possible is your motivation for wanting to study in Europe, then students from the UK, Netherlands and Sweden are more likely to be employed just within the first three months after graduation.

4 Signs You’re Studying the Wrong Subject


Choosing a degree and a career path is not as easy as it seems – but it is important to get right. If you’ve ended up choosing a degree which doesn’t really suit you, there’s a risk that you’ll end up dropping out, underperforming, or simply unhappy.



Remember it’s okay to change directions and move to another course. This isn’t a failure – but continuing to study a subject you are not interested in certainly is. That will lead to nothing except frustration and wasted time. Not sure if you’ve chosen the right subject? See how many of these signs apply to you…

1. You are attending the lectures – but only physically 

Yes, you try to be punctual. You show determination and you try to give your best shot, but something isn’t right. You are sitting in the lecture, but the words coming out of your professor’s mouth are not making any sense. Actually, they aren’t even registering in your head. You are perhaps thinking of what to do later in the day or watching funny video clips. While every student loses focus some of the time, if this is your usual experience, then you’re not in the right place.

2. Assignments feel like the end of the world 

Ok, so everyone struggles to some extent with assignments, but most students end up enjoying them at least a bit. If finishing course assignments feels like an impossible task, and you can’t even force yourself to sit down and see what it’s actually about, then you are dealing with the wrong assignment. There are lazy and dull days in every student’s life, but if nothing is making sense and you always have to force yourself to do anything, you may want to reconsider your choice of course.

3. You have nothing to say 

Your friends may like to talk about the herculean effort they made to attain a certain grade, how they managed to skim through a chapter in record time, or which exam questions they found the most challenging. If you don’t have anything to contribute to conversations about your course, not even to complain about the teachers, then you must realize it’s not your territory. You are a guest in someone else’s house. Do you want to stay there for long?

4. You aren’t happy 

If you are not satisfied with what you are studying, it will reflect in all the other aspects of your life. You won’t be happy generally, and it will take very little to upset you. Your moods will change randomly and you won’t be much fun to be around with. This is the result of the frustration and disappointment that continues to build up over time, because something is definitely not right in your life. Is it time to make a change?

Modern Languages Facts & Myths

Do you think that the only career options for a graduate in modern languages are teaching or translation? Think again! Did you know that there are more than 6,000 languages spoken around the world today? And, finally, were you aware that the famous Harry Potter author J.K. Rowling has a bachelor’s degree in modern languages? Scroll down to discover more facts about your favourite subject that you probably didn’t know…


Sunday 17 April 2016

Best universities in Europe 2016: secrets of Germany’s success


This was established with the explicit aim of furthering the global role of German higher education institutions and to strengthen their international profiles and improve their research. It has poured €1.9 billion (£1.5 billion) in the first round and another €2.7 billion in the second into a select group of graduate schools, departments (“excellence clusters”) and institutions since it was launched in 2005-06.
According to a recent expert report examining its effectiveness, known as the Imboden Report, there were two key goals: to increase the horizontal differentiation between higher education institutions by having each focus on specific research topics, and an improvement in governance. The first, the report says, was partially achieved; while the latter produced rather unintended side-effects, such as excellence clusters mutating into independent entities within the higher education institutions.
More important to rankings, the report notes that the Excellence Initiative has made German research more internationally collaborative. However, even this does not help much in assessing whether finding 36 German higher education institutions among the top 200 is good, bad or middling, and whether the Excellence Initiative has anything to do with it.
In my view, the Excellence Initiative has had a strong influence by way of its most criticised aspect, the so-called “future concept” or “third-line” funding focusing on the project-based extension of top-notch research, often with a strong internationalisation component. Every university to have been given excellence status in this line figures among the 36 in 
 top 200. Yet, as Imboden states, this funding line was distributed on the basis of pure assumptions, promises and wishes, some of which came true and some of which didn’t. However, as a high-level representative of the Chinese Scholarship Council in Germany told me in 2006, “all Chinese universities only want to work with the excellent German HEIs now”, by which they meant the third-line institutions. “We try to tell them that research excellence is especially [found] among the excellence clusters and graduate schools, but to little avail.”
So, in the end, if it is focused on reputation, any ranking replicates this perspective. Still, there are nearly 400 other German higher education institutions (more than 200 of them are state institutions, although there are only roughly 50 more universities), so what does such a ranking mean? Frankly, I think the success of certain institutions in rankings is more to do with the rankings’ methodology than anything else. They inevitably favour factors that are statistically more likely to be found among certain universities than others.
You need to look very closely to find a small university in the rankings, for instance. I wonder why. Is global excellence only about size? Surely not. Of course size matters, as it offers more diversity, attracts different people and accumulates funding. Still, excellence can also be found in relatively small places. So, to me, it is not about funding or tuition fees (that could at best explain why some countries do better than others, but not why certain institutions within a country do better than others), but rather the criteria by which we define “global players”.
In my experience, German higher education institutions are as strong as others in countries with comparable conditions. We certainly have a strong economy and we see serious funding going into higher education. So yes, it is no wonder that German HEIs are quite strong in research.
I just tend to doubt that this is why they feature in the ranking as they do. As we know, the debate on what should be looked at by rankings, and how – perhaps the key word here is differentiation – is open right now, with several players such as  Shanghai, U-Multirank andUS News & World Report arguing about the right answers.
Maybe the answer is that there is no one right answer but that each approach may serve a different need – and that the debate about which is better is an academic one.

