Friday, May 22, 2020

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. Fielding University Of Phoenix Personal Philosophy of Nursing A definition of a Philosophy is â€Å"when someone contemplates, or wonders, about something that serves as the blueprints or guides that incorporates each individual’s value and belief system.† (Chitty Black, 2007, p. 318) Personal Philosophy of Nursing is the core values and beliefs that a nurse upholds when taking care of another human being. It is the belief that each individual noRead MoreAnalysis Of Stanley Hoffman s Duties Beyond Borders : On The Limits And Possibilities Of Ethical International Relations Essay1566 Words   |  7 Pagesof ends or intentions, and that the likely consequences of acts must be taken into account. †¦ [A] morality that relies exclusively on expected, calculated outcomes is not acceptable either†¦Ã¢â‚¬  This book is one of many books what I am surveying now for my current research work which is roughly entitled â€Å"Evaluating the Possibility of Co-existence of Utilitarianism and Kantianism in Development and Envir onmental Ethical Decision-making.† As indicated by the title, this work tries to explore the avenueRead More My Educational Philosophy Essay955 Words   |  4 Pages My Educational Philosophy Methods educating individuals have been proposed by many different philosophers in diverse instances. I formed my view of method, curriculum, nature of students, nature of knowledge, and the purpose of public education, as well as my personal career goals from those philosophers. I took different aspects of the philosophers of Plato, Rousseau, Sophistry/Foucalt, and Pragmatism/Progressivism. Being student centered is one aspect of effect teachingRead MoreEssay on Teaching Philosophy Statement1150 Words   |  5 Pages Teaching Philosophy Statement The economic, social, and political systems of the United States are arranged in a manner that benefits the few at the expense of the rest. Unfortunately, the school is a tool indirectly used by the government to perpetuate the injustice and keep things in tact. Blind patriotism in the classroom suppresses discussion on pervasive inequalities, leaving students to ignorantly accept the status quo. As a social reconstructionist, I believe that youngerRead MoreThe Quality Of Total Quality Management896 Words   |  4 Pages Total quality management, also known as TQM, which is an umbrella methodology drawing on knowledge of the principles and practices of the behavioral sciences, the analysis of quantitative and non-quantitative data, economic theories, and process analysis to continually improve the quality of all processes. Three major contributors to the quality profession include: Walter A. Shewhart, W. Edwards Demings, and Joseph M. Juran, who taught the concepts of controlling the qualityRead MoreWhat Is Your Philosophy?1015 Words   |  5 PagesWhat is your philosophy? First let us define and understand what philosophy means. Philosophy is a basic concept examined through using specific spheres of knowledge. The concepts as examined are reality, existence, truth, freedom, and causality. Philosophy is broken down into many areas of interest. We will explore them with defining each, providing a description for approaches to philosophical questions as well as explaining how philosophy and culture interaction in terms of developmentRead MoreThe Three Core Philosophies Of The Black Nationalism Movement1220 Words   |  5 Pagesspeech, was Malcom’s way of appealing to the black community to come to self-realization and uplift themselves. In his speech, the noted civil rights leader presents the three core philosophies of Black Nationalism: political, economic and social. This essay will provide an in-depth analysis of the three core philosophies of the Black Nationalism Movement and assess how these same issues affect us today. Malcolm delivered his Ballot to the Bullet speech on the heels of Martin Luther King Jr’s famousRead MoreHsun Tzu and Mencius: Conflicting Perspectives of Society1630 Words   |  7 PagesHSUN TZU AND MENCIUS: Their Conflicting Perspectives of Society The Warring States period in China (453-221 BCE) presented a time of great confusion and chaos among the people of China. However, it was also a great period for the philosophy of Confucianism, with the teachings of Mencius and Hsun Tzu to lead the way for their lost followers. According to Hsun Tzu and Mencius, human beings give birth to their children with a sense of an inherent reaction to life. Without proper teaching, childrenRead MoreEgoism vs Altruism884 Words   |  4 Pageshappiness,† is striking similar to the â€Å"father of modern economics† Adam Smith’s philosophy put forth in Wealth of Nations, but set in philosophical thought rather than an economic one. Stated simply, they say this; that one’s actions should be based on how much happiness (economic gain) that they bring to that particular person. Rand’s early life experiences during the Bolshevik Revolution clearly cemented her political and economic philosophy towards Communism, and by its stark contrast, CapitalismRead MoreMy Personal Nursing Philosophy726 Words   |  3 Pagesï » ¿ Nursing Philosophy Mary Bartley Broward College The integration of nursing theories with a philosophical perspective lays the framework for nursing practice (McCurry, Revell Roy, 2008). My philosophy of nursing is to provide holistic care meeting the  physical, social, economic, cognitive, and spiritual health of a person. This philosophy embraces the four elements of the nursing metaparadigm, which is person

