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SDI Qualification study tips
Killexams : SDI Qualification study tips - BingNews Search results Killexams : SDI Qualification study tips - BingNews Killexams : Go The Distance: Study Skills

Do you want to develop your academic study skills?

Get the study tips and knowledge you need for distance learning success with our Go The Distance course.

Watch our Study Skills series – our fun animated videos will help develop your study skills, whether or not you're a distance learner. subjects include: quoting, paraphrasing and summarising; critical thinking skills; listening and note-taking and more.

Click on the images and get the knowledge!

Fri, 31 Jan 2020 04:18:00 -0600 text/html
Killexams : Quick Tips to Study for the Bar Exam

Tuesday, November 1, 2022

You’re nearly there. After years of work earning your JD, you’ve earned a seat to take the bar exam. Passing this test is the final obstacle before you become a licensed lawyer.

With so much at stake, the bar exam may seem formidable. But as with any test, following a few simple principles can see you through. Develop a study schedule — and stick to it. Understand what the exam is testing for and use your resources. 

Seems more doable already, right?

Follow these quick tips to study (better) for the bar exam.

What Is the Bar Exam?  

The bar exam assesses your knowledge of legal principles, reasoning, and many other skills and competencies crucial to working as a lawyer. By passing the bar exam, you gain membership to the state bar and licensure to practice law in your state. 

You must be admitted to the bar in every state where you want to practice. So, if you live in New York, you need to pass the bar exam as defined by the New York State Bar Association. 

Each state has its own standards and requirements for the bar exam. Increasingly, states are adopting the Uniform Bar Exam (UBE), which includes three unique tests you’ll take over two days: 

  • Multistate Bar Examination (MBE): You’ll respond to 200 multiple-choice questions over a six-hour test period. The questions assess your legal reasoning and ability to identify fact patterns, among other competencies.

  • Multistate Essay Examination (MEE): By responding to six, 30-minute essay questions about real-life legal issues, you’ll convey your writing communication skills.

  • Multistate Performance Test (MPT): This is not a knowledge test. Instead, you’ll apply your skills as a new lawyer through this test based on real-life scenarios. 

How to Study for the Bar Exam 

We get it: It’s a lot of testing. 

But you finished law school. That’s a major feat. So, you already likely have all the habits and skills to study and pass one more test. Review these tips to stay organized with your test prep.  

Create a Study Schedule 

As with any test, establishing a routine to study and practice will pay off. Incorporate your bar review course into your calendar, and let your friends and family know that you’ll need some space for study hours. Build in committed study days and times — as well as time off to decompress and let your practice sink in.

Top test takers often recommend studying strategically. That means identifying your weak areas and intentionally practicing to build those skills.  

Plus, keep yourself — and your brain — in good functioning condition as you study. You might feel tempted to cram all night in the weeks leading up to the exam but get enough rest. Study in manageable sessions. Eat well, too, so you’re prepared to think clearly. 

As you study, keep in mind that every state jurisdiction has its own requirements for the bar exam. Be sure to review those specifics before you dive into the material; see the state-by-state breakdown from the National Conference of Bar Examiners (NCBE)

Understand the Test’s Core Competencies 

Break down the test and understand what it’s asking of you. Knowing what to expect from the test and the core competencies it’s testing for can increase your confidence. 

For the MBE, you’ll have 25 questions from each of these seven subject areas: Criminal Law and Procedure, Civil Procedure, Constitutional Law, Torts, Evidence, Real Property, and Contracts. 

Get Your Study Materials

You don’t have to try to pass the bar exam in a vacuum. And you probably shouldn’t. 

It’s best to understand your resources — free or paid. The American Bar Association (ABA) says that your chances of passing the exam are likely higher by enrolling in a commercial bar review course. 

From bar review courses to private coaching, from podcasts to books, there’s a world of materials available for new lawyers to equip themselves with the tools to pass the bar exam.

After the Bar Exam  

Congratulations: You’re a licensed lawyer. 

Now the real work begins on how you want to define your career path. Maybe you’ll start out as an associate at an established law firm. You may choose to stay with the firm long-term and look to become a partner or branch out on your own to start a solo practice

If you’re thinking of going solo, you may want to start thinking about the business fundamentals and operational must-haves involved in running a small firm. Thankfully, however, more resources are available than ever to help you with your practice management needs. 