Over View of Civil Services Examinations








(A) Tentative Schedule
(i) Notification of Examination
November/December of previous year
(ii) Conduct of Examination
May

(B) Age - limits:
21-30 years as on 1st August of the year of Examination.
Certain categories of persons as specified in the Commission's Notice as published in Employment News/Rozgar Samachar are eligible for age relaxation.

(C) Educational Qualification
Degree of a Recognised University or equivalent.
Candidates appearing in the requisite Degree qualification are also eligible for appearing in the examination, however, they are supposed to submit proof of passing the requisite qualification along with with Detailed Application Form for Civil Services (Main) Examination.
The Preliminary Examination consists of two papers of objective type (multiple-choice questions) carrying a maximum of 400 marks.
The Question Papers (Test Booklets) are set in English & Hindi
General Studies Paper - I200 Marks
General Studies Paper - II
200 Marks



Year of Exam
No of Candidates
AppliedAppeared
19972,65,7611,30,198
19982,71,5171,22,363
19993,09,5011,35,086
20002,25,5551,19,398
20012,56,6731,38,240
20023,01,5851,57,486





Tentative Date of Examination : October  - November


Paper-I
One of the Indian Languages to be selected by the candidate from the 18 languages included in the VIIIth Schedule to the Constitution (Qualifying Paper)
300 Marks
Paper-IIEnglish (Qualifying Paper)300 Marks
Paper-IIIEssay200 Marks
Papers IV & VGeneral Studies (300 Marks for each paper)600 Marks
Papers VI, VII, VIII & IX
Any two subjects (each having 2 papers) to be selected from the prescribed optional subjects (300 marks for each paper)
1200 Marks
Total Marks for Written Examination2000 Marks
Interview Test300 Marks
Grand Total2300 Marks

See Note below List of Optional Subjects (Literature)
AgricultureManagement
Animal Husbandry & Vetinary ScienceMathematics
AnthropologyMechanical Engineering
BotanyMedical Science
ChemistryPhilosophy
Civil EngineeringPhysics
Commerce & AccountancyPolitical Science & International Relations
EconomicsPsychology
Electrical EngineeringPublic Administration
GeographySociology
GeologyStatistics
Indian HistoryZoology
Law

ArabicGujaratiManipuriSanskrit
AssameseHindiNepaliSindhi
BengaliKannadaOriyaTamil
ChineseKashmiriPaliTelugu
EnglishKonkaniPersianUrdu
FrenchMarathiPunjabi
GermanMalayalamRussian
Note : Total Optional Subjects : 51
Note (i) :
Candidates have the option to answer all the question papers, except the language papers, viz, Paper-I and Paper-II, in any one of the languages included in the Eighth Schedule to the Constitution or in English
Note (ii) :
Candidates who have opted for an Indian Language as language medium for the Main Examination have an option of being interviewed either in English or in the same language which they have opted for the Main Examination

Year Of ExamVacanciesCandidates Recommended
SCSTOBCGENTOTALSCSTOBCGENTOTAL
1995984916533364510149192303645
19961255717438373913859212330739
199789431663236219446215266621
199853281142754706030142238470
19995327972344116330127191411
200054291002444275834128207427
20014739972344175242131192417
2002382288162310382288138286