Friday, May 8, 2020

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. However, there are lots of statistics showing that changes of divorce rate have nothing to do with marriage rate ,for example According to ONS, The tren d in the number of divorces dropping continues while the number of marriages is up slightly in recent years (Source: Office for National Statistics). It must be acknowledged that long-term data studies are more persuasive than the short-term data in this kind of social problem research. Another long-term statistics can clearly show people that the number of marriage and divorce rate tally with each other and show the same trend from the 1931 to now.(ONS, 2014) Which means that the lower marriage rate is the most direct cause of divorce rate decline .From the research above, the condition of divorce rate decreased is not temporary. According to data from Justin Wolfers who is the economist in University of Michigan (who also contributes to The Upshot).The New York Times had close-up view at those numbers and make conclusion: â€Å"so far the couples who married at 2000s divorcing at even lower rate If current trends continue, more than 65% of marriages will never involve a divor ce. (Stevenson and Wolfers.2007) Another reason should be considered is cohabitation revolution. Cohabitation is a general term to describe that twoShow MoreRelatedDivorce : The Divorce Rate1662 Words   |  7 PagesThe divorce rate, while fluctuating over time, has reached high percentages lately. As Coltrane and Adams posit, the high divorce rates are due in part to the fact that the expectations of marriage are high in high esteem. When it does not work out, people are anxious to try again to find the perfect partner. Divorce is what allows people that opportunity (Coltrane and Adams p. 201). However, the intricacies of divorce are complicated. Much of the conversation of divorce is focused on fault andRead MoreThe Divorce Rate Of Divorce1123 Words   |  5 Pagesrelationship, therefore they choose divorce, which is one of the solutions to cope with problems between husband and wife. Furthermore, most people think carefully before they get marriage. However, the divorce rates trend to continually increase nowadays, thus it might be argued that divorces can be taken place easier than the past. In the United States, researchers estimate that 40%–50% of all first marriages, and 60% of second marriages, will end in divorce. Divorce has always been present in AmericanRead MoreDivorce And The Divorce Rate Essay1537 Words   |  7 PagesIntroduction In the last 25 years, divorce has become a major issue in American society. Since the turn of the century, the divorce rate has held steady between 4.0-3.2 divorces per 1000 people per year (National Vital Statistics System, 2015). With this rising divorce rate, more children are living between parents, or in single family homes, and many of these children have been exposed to altercations between parents, as well as rough custody battles and divorce settlements. Traumatic experiencesRead MoreDivorce Rate And Marriage Rate876 Words   |  4 PagesAccording to recent statistics, there are more divorces now than ever before. At the rate things are going, the divorce rate may soon surpass the marriage rate. There are many reasons for such a high divorce rate, but one of the main ones is that people do not realize what they are getting themselves into when they marry. Couples do not realize that marriage is a job that must be worked at continuously in order for it to go well. Because m any couples marry for the wrong reasons, a breakdown in communicationRead MoreThe Divorce Rate Of Japan996 Words   |  4 Pages Divorce Ever since the 1950’s, the rate of divorce has been increasing immensely to a degree that it is becoming socially acceptable. It is losing its stigma as well. Most divorces in the world have similar reasons and statistics as to why divorce is becoming more common, but also have some differences. For instance, Japan’s divorce rate is at 27% whereas Russia has a higher divorce rate around 60% due to some of the same controversial reasons. Japan’s divorce is still fairly lower than theRead MoreThe Divorce Rate Of America959 Words   |  4 PagesDivorce Rate Throughout time, practices that were once never used, become more common. In the 1600s divorce was a forbidden practice or a last resort. Since then, laws have changed, and so hasn’t the stigma related with divorce. The guilt and fault that divorce once carried has vanished. According to the book Should I Keep Trying to Work it out, â€Å"In the United States, researchers estimate that 40%–50% of all first marriages will end in divorce or permanent separation. The risk of divorce is evenRead MoreHigh Divorce Rates1469 Words   |  6 PagesFamily Institution (High Divorce Rates) Have you ever been to a traditional wedding? They are the most beautiful breath taking experience that you have ever seen; many symbols like the exchange of rings, uniting candle, flowers, bride’s maids and best man, and the bride in a beautiful white dress. Also weddings are a lot of fun too. They are the start of a family institution. On the flip side they are expensive and stressful for the couple at hand and the odds of staying together are onlyRead MoreHigh Divorce Rates1163 Words   |  5 PagesWhy is the Divorce Rate So High? Intro to Sociology April 25, 2006 A question that has been plaguing sociologists for years is the issue of high divorce rates. Since the 80s there has been an extremely high rate of divorce in our country. In statistics I found from 2004 the percentage of divorce was at 47(NCHS). This question has been studied vigorously, sociologist have looked in every direction for one solid reason that our divorce rate is so high, even compared to other developed countriesRead MoreA High Rate Of Divorce Essay892 Words   |  4 Pagesâ€Å"When you look around this building [district office], you will see a high rate of divorce. I’m certain that significantly more than 50% of district administrators here are divorced. I am part of this statistic. At this level of leadership, there are many tolls on personal relationships. We are discussing a 24-7 job with high and very public expectations.† –P3 Marital trajectories found within couples who are dominated and led by a strong women are often alarming. Participant 3 described thisRead MoreThe Divorce Rate Of Women2547 Words   |  11 Pages1. The graph showcases the trend in the divorce rate of women from 1960 to 1994 in consideration of their level of education. It is shown that the divorce rate for women with no high school diploma was the highest compared to the rate for women with college degree or more. The divorce rate for women with high school diploma or some college increased until about 1979, and after that it stabilized. It is observed that women who do not pursue a higher education continue to have failing relationships

Wednesday, May 6, 2020

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