1 University of Oxford UK 2 University of Cambridge UK 3 Imperial College London UK 4 ...
9:38 AM
1 University of Oxford UK
2 University of Cambridge UK
3 Imperial College London UK
4 ETH Zurich – Swiss Federal Institute of Technology Zurich Switzerland
5 University College London (UCL) UK
6 London School of Economics and Political Science (LSE) UK
7 University of Edinburgh UK
8 King's College London UK
9 Karolinska Institute Sweden
10 LMU Munich Germany
11 école Polytechnique Fédérale de Lausanne (EPFL) Switzerland
12 KU Leuven Belgium
13 Heidelberg University Germany
14 Wageningen University and Research Center Netherlands
15 Humboldt University of Berlin Germany
16 Technical University of Munich Germany
17 école Normale Supérieure France
18 University of Manchester UK
19 University of Amsterdam Netherlands
20 Utrecht University Netherlands
21 Delft University of Technology Netherlands
22 Leiden University Netherlands
23 University of Bristol UK
24 Durham University UK
25 Erasmus University Rotterdam Netherlands
26 Free University of Berlin Germany
27 University of Groningen Netherlands
28 University of Glasgow UK
28 University of Helsinki Finland
30 University of Tübingen Germany
31 University of Warwick UK
32 Uppsala University Sweden
33 University of Copenhagen Denmark
34 University of Freiburg Germany
35 University of St Andrews UK
36 Maastricht University Netherlands
37 Lund University Sweden
38 University of Exeter UK
39 University of Bonn Germany
40 University of Sheffield UK
41 Queen Mary University of London (QMUL) UK
42 University of Göttingen Germany
43 école Polytechnique France
43 University of Basel Switzerland
45 University of Zurich Switzerland
46 Aarhus University Denmark
46 University of Mannheim Germany
48 RWTH Aachen University Germany
48 University of Southampton UK
50 Scuola Normale Superiore di Pisa Italy
51 Pierre and Marie Curie University France
52 Ghent University Belgium
53 University of Birmingham UK
54 University of Bern Switzerland
55 University of Erlangen-Nuremberg Germany
56 Radboud University Nijmegen Netherlands
56 University of Münster Germany
58 Royal Holloway, University of London UK
59 Lancaster University UK
60 University of Geneva Switzerland
60 University of York UK
62 University of Leeds UK
63 University of Oslo Norway
64 Stockholm University Sweden
65 Karlsruhe Institute of Technology Germany
66 University of Sussex UK
67 University of Vienna Austria
68 University of Nottingham UK
69 University of Lausanne Switzerland
70 Autonomous University of Barcelona Spain
71 University of East Anglia UK
71 University of Twente Netherlands
73 VU University Amsterdam Netherlands
74 KTH Royal Institute of Technology Sweden
75 University of Cologne Germany
76 University of Liverpool UK
77 TU Dresden Germany
78 Trinity College Dublin Republic of Ireland
79 Lomonosov Moscow State University Russian Federation
80 Pompeu Fabra University Spain
80 University of Reading UK
82 Technical University of Denmark Denmark
82 Université Catholique de Louvain Belgium
82 University of Leicester UK
85 University of Aberdeen UK
86 University of Barcelona Spain
87 University of Konstanz Germany
88 Eindhoven University of Technology Netherlands
88 University College Dublin Republic of Ireland
90 Scuola Superiore Sant'Anna Italy
90 University of Gothenburg Sweden
92 Cardiff University UK
92 University of Bergen Norway
94 University of Dundee UK
94 University of Würzburg Germany
96 Paris-Sud University France
97 University of Antwerp Belgium
98 Ulm University Germany
99 University of Luxembourg Luxembourg
100 Charité - Universitätsmedizin Berlin Germany
With Student Government Association races coming up, The Cougar Editorial got together and chose to expound on what qualiti...
9:24 AM
With Student Government Association races coming up, The Cougar Editorial got together and chose to expound on what qualities make a decent president. With three hopefuls in the running — John Fields, Edwin Mascorro and Shane Smith — there will be many purposes of conflicts. Here are the outright qualities a SGA president needs.
Receptiveness
Clearly, the SGA president must be cordial. They are, all things considered, speaking to each of the 40,000 understudies in their position. In any case, they additionally must be sufficiently agreeable that one of those 40,000 understudies can go up to them and say "Hey, I have an issue. Can you help me?"
Comprehend cutoff points of force
You're going to hear a considerable measure of talk from the applicants saying they can alter certain issues, including enthusiastic subjects like stopping. Numerous applicants in the past have guaranteed to settle certain issues, yet actually whatever they can do is vouch for the understudies for their sake. They have to comprehend what they can do as such they can all the more successfully roll out positive improvements for understudies.
School mindfulness
It's truly awful when the delegate of your whole understudy body doesn't comprehend what's occurring on their grounds. They need a sharp familiarity with issues that should be altered so they can really handle issues that understudies think about. There are a considerable measure of issues that need handling at this University, and the hopefuls need a smart thought of what they have to address.
