Cervical Cancer And Hpv Vaccination Health And Social Care Essay

Reappraisal of writing is an imperative constituent of a beneficial overview in any field of discernment. It encourages the exploration specialist to determine data on what has been done prior and to infer data on what has been done previously and to determine further infiltration in to the examination work. It other than assists with being after and carry on the study in efficient mode. In this part, the exploration specialist has introduced the accessible research surveies and significant writing from which the quality of the overview was drawn. 1. Surveies identified with cervical threatening neoplastic ailment 2. Surveies identified with HPV inoculation.STUDIES RELATED TO CERVICAL CANCERMiocLee, C. ( 1999 ) directed a subjective study with eight point of convergence bunches ( figure of sample=102 ) by using 11 request got from the wellbeing conviction hypothetical record. Center gathering uncovered that there was deception and an inadequacy of perception about cervical dangerous neoplastic sickness. The grown-up females at that place fore were confounded about causative components and safeguard plans identified with cervical dangerous neoplastic sickness. The discoveries demonstrated that major organized hindrances were financial and cut elements. The boss mental hindrances were dread, forswearing disarray thought. Members expressed that clinical counsel and guidance would follow up on them to experience Pap preliminary. Suggestions were made to chop down certain boundary and to expand comprehension and rationale. Sheila, Twin. ( 2005 ) led a review among Chinese grown-up females from a whole example of 467 so as to put the discernment about cervical threatening neoplastic infection. Obvious recommended that grown-up females information about cervical threatening neoplastic illness and protection plans are significant their demonstrating designs. The interest for farther comprehension about the cervical appearing and precaution step was illustrated. HkoLiou, Xueminling. ( 2009 ) led transverse sectional clear plan on reactions activity and wellbeing advancing practices among provincial Chinese grown-up females with unnatural Pap preliminary. The result shows that around 14 % were analyzed as precancerous and experienced farther intercession. 24 % of the grown-up females made no move during the multi month in the wake of having the result. Similarly numerous as 96 % were non perceptive about restricted cervical harmful neoplastic infection. These broke down outcomes may turn out utile in creating mediation plans to help grown-up females with positive Pap preliminary results to take intercession modes and received wellbeing behaviours.STUDIES RELATED TO HPV VACCINATIONKwan, T, et.al. ( 2007 ) led a transverse sectional network based study to inquire about Chinese grown-up females ‘s perceptual experience of human villoma infection immunization and their motivation to be inoculated. A whole of 1450 social Chinese grown-up fem ales matured 18 or more who went to the health communities. The result appears around 38 % of members ( n=527 ) had known about HPV and roughly 50 % ( n=697 ) had known about immunization against cervical harmful neoplastic infection. 88 % of the members ( n=1219 ) show that they would most likely to be inoculated. Dominant part of the members accepted that explicitly experient grown-up females ought to be inoculated ; while27 % restricted vaccinating explicitly naA?ve grown-up females. study recommended that HPV disease was seen to defame to adumbrate family unit and cultural connections, in spite of confusion and a grossy deficient discernment about HPV and HPV immunization, NubiaMunoz, et.al. ( 2007 ) led study among 17, 622 grown-up females matured 15-26 mature ages who were joined up with one of two randomized, fake treatment controlled, viability tests for the HPV6/11/16/18 vaccinum ( first patient on December 28, 2001, and surveies finished July 31, 2007 ) . Antibody or fake treatment was given at twenty-four hours 1, month 2, and month 6. Every single grown-up female experienced cervico vaginal testing and Pap demonstrating at twenty-four hours 1 and each 6 a year at that place after. An outcome shows that vaccination was up to 100 % solid in cut bringing down the risk of HPV16and 18 related top-quality cervical, vulvar, and vaginal injuries and of HPV 6 and 11-related genital moles. In the aim to-treat gathering, immunization other than measurably fundamentally diminished the risk of any top-quality cervical injuries ( 19.0 % decline ; rate vaccinum = 1.43, rate fake treatment = 1.76, contrast = 0.33, 95 % confirmation stretch [ CI ] = 0.13 to 0.5 4 ) , vulval and vaginal sores ( 50.7 % decline ; rate vaccinum = 0.10, rate fake treatment = 0.20, distinction = 0.10, 95 % CI = 0.04 to 0.16 ) , venereal moles ( 62.0 % decline ; rate vaccinum = 0.44, rate fake treatment = 1.17, contrast = 0.72, 95 % CI = 0.58 to 0.87 ) , Pap abnormalcies ( 11.3 % decline ; rate vaccinum = 10.36, rate fake treatment = 11.68, contrast = 1.32, 95 % CI = 0.74 to 1.90 ) . Choice of the overview is High-inclusion HPV immunization plans among fledglings and juvenile grown-up females may result in a fast lessening of venereal moles, cervical cytological abnormalcies. Irresistible Disease Obstetric Gynecology journal. ( 2006 ) proposed that Vaccines which ensure against contamination with the kinds of human papillomavirus ( HPV ) regularly connected with cervical dangerous neoplastic sickness ( HPV 16 and 18 ) and venereal moles ( HPV 6 and 11 ) are relied upon to go accessible in the nearby in the future. Since HPV vaccinums are prophylactic, they should be regulated preceding presentation to the infection, in a perfect world during preadolescence or youth. The youthful age of the imprint vaccination populace implies that specialists, guardians, and patients will all be associated with the dynamic method. Research has indicated that guardians and patients are bound to acknowledge a vaccinum on the off chance that it is solid, safe, modestly valued, and suggested by a specialist. Across the board guidance of specialists, patients, and guardians about the dangers and impacts of HPV disease and the advantages of immunization will be instrumental for facilitating antibody assurance. Andrea Licht, S, et. Al. ( 2009 ) led review on HPV vaccination. The reasons for this review were to gauge HPV vaccination rates and to examine whether discernment and risk perceptual encounters sing HPV were related with the announced utilization of the HPV vaccinum among female school understudies. A cross-sectional structure was utilized among 406 grown-up females matured 18-26 mature ages were enrolled at two state funded colleges and finished a self-directed examination. Respondents who announced holding got in any event one measurements of HPV vaccinum were named ‘vaccinated ‘ ( n=177, 43.6 % ) . Reactions, defined by the gathering of HPV vaccinum, were thought about using clear measurements and multivariate hypothetical records. Results dependent on multivariate strategic captured advancement form, 18-year-old grown-up females were around multiple times bound to portray use of the HPV vaccinum contrasted and respondents matured 19-26 mature