But with a JD and your new license, you can take your law career in many directions or practice areas.

From personal injury law to family law, from corporate counsel to litigation, you have plenty of options. And as the Bureau of Labor Statistics (BLS) shows, career prospects for lawyers are expected to keep growing faster than the average job growth. 

The good news: The future after the bar exam is bright.

Mon, 31 Oct 2022 12:00:00 -0500 en text/html
Killexams : Why it's best not to cram and other study tips

Melody: Hi, I'm Melody, and when it comes to tests, I'm as guilty as anyone for leaving revision to the last minute. But that can’t be the best way. So today I'm going to be speaking to learning scientist Dr Carolina, to see what I can do about it.

Carolina: So leaving revision for the last-minute means that you're cramming a lot of studying into the last day or night and that is not only stressful. But, it makes you forget that information much faster. So a better way, is to plan smaller learning sessions and distribute those sessions over the course of time. How can I find a better way to work this year? You can look at when your exams are and then you would plan backwards. So you would schedule different study sessions. They can be half an hour long, an hour long or even shorter if you just want a short reactivation of what you have learned. That's absolutely fine.

Melody: So, once I’ve made my study plan, how do I actually start my session?

Carolina: So the first thing you should always do is try to remember information from memory. So do a quick quiz before looking at any of your notes or any of your material. Try to remember from memory first, as a starter, and then use your materials and your notes to get feedback, to see if you're right, or where you've got wrong answers and why they were wrong. So always use it as a kind of feedback. Also, when you do a study plan, always make sure that you also schedule some time for, for fun stuff. For stuff that you really enjoy, for hobbies, for meeting with friends and so on. That's really important as well, to keep you healthy and happy.

Melody: And if there's a day where I'm really busy, is there something I can do instead?

Carolina: If you only have five or ten minutes, that's what you're going to use, and it's absolutely fine. Do a quick quiz, try to remember information from memory, try to make different connections between different concepts that you learned. Do not stress. Just take it one step at a time and make sure that you're continuously studying.

Carolina: Thank you so much for your help.

Sun, 06 Nov 2022 17:32:00 -0600 en-GB text/html
Killexams : Study skills

Whether you're new to university, haven't studied for a while, or are part way through your degree, there is a set of skills that are essential to your success.

Develop and enhance your study skills so you're better prepared for university study, helping you to Excellerate your grades and even helping in your professional and personal life.

Tue, 26 Apr 2022 22:09:00 -0500 en text/html
Killexams : Qualifications for Representatives

When Edmund Randolph of Virginia presented the Virginia Plan at the beginning of the Constitutional Convention, he suggested among other things that Representatives should meet certain qualifications. It was some time, however, before the delegates turned to the issue. When they had completed their consideration, the Framers had opted for only a few restrictions.

The Framers considered and rejected property, wealth, and indebtedness qualifications. On republican grounds, the Framers cut loose from the British practice of multiple qualifications and limitations. As Justice Joseph Story wrote in his Commentaries on the Constitution of the United States (1833),

Among the American colonies antecedent to the revolution, a great diversity of qualifications existed; and the state constitutions, subsequently formed, by no means lessen that diversity. Some insist upon a freehold, or other property, of a certain value; others require a certain period of residence, and citizenship only; others require a freehold only; others a payment of taxes, or an equivalent; others, again, mix up all the various qualifications of property, residence, citizenship, and taxation, or substitute some of these, as equivalents for others.

But unlike the Elector Qualifications Clause (Article I, Section 2, Clause 1), which left the decision as to who could vote for U.S. Representatives with the respective states’ determination of who could vote for the most numerous body of the state legislature, the Framers settled on three defined qualifications for Representatives. First, they must be a minimum of twenty-five years of age so that the office-holders would possess some modicum of life’s experience to season their judgment. Second, a Representative must be a U.S. citizen for seven years, a compromise among widely different views, but seemingly long enough to prevent foreign nations from infiltrating the halls of Congress with persons holding alien allegiances. Third, the Member of the House must be an inhabitant of the state in which he is chosen, a change from “resident,” which word might, according to James Madison, “exclude persons absent occasionally for a considerable time on public or private business.” Although a Representative must be an inhabitant of the state in which he is chosen, according to the Constitution, he need not be an inhabitant of the district from which he is elected. When the Constitution was before the state ratifying conventions, delegates paid little attention to the issue of qualifications, and although disputes occasionally arose over the seating of a Member of the House, the clause attracted no judicial attention for nearly two centuries.