Open to feedback
The perfect competitor should be interested in feedback coming at them from all points. Being up front is a gigantic part of the president's occupation, so they should be prepared for whatever comes at them, including potential issues that might emerge all through their term. They should be balanced with the way the handle feedback, paying little heed to whether they concur with it.
Show others how its done
As SGA president, understudies at UH are going to admire you, and the hopefuls must be totally prepared for that. Try not to give them a chance to around putting your own self hobbies before those of the University. Showing others how its done, whether in a class or while doing understudy government obligations, will think about the president, their organization and the understudies that they speak to.
As understudies in your classroom start a written work undertaking, one of them, Kata, begins tossing paper around...
9:15 AM
As understudies in your classroom start a written work undertaking, one of them, Kata, begins tossing paper around and diverting the others. You know from past episodes that Kata frequently gets to be baffled when she doesn't see how to finish exercises; she regularly shows this by being troublesome.
Would you ...
an) Ask her to leave the class?
b) Show her how to begin on the errand?
c) Encourage her by advising her that she is fit for finishing the undertaking?
d) Ask a passing instructor to converse with her?
Your answer gives critical pieces of information about how you think and work as an instructor (see beneath for answers). In future, comparative inquiries could offer analysts some assistance with understanding how planned instructors may associate with understudies, and empower mentors to enlist individuals who are most appropriate to work in schools.
Five top reasons individuals get to be educators – and why they quit
Perused more
The level headed discussion over what makes a decent instructor isn't new – as far back as 500BC Confucius was depicted as a model educator. In any case, in spite of this present, there's been minimal efficient exploration into how we can quantify the individual qualities that make an instructor successful – and how we can dependably choose individuals for educator preparing.
Part of the issue is that educating is frequently depicted as something that is excessively mysterious and enigmatic, making it impossible to decipher. While there is something extraordinary about going on learning, educating is not any more enchanted than different callings. Research has demonstrated that a few instructors are routinely more fruitful than others – and science can foresee why should likely be the best.
A late study by Dr Allison Atteberry from the University of Colorado took after more than 3,000 instructors over the initial five years of their professions, measuring their viability by taking a gander at understudy results. Atteberry found that even after measurably controlling for outside elements, for example, school, family and understudy qualities, instructors who were best had a tendency to keep up this over the long run. Thus, those in the base gathering for adequacy stayed there, notwithstanding when they moved schools.
Lower optional instruction This level has intended to finish essential instruction, normally on a more subject-situated example. It ex...
8:52 AM
Lower optional instruction
This level has intended to finish essential instruction, normally on a more subject-situated example. It expands upon the taking in results from essential training and plans to establish the framework for long lasting learning and human improvement.
Upper auxiliary training
More particular training normally starting at age 15 or 16 years and finishes optional instruction in readiness for tertiary instruction, or to give aptitudes significant to livelihood, or both.
Post-auxiliary non-tertiary training
Programs that straddle the limit in the middle of upper-and post-auxiliary training from a universal perspective. international level level 4 programs, considering their substance, can't be viewed as tertiary projects. They are frequently not fundamentally more progressed than projects at international level level 3 yet they serve to expand the learning of members who have officially finished a system at level 3.
To start with phase of tertiary instruction
Tertiary projects having an instructive substance more progressed than those offered at international level levels 3 and 4. These projects might be scholastically based or for all intents and purposes arranged/occupationally particular. Passage to these projects typically requires the fruitful consummation of international level level 3A or 3B or a comparable capability at international level level 4A. All degrees and capabilities are cross-characterized by kind of projects, position in national degree or capability structures and combined span at tertiary.
Initially phase of tertiary training
Tertiary projects prompting the honor of a propelled research capability, e.g. PH.D. These projects are accordingly given to cutting edge study and unique research and are not in light obviously work as it were. It commonly requires the accommodation of a theory or thesis of publishable quality which is the result of unique research and speaks to a huge commitment to learning.
Mental strength mean that we should have main target and we must try to achieve it,at that time we didn't have any thoug...
7:13 AM
Mental strength mean that we should have main target and we must try to achieve it,at that time we didn't have any thoughts for any thing.we can call this as as mental strength.As an student we must have mental strength to achieve our education targets.
Basics for mental strengths
There is a main target & working for that.
Finding new ways for achieve that.
Always thinking about achievements.
How we can achieve mental strength
We have two ways to achieve mental strength those are yoga & meditation,if we can engaged in these activities we can train our mind body and soul not focus on just one. some monks do more than use thier mind, they train their bodies to do such things.
As an student they make an attention at the learning time.then they can understand well.that's mean mental strength is very important for education activities.always honestly being in the army with smarts gets you along just fine, but if you don't have the strength to pull your buddy out of a burning truck then you are screwed. I had to carry a 340 pound navy guy from his vehicle when he got hit, if it were not for my physical strength he might have died.