ages. Respondents who ri ght demonstrated that HPV caused venereal moles were 1.85 occasions bound to hold got in any event one HPV vaccinum. African American and Asiatic grown-up females were each less inclined to be inoculated contrasted and white grown-up females. Hazard perceptual experience was non essentially connected with vaccinum utilization, by the by, the main part of respondents bombed precisely to recognize their high peril of both geting and passing on HPV. These discoveries recommend perception deficiencies and misperceptions about HPV risk as potential subjects for instructive runs advancing the more prominent utilization of the protection HPV vaccinum among this subgroup Allison Friedman, L. ( 2004 ) recommended that venereal human villoma infection ( HPV ) contamination is the most widely recognized explicitly familial infection in the US, doing venereal moles, cervical cell abnormalcies, and cervical harmful neoplastic illness in grown-up females. To advise HPV guidance endeavors, 35 point of convergence bunches were directed with individuals from the general people, defined by sexual orientation, race/ethnicity, and urban/provincial area. Center gatherings investigated members ‘ discernment, mentalities, and convictions about HPV and an approximate HPV vaccinum each piece great as their conveying propensities for HPV-related instructive messages. Crowd awareness and insight of HPV were low over all gatherings. This, alongside an obvious STD-related disgrace, filled in as hindrances to members ‘ approximate assurance of a future vaccinum. Despite the fact that data about HPV ‘s high predominance and nexus to cervical dangerous neo plastic illness roused members to larn increasingly about HPV, it other than created crowd fear and uneasiness. This examination proposes that HPV-and HPV-immunization related guidance endeavors must be drawn closer with extraordinary Raley, JC. ( 2004 ) proposed that Human villoma infection ( HPV ) is the causative operator of cervical neoplasia and venereal moles. A vaccinum has late been built up that may thwart disease with HPV. Inoculation for HPV may go an ordinary part of office gynecology. Analyst reviewed individuals from the American College of Obstetricians and Gynecologists ( ACOG ) to discover their perspectives to HPV vaccination. An investigation was sent to Fellows of ACOG to gauge gynecologists ‘ mentalities. Immunization worthiness was examined by using 13 situations with the undermentioned measurements and a few properties: period of patient ( 13, 17 and 22 mature ages ) ; effectiveness of vaccinum ( 50 % or 80 % ) ; ACOG proposal ( yes or no ) ; and malady focused on ( cervical dangerous neoplastic infection, moles or both ) . Every situation was evaluated by organizations of a 11-point reaction design ( 0 to 100 ) . Reactions were assessed using conjoint investigation. Outcomes of 1200 i nvestigations that were conveyed, 181 were returned and remembered for our examination. ACOG suggestion was considered the a large portion of

Do some brief research on the topic of resisting change. What Paper

Do some concise on the subject of opposing change. What decides if individuals oppose change - Research Paper Example Analysts have watched numerous sorts of opposition. Representatives abstain from doing undertakings or deferment of errands, abdication and underproduction are the most well-known results perceived by analysts. Another examination uncovers hardly any different markers that show opposition for change in the association, which incorporate expanded non-appearance, anxiety and dissatisfaction (Todnem, 2005). These markers and responses of representatives are intelligent of the protection from change. So as to deal with the change successfully and to keep away from these negative eventual outcomes of progress in the association, troughs must comprehend the purposes for the obstruction. Workers do oppose change and their negative reactions are brought about by scarcely any discerning reasons. One purpose for the opposition of progress by representatives is vulnerability about the impacts of progress being executed in the association. Vulnerability about occupation execution is another explanation that triggers representatives to oppose change since they are uninformed of the errands, which will be given to them after change and they have dread of not having the necessary aptitudes. Another purpose for this obstruction is no inclusion of representative in the change procedure, which makes the dread of sudden change in the psyche of workers and they think they are not the piece of the association. To adapt to these outcomes, the executives must be proactive, empower representative interest, and make them mindful of the impacts of the adjustment in the association (Todnem,

Summer, Summer, Summertime

Summer, Summer, Summertime So another school year came to a close, and so begins the season of sun and fun. The class of 2005 graduated, and it was really awesome to see some of my friends celebrate the completion of four successful years at the Institute. The pomp and circumstance of an MIT graduation was a sight to enjoy. Its kinda crazy how Ive already finished two years already. Wow. Time sure does fly. Members of the Class of 2005 filing into Killian Court. (For more on graduation, check out Matts entry as well the official commencement page.) Im really excited for this summer though. I decided to stay here in Boston this summer which according to rumors is supposed to be a lot of fun. Ill be testing that hypothesis. Aside from having a lot of fun, Ill also be interning at a consulting firm in Harvard Square and UROP-ing in the Biotechnology Process Engineering Center. The weekends will be filled with exploring Boston, photo safaris, and learning to cook among other things. I started working at the consulting firm at the beginning of June, and I got stuck in the cubicle in the far corner of the floor. Its really quiet so the second day of work I brought some speakers to liven it up. Im slowly adding some other random things to the cube so I feel more at home as well. Last summer, I interned at Shell, and this summer, I decided to expand my horizons a little more. Heres a before picture of my cubicle. Well see how it looks at the end of the summer. Just a little plain-looking. Ive been working on my UROP since November 2004, so Ive got a handle on what Im supposed to be doing in lab, so its been an easy transition into that this summer. A few friends and I got summer started off on the right foot with a good ol barbecue. The menu included: burgers, corn on the cob, and WATERMELON! We grilled indoors and then brought the dinner up to the roofdeck of my house. The weather was really nice so it worked out to be a really good evening with friends. Here are a few pictures from the cooking extravaganza. The gang cooking in the kitchen. Tim and Maroof grilling the burgers up. (Tim, dont come another step closer with that knife.) Up on the roofdeck enjoying a well-cooked meal. So summer has gotten off to a good start for me. Im looking forward to having a lot of fun with my friends (weve started making a summer to-do list), and also looking forward to doing some travelling as well this summer. What about you guys? Any exciting adventures planned?

My Economic Philosophy - 1004 Words

In modern economics there are two major schools of thought in regards to how the economy should be run; socialism and libertarianism. As with the issue of prohibition in the 1920’s, how our government should interact with our economy has been a polarizing issue in American politics for decades. Both sides carry valid points and support different ideals. I will walk you through a brief history and explanation of libertarianism, highlight a fundamental economist who really developed the ideals behind libertarianism and give the pros and cons. I will then do the same for socialism. I will attempt to share this knowledge with you in as unbiased a way as possible. First we will discuss libertarianism. The main ideal of libertarianism is that the individual or business should be regulated by the natural flow of the economic market. Some of the ideals of libertarianism include deregulation of many of the economic, social and legal practices that our government has established. Libertarianism advocates the practice of free enterprise where governments have little to no input to how businesses function. They believe that individuals can and should regulate themselves; that business should be regulated by the flow of the markets, not the manipulation of the government. Libertarians believe that the economic market will, over time, regulate itself and that government shouldn’t interfere. The most prominent founder of libertarianism is Friedrich August Hayek. Hayek was born in AustriaShow MoreRelatedEssay on Personal Philosophy of Nursing707 Words   |  3 PagesPersonal Philosophy of Nursing Melissa L. 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Divorce Rate And Divorce Rates - 1224 Words

Divorce rate also known as divorce demography, which is the study of demographic factors that impact divorced as a social phenomenon, the divorce demography can clearly evaluate and reflect the marriage stability and happiness index of certain countries or area and that is the reason why data statistics of divorce rate is important. According to ONS (Office of National Statistics), the divorce rate has not been that low since 1974, when it was 0.9%. The number of divorces in 2014 was declined to 111,169 also represents a drop of more than 25% since a recent peak in 2004. The causes of decreases in divorcing are omnifarious. They can be financial situation, social, cultural and educational status, this essay will analysis the reasons and†¦show more content†¦A lower marriage rate leads to a decline in divorce rates directly. 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A Description of the Graduate Record Examination Free Essays

string(37) " be part of your reportable history\." GREG subject test is used by very few universities for granting admissions. Universities usually use GREG@ Subject Test for granting admission to the PhD program (sometimes for MS programs also) in Mathematics, Physics, Biological Sciences, English Literature, Psychology, Chemistry, etc. On the other hand, large number of universities do NOT use GREG@ Subject Test for granting admission to the PhD program in the above mentioned fields of studies. We will write a custom essay sample on A Description of the Graduate Record Examination or any similar topic only for you Order Now Formats of GREG@ : Two formats of GREG@ revised General test are available : The computer based The Paper based. Paper based format is available n only a very few countries. In India, only Computer Based GREG@ is available. Who takes GREG@ When ? : Engineers, Architects, Doctors, Dentists, Biotechnologist, Science graduates, Physiotherapist, Pharmacists, Management graduates postgraduates (MBA), computer professionals (MAC), Mathematicians, Psychologists, etc. Planning to pursue Masters or PhD programs, etc. The list is long. Almost 90% of the people who take GREG@ are in their II or Ill or IV year of their college pursuing their degree in any stream such as Engineering or Science or Medicine, etc. Who accepts GREG@ how is it used ? Thousands of universities across the globe, more specifically almost all the universities in the USA several in Canada use GREG@ scores along with student’s academic record in college, recommendation letters from Professors and/or employers, non-academic credentials such as projects, research papers, etc. To grant admission to their Masters or PhD programs. Several universities now also accept GREG@ scores in lieu of GMTA scores to offer admission in their MBA programs. When Where can one take GREG@ ? : Unlike Indian college entrance tests such as GATE, CAT, etc. Imputer based GREG@ is administered throughout the year at arioso Promoters (wholly-owned subsidiary of TEST) centers in India as well as at additional test centers in various cities such as Iambi, Delhi, Opal, Metadata, Allahabad, Achaean, Hydrated, Surgeon, Bangor, Kilowatt, Pine, Fedora, etc. At Promoters centers GREG@ is conducted 3 times in a day, all weekdays at additional centers on some selected days of the month. How many times can a student appear for GREG-@ ? You can take the GREG@ once every 21 days, up to five times within any continuous rolling 12-month period. This applies even if you canceled your scores on a test taken previously. If you take the paper-based GREG revised General Test, you can take it as often as it is offered. Are there any US universities, which do not use GREG@ scores ? There are several US universities, which do not require you to submit your GREG@ scores. The admissions committee of these universities primarily base their admission decision on college grades, recommendation letters, etc. But some of these universities use GREG@ scores to award financial aid in form of fellowships, Graduate assistantships, Teaching or Research assistantships, etc. Score validity GREG@ scores are valid Upton 5 years from the test date. How can I appear for GREG@ ? If you wish to take GREG@ you have to first make your account at HTTPS://emigre. Test. Org/ grew/login/login. ]SP. Then you can proceed to fix your examination date by following the instructions. Please also remember to carry your valid passport on the test date as you will not be allowed to enter the test center without it. All other forms of identification such as school id. Or driving license or Dear card, etc. Are unacceptable. Test centers are available in all major cities of India. GREG@ Test Fee The test Fee for computer based revised general GREG@ in India is IIS$195 at present. Remember that in this test fee you can also send GREG@ scores to four institutions (colleges/universities, etc. ) free of cost. If you decide later to apply to one or more of these 4 institutions, then you will not be required to pay IIS$27 per university to TEST to forward your GREG@ score to these institutions. How are the GREG@ scores reported to the universities ? Whenever you give your GRE@, you can view your scores after about 12-15 days from your test date in your online emigre account. You can also print your score-sheet from your emigre account. The universities do not use the photocopies of the GREG@ marks- whet and require the official scores to take admission decisions. To send official scores to a university, you have to go to your emigre account, where you will find your GREG@ scores displayed as per the dates on which you appeared for GRE@. You can send all the scores to the universities or can use Corselets facility to send scores (by test date) of your choice by paying IIS$27 per university. Remember that in the test fee (about IIS$195 in India) of GREG@ you can send GREG@ scores to four institutions (colleges/universities, etc. ) free of cost. If you decide later to apply to one r more of these 4 institutions, then you will not be required to pay IIS$27 per university to TEST to forward your GREG score to these institutions. You have to choose the name of these institutions to which TEST will forward your GREG@ scores at the test center on your test date, immediately after finishing your GREG@ test. The complete list of the name of the countries, universities, departments will be displayed on your computer screen after you have viewed your score. If you do not use this free facility, you are losing IIS$108. Ask CHICHI for the name of these four institutions. When will oh get your GREG@ scores ? After completing the computer-based GRE@, you will be given the opportunity to Report or Cancel your scores. If you choose Report Scores, you will see your unofficial scores for the Verbal Reasoning and Quantitative Reasoning sections displayed on your computer screen. Because of the Analytical Writing essay scoring process, you will not be able to view your Analytical Writing score at the testing center. If you cancel your scores, neither you nor any universities will ever see them and they will not be part of your reportable history. You read "A Description of the Graduate Record Examination" in category "Papers" Your official scores will become available in our emigre account and sent to your score recipients approximately 10-15 days after your test date. Test Structure of GREG GREG@ consists of three major sections: Verbal Reasoning, Quantitative Reasoning and Analytical Writing. In the first two sections, the test taker receives scores on scale of 130-170 in 1 point increments (such as 150, 151 so on) and receives scores on a scale of 0-6 in half point increments (such as 3. 0, 3. 5, 4. 0 so on) on the Analytical Writing (AWE) section. Total score is on a scale of 260-340 (such as 300, 301 , 302 so on) with AWE score stated on a scale of 6. 0. In addition, an unidentified unsecured subsection may be included and may appear in any order after the Analytical Writing section. It is not counted as part of the test taker’s score. An identified research subsection that is not scored may be included in place of the unidentified, unsecured subsection. This research subsection will always appear at the end of the test. The overall testing time for the computer-based GREG@ revised General Test is about 3 hours and 45 minutes. There are in all 6 subsections with a 10-minute break after the completion of the third subsection. The Analytical Writing section will always appear iris. The Verbal Reasoning, Quantitative Reasoning and unidentified or the unsecured subsections may appear in any order. The test-taker must treat each section as if it counts towards his score. Adaptive nature of the test : As per the official site of GREG@ (mm. ‘. Greg. Org) the Verbal Reasoning and Quantitative Reasoning sections are section- level adaptive, meaning that the first section of the Verbal Reasoning and Quantitative Reasoning measures spans a range of difficulty levels, from easy to difficult. The first section is assembled such that, overall, the first section is of average difficulty. The difficulty level of the second section of each of the measures depends on your performance on the first section. For example, if for the Quantitative Reasoning measure you do very well on the first section, the second section of the Quantitative Reasoning measure will be at a higher level of difficulty. The scoring for the Quantitative Reasoning measure takes into consideration the total number of questions answered correctly across the two sections, as well as the difficulty level of the section (similar process for the Verbal Reasoning measure). How the computer based GREG@ is scored ? : The Verbal Reasoning and Quantitative Reasoning assures are section-level adaptive. This means the computer selects the second section of a measure based on the performance on the first section. Within each section, all questions contribute equally to the final score. For each of the two measures, a raw score is computed. The raw score is the number of questions answered correctly. The raw score is converted to a scaled score through a process known as equating. The equating process accounts for minor variations in difficulty among the different test editions as well as differences in difficulty among individuals’ tests introduced by the section-level adaptation. Thus a given scaled score of a particular measure reflects the same level of performance regardless of which section was selected and when the test was taken. For the Analytical Writing section of computer-based GRE@, each essay receives a score from at least one trained reader, using a six-point holistic scale. In holistic scoring, readers are trained to assign scores on the basis of the overall quality of an essay in response to the assigned task. The essay score is then reviewed by e-rater@, a computerized program developed by TEST, which is used to monitor the human reader. If the e-rater valuation and the human score agree, the human score is used as the final score. If they disagree by a certain amount, a second human score is obtained, and the final score is the average of the two human scores. The final scores on the two essays are then averaged and rounded to the nearest half-point interval on the 0-6 score scale. A single score is reported for the Analytical Writing measure. The primary emphasis in scoring the Analytical Writing section is on your critical thinking and analytical writing skills rather than on grammar and mechanics. Structure of the Computer-based GREG@ revised General Test Section Number of Questions Allotted Time Analytical Writing (0-6 marks) (One section with two separately timed tasks) One â€Å"Analyze an Issue† task and one â€Å"Analyze an Argument† task 30 minutes per task Verbal Reasoning (130-170 marks) (Two subsections) 20 questions per subsection 30 minutes per subsection Quantitative Reasoning (130-marks) 35 minutes per subsection Unsecured Varies Research Verbal Reasoning (Score – 130-170 points (marks) The Verbal Reasoning section measures the ability of the test-taker to understand what one reads and how one applies his/her reasoning skills. The Verbal Reasoning section of the GREG@ consists of 3 types of questions : 1. Reading Comprehension. 2. Text Completion 3. Sentence Equivalence Reading Comprehension : The test-taker has to read the passage and then answer questions following the passage. Reading comprehension passages are drawn from physical sciences, biological sciences, social sciences, arts humanities and everyday topics. They are based on articles found in books and periodicals, both academic and nonacademic. The lengths of these passages range from 1-5 paragraphs. The test contains approximately 10 passages; majority of which are one paragraph in length and only en or two of which are several paragraphs long. Typically, about half of the questions on the test will be based on passages, and the number of questions based on a given passage can range from one to six. There are three types of Reading Comprehension questions: Multiple-choice Questions -? Select One Answer Choice : These are the multiple- choice questions with 5 answer choices, out of which test-taker must select one. Multiple-choice Questions -? Select One or More Answer Choices : In these type of questions, there are 3 answer choices and one has to select all that are correct. The erect answer to these types of questions could be that either one, two or all three of the answer choices may be correct. Suppose two choices are correct and the test- taker has selected only one. He/she will not get any marks for this selection. There are no marks given for partially correct answers. Select-in-passage : The question asks the test-taker to click on the sentence in the passage that meets a certain description. To answer this type of question, one has to choose one of the sentences in the passage and click on it to highlight it. Text Completion : Questions in this subsection are based on vocabulary. Text Completion questions include a passage composed of 1 to 5 sentences with 1 to 3 blanks. There are 3 answer choices per blank, or 5 answer choices if there is a single blank. There is a single correct answer, consisting of one choice for each blank. The test-taker receives no marks for partially correct answers. Sentence Equivalence : Questions in this subsection are based on vocabulary. Sentence Equivalence questions consist of a single sentence with one blank and six answer choices. These questions require the test-taker to select two of the answer choices. One does not get any marks for partially correct answers. For more details about this section of GREG@ contact CHICHI or go to http://www. TTS. Org/Greg/revised_general/about/content/ quantitative_reasoning Quantitative Reasoning (Score – 130-170 points (marks) The Quantitative Reasoning section of the GREG@ consists of four types of questions: Quantitative Comparison Questions Multiple-choice Questions -? Select one answer choice Multiple-choice Questions -? Select one or more answer choices Numeric Entry Questions Each question appears either independently as a separate single question or as part of a set of questions called a Data Interpretation set. All of the questions in a Data Interpretation set are based on the same data presented in tables, graphs or other displays of data. On-screen calculator is available. The Quantitative Reasoning section of GREG@ assesses the test-taker for basic mathematical skills, understanding of elementary mathematical concepts ability to reason quantitatively and to model and solve problems with quantitative methods. The syllabus (though not limited to) includes : Arithmetic topics include properties and types of integers, such as divisibility, factorization, prime numbers, remainders and odd and even integers; arithmetic operations, exponents and roots; and concepts such as estimation, percent, ratio, rate, absolute value, the number line, decimal representation and sequences of numbers. Algebra topics include operations with exponents; factoring and simplifying algebraic expressions; relations, functions, equations and inequalities; solving linear and quadratic equations and inequalities; solving simultaneous equations and inequalities; setting up equations to solve word problems; and coordinate geometry, including graphs of functions, equations and inequalities, intercepts and slopes of lines. Geometry topics include parallel and perpendicular lines, circles, triangles -? including isosceles, equilateral and 300-600-900 triangles -? quadrilaterals, other polygons, congruent and similar figures, three-dimensional figures, area, perimeter, volume, the Pythagorean theorem and angle measurement in degrees. The ability to construct proofs is not tested. Data analysis topics include basic descriptive statistics, such as mean, median, mode, range, standard deviation, intrauterine range, quartiles and percentiles; interpretation of data in tables and graphs, such as line graphs, bar graphs, circle rapes, foxtrots, shatterproof and frequency distributions; elementary probability, such as probabilities of compound events and independent events; random variables and probability distributions, including normal distributions; and counting methods, such as combinations, permutations and Venn diagrams. Inferential statistics is not included. The syllabus does not include trigonometry, calculus or other higher-level mathematics. For more details about this section of GREG@ contact CHICHI or go to http://www. Test. Org/Greg/revised_general/about/content/quantitative_reasoning Analytical Writing (Score – 0-6 points (marks) The Analytical Writing measure consists of two separately timed writing tasks, which the test-taker has to type using a basic word processor software available on the screen while giving the test. The tasks are : One â€Å"Analyze an Issue† task to be completed in 30 minutes One â€Å"Analyze an Argument† task to be completed in 30 minutes The Issue task presents an opinion on an â€Å"issue† of general interest followed by specific instructions on how to respond to that issue. The test-taker is required to evaluate this â€Å"issue† and write an essay by taking a position and give examples to support his/her views. The Argument task requires the test-taker to evaluate a given argument according to specific instructions. The test-taker will need to consider the logical soundness of the argument by assessing its claims and evaluating the evidence it provides rather than agree or disagree with the position it presents. Individuals taking the computer-based test will use a basic word processor developed by TEST. The basic word processor contains the following functionalities: insert text, delete text, cut-and-paste and undo the previous action. Tools such as a spell checker and grammar checker are not available in the TEST software. Complete sit of â€Å"Issue† â€Å"Argument† topics, out of which one â€Å"Issue† one â€Å"Argument† will appear in the actual test as the two writing tasks are given at http://www. Test. Org/Greg/ revised_general/prepare/analytical_writing/issue/pool and http://www. Test. Org/Greg/ revised_general/prepare/analytical_writing/argument/pool Prepare for GREG@ It is not very difficult to score high on computer based GREG@ revised General test. The first step to score high on GREG@ or even on similar tests such as the SAT or GMTA is to plan the whole preparation for the test. Planning includes answers to various questions such as (1) When to start the preparation for GREG@ ? 2) How to prepare ? (3) Time duration the student will spend on preparing the individual sections, on learning understanding the vocabulary, on giving practice tests, (4) How many times should the student give GREG@ (actual test) ? , etc. It is important to make a Time Table so that one’s preparation is structured and focused. When to Start preparation for GREG@ ? Usually majority of the students Join CHICHI GREG@ coaching classes in their II or I year of their Bachelor degree. Some Join in Ill or IV year with a few Joining after the completion of their Bachelor/Masters degree or when they are working full-time. Starting early is the key to success. If you concentrate on GREG in your Ill or IV year, then you will be left with no time to do all the things (such as projects, working on papers, etc. ) required to obtain admission and financial support in a top ranked universities. So, try to give GREG@ by the end of your first year or latest by the end of second year, when the academic load is less, so that later, you can concentrate on your studies. Getting GREG@ score early also allows you to consider other options too, such as campus placement, MBA entrance or even appearing for Subject GREG@ or GATE. Several companies use Aptitude Test similar to GREG for campus recruitment. If you have prepared well for GRE@, you can perform very well in these tests as the syllabus of these examinations matches a lot with the syllabus of GRE@. Ideally you should start preparation, on your own, by contacting CHICHI in first year of your degree. CHICHI will guide you, what you should do at home besides the regular college work so that when you Join the coaching class for GREG@ at CHICHI after I or II year examinations, you will be well prepared to more actively participate in class discussions. To understand when to start preparation of GREG@ when to write the est. first time, one must understand how the universities admission process works. The academic year in the universities in the USA (as well as in other countries such as Canada, Australia, UK) starts between Gag. 15 to Septet. 15 (unlike India, where it starts from July). Different universities have different start date of their academic session. Usually the admission process starts about 10 months before the actual start date. So, a student who wants admission in August 201 5 (also called as Fall semester/ quarter) will start application process to apply for admission in from November 2014. For applying to any university, the student has to complete and then submit an online application for admission to the university. The application deadline dates of universities vary a lot. Some universities will have admission deadline dates as early as Novo. And some will have as late as July 1. But usually most of the universities have DCE. 1 to Jan. 15 as their admission and financial aid (scholarship) deadline dates. So, a student wishing to obtain admission in a university starting from Fall 201 5 session should try to get best GREG@ scores (assuming that the student gives the test twice) before Cot. 014 latest by DCE. 2014. How much time does it take for t he student to prepare for GREG@ ? The time duration to prepare for GREG@ varies from student to student but usually it takes about 3-4 months to prepare for GREG@ along with college studies. Some students take longer and some are able to prepare for GREG@ in duration of 4-6 weeks also. How to prepare for GREG@ ? CHICHI has been conducting GREG@ coaching classes for more than 19 years. Several students in past years have secured scores of 2320+ out of 2400 (previous pattern), 1 550 (old pattern) out of 1600, to 334 (the new computer based revised general GRE@) out of a total score of 340 leading them to obtain admissions scholarships in top-ranked US/Canadian universities. CHICHI Small Batch Size : 10-20 students. Smaller batch size allows CHICHI teachers to give lot of individual attention and personalized training. All kind of students coming from various local colleges to coming from various parts of the country, from a newly opened college to various Its, NITS, BITS, NINJA, Anna university, Jodhpurs university, University of Iambi, Pine university, LIMIT, TACT, etc. With grades ranging from a low of 45% (4. 5/10) to a high of 90% (9. /10) Join our GREG@ classes. Some are weak at English, while few have a fear for Math. We make every effort to give individualized help to each student in the class and make sure that everyone participates equally in class-room discussions. Highly experienced Instructors : Our teachers have a combined experience of more than 20 years of teaching GRE@. They not only have extraordinary teaching skills but are very sensitive to the individual needs of each student. You will often find teachers at CHICHI spending hours with our students solving their difficulties and boosting their confidence. Inspire of the dedication passion of our teaching faculty, regular written feedback is taken from the students to see, if we are missing on anything and if any changes are required. These feedbacks are invaluable for us to grow and better our services. What is included in our Fee ? : The fee for GREG@ coaching includes GREG@ coaching notes, complete coaching, all tests, usage of library, mock tests, etc. TOEFL bit@ training, notes, tests, etc. Are offered FREE of cost to GREY GMTA/SAT students. Course material : CHICHI through years has developed, updated and researched into thousands of pages of course material. This is added further by our excellent library, which has almost every book related to GREG@ available in the entire world. We have amazing books. For e. G. A whole book will be dedicated to Just teach you how to solve the Reading Comprehension questions of GREG@ or a book on just the vocabulary part of GREG@ or on the complete Analytical writing section. Innovative approach to teaching : Whether it is solving questions related to complex and difficult to understand passage or memorizing understanding thousands of words, we have developed through years very innovative ways to handle these problems. Details of how we teach is given at the end of this section. Fee Validity : 5 years. Several students Join CHICHI right after their class I year but give their final GREG@ in their II or II year. The students have to practice on mock Computer based tests, very similar to the actual GREG@ tallest a month before their actual GREG@ date. The fee paid at CHICHI for GREG@ coaching is thus valid for next 5 years from the day a student enrolls at CHICHI so that the students can continue to obtain help guidance at CHICHI without any hesitation. Batch Timings : CHICHI GREG@ coaching classes are held in the evening (2 hours every day) morning at timings convenient to the students. How to cite A Description of the Graduate Record Examination, Papers

A Description of the Graduate Record Examination Free Essays

string(37) " be part of your reportable history\." GREG subject test is used by very few universities for granting admissions. Universities usually use GREG@ Subject Test for granting admission to the PhD program (sometimes for MS programs also) in Mathematics, Physics, Biological Sciences, English Literature, Psychology, Chemistry, etc. On the other hand, large number of universities do NOT use GREG@ Subject Test for granting admission to the PhD program in the above mentioned fields of studies. We will write a custom essay sample on A Description of the Graduate Record Examination or any similar topic only for you Order Now Formats of GREG@ : Two formats of GREG@ revised General test are available : The computer based The Paper based. Paper based format is available n only a very few countries. In India, only Computer Based GREG@ is available. Who takes GREG@ When ? : Engineers, Architects, Doctors, Dentists, Biotechnologist, Science graduates, Physiotherapist, Pharmacists, Management graduates postgraduates (MBA), computer professionals (MAC), Mathematicians, Psychologists, etc. Planning to pursue Masters or PhD programs, etc. The list is long. Almost 90% of the people who take GREG@ are in their II or Ill or IV year of their college pursuing their degree in any stream such as Engineering or Science or Medicine, etc. Who accepts GREG@ how is it used ? Thousands of universities across the globe, more specifically almost all the universities in the USA several in Canada use GREG@ scores along with student’s academic record in college, recommendation letters from Professors and/or employers, non-academic credentials such as projects, research papers, etc. To grant admission to their Masters or PhD programs. Several universities now also accept GREG@ scores in lieu of GMTA scores to offer admission in their MBA programs. When Where can one take GREG@ ? : Unlike Indian college entrance tests such as GATE, CAT, etc. Imputer based GREG@ is administered throughout the year at arioso Promoters (wholly-owned subsidiary of TEST) centers in India as well as at additional test centers in various cities such as Iambi, Delhi, Opal, Metadata, Allahabad, Achaean, Hydrated, Surgeon, Bangor, Kilowatt, Pine, Fedora, etc. At Promoters centers GREG@ is conducted 3 times in a day, all weekdays at additional centers on some selected days of the month. How many times can a student appear for GREG-@ ? You can take the GREG@ once every 21 days, up to five times within any continuous rolling 12-month period. This applies even if you canceled your scores on a test taken previously. If you take the paper-based GREG revised General Test, you can take it as often as it is offered. Are there any US universities, which do not use GREG@ scores ? There are several US universities, which do not require you to submit your GREG@ scores. The admissions committee of these universities primarily base their admission decision on college grades, recommendation letters, etc. But some of these universities use GREG@ scores to award financial aid in form of fellowships, Graduate assistantships, Teaching or Research assistantships, etc. Score validity GREG@ scores are valid Upton 5 years from the test date. How can I appear for GREG@ ? If you wish to take GREG@ you have to first make your account at HTTPS://emigre. Test. Org/ grew/login/login. ]SP. Then you can proceed to fix your examination date by following the instructions. Please also remember to carry your valid passport on the test date as you will not be allowed to enter the test center without it. All other forms of identification such as school id. Or driving license or Dear card, etc. Are unacceptable. Test centers are available in all major cities of India. GREG@ Test Fee The test Fee for computer based revised general GREG@ in India is IIS$195 at present. Remember that in this test fee you can also send GREG@ scores to four institutions (colleges/universities, etc. ) free of cost. If you decide later to apply to one or more of these 4 institutions, then you will not be required to pay IIS$27 per university to TEST to forward your GREG@ score to these institutions. How are the GREG@ scores reported to the universities ? Whenever you give your GRE@, you can view your scores after about 12-15 days from your test date in your online emigre account. You can also print your score-sheet from your emigre account. The universities do not use the photocopies of the GREG@ marks- whet and require the official scores to take admission decisions. To send official scores to a university, you have to go to your emigre account, where you will find your GREG@ scores displayed as per the dates on which you appeared for GRE@. You can send all the scores to the universities or can use Corselets facility to send scores (by test date) of your choice by paying IIS$27 per university. Remember that in the test fee (about IIS$195 in India) of GREG@ you can send GREG@ scores to four institutions (colleges/universities, etc. ) free of cost. If you decide later to apply to one r more of these 4 institutions, then you will not be required to pay IIS$27 per university to TEST to forward your GREG score to these institutions. You have to choose the name of these institutions to which TEST will forward your GREG@ scores at the test center on your test date, immediately after finishing your GREG@ test. The complete list of the name of the countries, universities, departments will be displayed on your computer screen after you have viewed your score. If you do not use this free facility, you are losing IIS$108. Ask CHICHI for the name of these four institutions. When will oh get your GREG@ scores ? After completing the computer-based GRE@, you will be given the opportunity to Report or Cancel your scores. If you choose Report Scores, you will see your unofficial scores for the Verbal Reasoning and Quantitative Reasoning sections displayed on your computer screen. Because of the Analytical Writing essay scoring process, you will not be able to view your Analytical Writing score at the testing center. If you cancel your scores, neither you nor any universities will ever see them and they will not be part of your reportable history. You read "A Description of the Graduate Record Examination" in category "Papers" Your official scores will become available in our emigre account and sent to your score recipients approximately 10-15 days after your test date. Test Structure of GREG GREG@ consists of three major sections: Verbal Reasoning, Quantitative Reasoning and Analytical Writing. In the first two sections, the test taker receives scores on scale of 130-170 in 1 point increments (such as 150, 151 so on) and receives scores on a scale of 0-6 in half point increments (such as 3. 0, 3. 5, 4. 0 so on) on the Analytical Writing (AWE) section. Total score is on a scale of 260-340 (such as 300, 301 , 302 so on) with AWE score stated on a scale of 6. 0. In addition, an unidentified unsecured subsection may be included and may appear in any order after the Analytical Writing section. It is not counted as part of the test taker’s score. An identified research subsection that is not scored may be included in place of the unidentified, unsecured subsection. This research subsection will always appear at the end of the test. The overall testing time for the computer-based GREG@ revised General Test is about 3 hours and 45 minutes. There are in all 6 subsections with a 10-minute break after the completion of the third subsection. The Analytical Writing section will always appear iris. The Verbal Reasoning, Quantitative Reasoning and unidentified or the unsecured subsections may appear in any order. The test-taker must treat each section as if it counts towards his score. Adaptive nature of the test : As per the official site of GREG@ (mm. ‘. Greg. Org) the Verbal Reasoning and Quantitative Reasoning sections are section- level adaptive, meaning that the first section of the Verbal Reasoning and Quantitative Reasoning measures spans a range of difficulty levels, from easy to difficult. The first section is assembled such that, overall, the first section is of average difficulty. The difficulty level of the second section of each of the measures depends on your performance on the first section. For example, if for the Quantitative Reasoning measure you do very well on the first section, the second section of the Quantitative Reasoning measure will be at a higher level of difficulty. The scoring for the Quantitative Reasoning measure takes into consideration the total number of questions answered correctly across the two sections, as well as the difficulty level of the section (similar process for the Verbal Reasoning measure). How the computer based GREG@ is scored ? : The Verbal Reasoning and Quantitative Reasoning assures are section-level adaptive. This means the computer selects the second section of a measure based on the performance on the first section. Within each section, all questions contribute equally to the final score. For each of the two measures, a raw score is computed. The raw score is the number of questions answered correctly. The raw score is converted to a scaled score through a process known as equating. The equating process accounts for minor variations in difficulty among the different test editions as well as differences in difficulty among individuals’ tests introduced by the section-level adaptation. Thus a given scaled score of a particular measure reflects the same level of performance regardless of which section was selected and when the test was taken. For the Analytical Writing section of computer-based GRE@, each essay receives a score from at least one trained reader, using a six-point holistic scale. In holistic scoring, readers are trained to assign scores on the basis of the overall quality of an essay in response to the assigned task. The essay score is then reviewed by e-rater@, a computerized program developed by TEST, which is used to monitor the human reader. If the e-rater valuation and the human score agree, the human score is used as the final score. If they disagree by a certain amount, a second human score is obtained, and the final score is the average of the two human scores. The final scores on the two essays are then averaged and rounded to the nearest half-point interval on the 0-6 score scale. A single score is reported for the Analytical Writing measure. The primary emphasis in scoring the Analytical Writing section is on your critical thinking and analytical writing skills rather than on grammar and mechanics. Structure of the Computer-based GREG@ revised General Test Section Number of Questions Allotted Time Analytical Writing (0-6 marks) (One section with two separately timed tasks) One â€Å"Analyze an Issue† task and one â€Å"Analyze an Argument† task 30 minutes per task Verbal Reasoning (130-170 marks) (Two subsections) 20 questions per subsection 30 minutes per subsection Quantitative Reasoning (130-marks) 35 minutes per subsection Unsecured Varies Research Verbal Reasoning (Score – 130-170 points (marks) The Verbal Reasoning section measures the ability of the test-taker to understand what one reads and how one applies his/her reasoning skills. The Verbal Reasoning section of the GREG@ consists of 3 types of questions : 1. Reading Comprehension. 2. Text Completion 3. Sentence Equivalence Reading Comprehension : The test-taker has to read the passage and then answer questions following the passage. Reading comprehension passages are drawn from physical sciences, biological sciences, social sciences, arts humanities and everyday topics. They are based on articles found in books and periodicals, both academic and nonacademic. The lengths of these passages range from 1-5 paragraphs. The test contains approximately 10 passages; majority of which are one paragraph in length and only en or two of which are several paragraphs long. Typically, about half of the questions on the test will be based on passages, and the number of questions based on a given passage can range from one to six. There are three types of Reading Comprehension questions: Multiple-choice Questions -? Select One Answer Choice : These are the multiple- choice questions with 5 answer choices, out of which test-taker must select one. Multiple-choice Questions -? Select One or More Answer Choices : In these type of questions, there are 3 answer choices and one has to select all that are correct. The erect answer to these types of questions could be that either one, two or all three of the answer choices may be correct. Suppose two choices are correct and the test- taker has selected only one. He/she will not get any marks for this selection. There are no marks given for partially correct answers. Select-in-passage : The question asks the test-taker to click on the sentence in the passage that meets a certain description. To answer this type of question, one has to choose one of the sentences in the passage and click on it to highlight it. Text Completion : Questions in this subsection are based on vocabulary. Text Completion questions include a passage composed of 1 to 5 sentences with 1 to 3 blanks. There are 3 answer choices per blank, or 5 answer choices if there is a single blank. There is a single correct answer, consisting of one choice for each blank. The test-taker receives no marks for partially correct answers. Sentence Equivalence : Questions in this subsection are based on vocabulary. Sentence Equivalence questions consist of a single sentence with one blank and six answer choices. These questions require the test-taker to select two of the answer choices. One does not get any marks for partially correct answers. For more details about this section of GREG@ contact CHICHI or go to http://www. TTS. Org/Greg/revised_general/about/content/ quantitative_reasoning Quantitative Reasoning (Score – 130-170 points (marks) The Quantitative Reasoning section of the GREG@ consists of four types of questions: Quantitative Comparison Questions Multiple-choice Questions -? Select one answer choice Multiple-choice Questions -? Select one or more answer choices Numeric Entry Questions Each question appears either independently as a separate single question or as part of a set of questions called a Data Interpretation set. All of the questions in a Data Interpretation set are based on the same data presented in tables, graphs or other displays of data. On-screen calculator is available. The Quantitative Reasoning section of GREG@ assesses the test-taker for basic mathematical skills, understanding of elementary mathematical concepts ability to reason quantitatively and to model and solve problems with quantitative methods. The syllabus (though not limited to) includes : Arithmetic topics include properties and types of integers, such as divisibility, factorization, prime numbers, remainders and odd and even integers; arithmetic operations, exponents and roots; and concepts such as estimation, percent, ratio, rate, absolute value, the number line, decimal representation and sequences of numbers. Algebra topics include operations with exponents; factoring and simplifying algebraic expressions; relations, functions, equations and inequalities; solving linear and quadratic equations and inequalities; solving simultaneous equations and inequalities; setting up equations to solve word problems; and coordinate geometry, including graphs of functions, equations and inequalities, intercepts and slopes of lines. Geometry topics include parallel and perpendicular lines, circles, triangles -? including isosceles, equilateral and 300-600-900 triangles -? quadrilaterals, other polygons, congruent and similar figures, three-dimensional figures, area, perimeter, volume, the Pythagorean theorem and angle measurement in degrees. The ability to construct proofs is not tested. Data analysis topics include basic descriptive statistics, such as mean, median, mode, range, standard deviation, intrauterine range, quartiles and percentiles; interpretation of data in tables and graphs, such as line graphs, bar graphs, circle rapes, foxtrots, shatterproof and frequency distributions; elementary probability, such as probabilities of compound events and independent events; random variables and probability distributions, including normal distributions; and counting methods, such as combinations, permutations and Venn diagrams. Inferential statistics is not included. The syllabus does not include trigonometry, calculus or other higher-level mathematics. For more details about this section of GREG@ contact CHICHI or go to http://www. Test. Org/Greg/revised_general/about/content/quantitative_reasoning Analytical Writing (Score – 0-6 points (marks) The Analytical Writing measure consists of two separately timed writing tasks, which the test-taker has to type using a basic word processor software available on the screen while giving the test. The tasks are : One â€Å"Analyze an Issue† task to be completed in 30 minutes One â€Å"Analyze an Argument† task to be completed in 30 minutes The Issue task presents an opinion on an â€Å"issue† of general interest followed by specific instructions on how to respond to that issue. The test-taker is required to evaluate this â€Å"issue† and write an essay by taking a position and give examples to support his/her views. The Argument task requires the test-taker to evaluate a given argument according to specific instructions. The test-taker will need to consider the logical soundness of the argument by assessing its claims and evaluating the evidence it provides rather than agree or disagree with the position it presents. Individuals taking the computer-based test will use a basic word processor developed by TEST. The basic word processor contains the following functionalities: insert text, delete text, cut-and-paste and undo the previous action. Tools such as a spell checker and grammar checker are not available in the TEST software. Complete sit of â€Å"Issue† â€Å"Argument† topics, out of which one â€Å"Issue† one â€Å"Argument† will appear in the actual test as the two writing tasks are given at http://www. Test. Org/Greg/ revised_general/prepare/analytical_writing/issue/pool and http://www. Test. Org/Greg/ revised_general/prepare/analytical_writing/argument/pool Prepare for GREG@ It is not very difficult to score high on computer based GREG@ revised General test. The first step to score high on GREG@ or even on similar tests such as the SAT or GMTA is to plan the whole preparation for the test. Planning includes answers to various questions such as (1) When to start the preparation for GREG@ ? 2) How to prepare ? (3) Time duration the student will spend on preparing the individual sections, on learning understanding the vocabulary, on giving practice tests, (4) How many times should the student give GREG@ (actual test) ? , etc. It is important to make a Time Table so that one’s preparation is structured and focused. When to Start preparation for GREG@ ? Usually majority of the students Join CHICHI GREG@ coaching classes in their II or I year of their Bachelor degree. Some Join in Ill or IV year with a few Joining after the completion of their Bachelor/Masters degree or when they are working full-time. Starting early is the key to success. If you concentrate on GREG in your Ill or IV year, then you will be left with no time to do all the things (such as projects, working on papers, etc. ) required to obtain admission and financial support in a top ranked universities. So, try to give GREG@ by the end of your first year or latest by the end of second year, when the academic load is less, so that later, you can concentrate on your studies. Getting GREG@ score early also allows you to consider other options too, such as campus placement, MBA entrance or even appearing for Subject GREG@ or GATE. Several companies use Aptitude Test similar to GREG for campus recruitment. If you have prepared well for GRE@, you can perform very well in these tests as the syllabus of these examinations matches a lot with the syllabus of GRE@. Ideally you should start preparation, on your own, by contacting CHICHI in first year of your degree. CHICHI will guide you, what you should do at home besides the regular college work so that when you Join the coaching class for GREG@ at CHICHI after I or II year examinations, you will be well prepared to more actively participate in class discussions. To understand when to start preparation of GREG@ when to write the est. first time, one must understand how the universities admission process works. The academic year in the universities in the USA (as well as in other countries such as Canada, Australia, UK) starts between Gag. 15 to Septet. 15 (unlike India, where it starts from July). Different universities have different start date of their academic session. Usually the admission process starts about 10 months before the actual start date. So, a student who wants admission in August 201 5 (also called as Fall semester/ quarter) will start application process to apply for admission in from November 2014. For applying to any university, the student has to complete and then submit an online application for admission to the university. The application deadline dates of universities vary a lot. Some universities will have admission deadline dates as early as Novo. And some will have as late as July 1. But usually most of the universities have DCE. 1 to Jan. 15 as their admission and financial aid (scholarship) deadline dates. So, a student wishing to obtain admission in a university starting from Fall 201 5 session should try to get best GREG@ scores (assuming that the student gives the test twice) before Cot. 014 latest by DCE. 2014. How much time does it take for t he student to prepare for GREG@ ? The time duration to prepare for GREG@ varies from student to student but usually it takes about 3-4 months to prepare for GREG@ along with college studies. Some students take longer and some are able to prepare for GREG@ in duration of 4-6 weeks also. How to prepare for GREG@ ? CHICHI has been conducting GREG@ coaching classes for more than 19 years. Several students in past years have secured scores of 2320+ out of 2400 (previous pattern), 1 550 (old pattern) out of 1600, to 334 (the new computer based revised general GRE@) out of a total score of 340 leading them to obtain admissions scholarships in top-ranked US/Canadian universities. CHICHI Small Batch Size : 10-20 students. Smaller batch size allows CHICHI teachers to give lot of individual attention and personalized training. All kind of students coming from various local colleges to coming from various parts of the country, from a newly opened college to various Its, NITS, BITS, NINJA, Anna university, Jodhpurs university, University of Iambi, Pine university, LIMIT, TACT, etc. With grades ranging from a low of 45% (4. 5/10) to a high of 90% (9. /10) Join our GREG@ classes. Some are weak at English, while few have a fear for Math. We make every effort to give individualized help to each student in the class and make sure that everyone participates equally in class-room discussions. Highly experienced Instructors : Our teachers have a combined experience of more than 20 years of teaching GRE@. They not only have extraordinary teaching skills but are very sensitive to the individual needs of each student. You will often find teachers at CHICHI spending hours with our students solving their difficulties and boosting their confidence. Inspire of the dedication passion of our teaching faculty, regular written feedback is taken from the students to see, if we are missing on anything and if any changes are required. These feedbacks are invaluable for us to grow and better our services. What is included in our Fee ? : The fee for GREG@ coaching includes GREG@ coaching notes, complete coaching, all tests, usage of library, mock tests, etc. TOEFL bit@ training, notes, tests, etc. Are offered FREE of cost to GREY GMTA/SAT students. Course material : CHICHI through years has developed, updated and researched into thousands of pages of course material. This is added further by our excellent library, which has almost every book related to GREG@ available in the entire world. We have amazing books. For e. G. A whole book will be dedicated to Just teach you how to solve the Reading Comprehension questions of GREG@ or a book on just the vocabulary part of GREG@ or on the complete Analytical writing section. Innovative approach to teaching : Whether it is solving questions related to complex and difficult to understand passage or memorizing understanding thousands of words, we have developed through years very innovative ways to handle these problems. Details of how we teach is given at the end of this section. Fee Validity : 5 years. Several students Join CHICHI right after their class I year but give their final GREG@ in their II or II year. The students have to practice on mock Computer based tests, very similar to the actual GREG@ tallest a month before their actual GREG@ date. The fee paid at CHICHI for GREG@ coaching is thus valid for next 5 years from the day a student enrolls at CHICHI so that the students can continue to obtain help guidance at CHICHI without any hesitation. Batch Timings : CHICHI GREG@ coaching classes are held in the evening (2 hours every day) morning at timings convenient to the students. How to cite A Description of the Graduate Record Examination, Papers