Judicial involvement in the clause did not occur until the latter part of the twentieth century. The question of whether the House of Representatives could, through Article I, Section 5, Clause 1, add to or define for itself what constituted “qualifications” reached the Supreme Court in Powell v. McCormack (1969). Finding that an elected Representative, Adam Clayton Powell, Jr., had engaged in serious misconduct, the House refused to seat him, even though Powell had met the formal qualifications of Article I, Section 2, Clause 2. In its decision, the Supreme Court held that Congress had no constitutional authority to alter the qualifications for Representatives as stated in the Constitution. So far as Congress was concerned, the constitutional qualifications were fixed. The Congress could not validly exclude Powell.

The Powell decision left open the question whether the states could add to the qualifications stated in the Constitution. Were the qualifications in the Constitution a floor on which the states could erect other requirements, or were they the sum of all qualifications, brooking no alteration from any source?

This issue came to a head in the 1990s when a popular movement to limit the terms of Members of Congress swept the country. In United States Term Limits v. Thornton (1995), the Court struck down those attempts. The Court ruled that the qualifications in the Constitution were in fact exclusive and could not be added to or altered.

In his opinion for the majority, Justice John Paul Stevens reaffirmed the historical argument in Powell that Congress did not have the power to alter the qualifications. He then extended that rationale to reach the issue Powell had not decided: whether any given state could impose additional qualifications. The Court held that the historical record demonstrated that the qualifications were exclusive in relation to the states as well. Stevens argued that Framers and early commentators, such as John Dickinson, James Madison, and Justice Joseph Story, thought that the states could not add additional qualifications, that the federal government was a creature of the people and not of the states, and that, consequently, the Members of the House of Representatives were accountable to the people and not to the states. He added that after ratification of the Constitution, the states retained the power to add certain qualifications for voters, such as property, but had no power to add qualifications for Representatives beyond what the Constitution prescribed. Quoting earlier cases and Alexander Hamilton, Stevens’ central argument was “that the people should choose whom they please to govern them.”

Justice Clarence Thomas, speaking for the four-person dissent, developed a contrary history and argued that the federal government was created by the people, not as a whole, but of the several states. Whatever powers not given to the federal government were thus retained by the states. Consequently, the states retained the power to add qualifications to Representatives elected within their respective jurisdictions. As Thomas noted, the text of the clause limits the power of Congress, not that of the states. In addition, neither in the Constitutional Convention nor in the state ratifying conventions was there a statement that the states could not add qualifications. The Court’s majority, on the other hand, stated that creating qualifications for federal Representatives did not derive from the states and there was, consequently, no such power that was retained by the states.

Joseph Story argued that the phrasing of the Qualifications Clause for Representatives and the similar clause for Senators (Article I, Section 3, Clause 3) had to be exclusive of other qualifications: “It would seem but fair reasoning upon the plainest principles of interpretation, that when the constitution established certain qualifications, as necessary for office, it meant to exclude all others, as prerequisites. From the very nature of such a provision, the affirmation of these qualifications would seem to imply a negative of all others.”

Story admitted that Thomas Jefferson had a different view, believing that the Constitution chose “the middle way,” by mandating “some disqualifications”—those dealing with age, state residency, and U.S. citizenship—while allowing the states to impose other, non-uniform disqualifications that are otherwise constitutional. But Story dismissed Jefferson’s view with the same argument that Justice Stevens was to use, namely, that adding qualifications was not “reserved” to the states when the Constitution was adopted.

Nonetheless, commentators have noted that the Court’s analysis in Powell and Thornton retains some problematical elements, for the Constitution does permit the addition of further qualifications or disqualifications from those stated in the Qualifications Clauses. For example, Article I, Section 6, Clause 2 disqualifies anyone while he holds any other federal office from becoming a Member of Congress. If the Senate impeaches someone, it can impose a disqualification from becoming a Member of Congress (Article I, Section 3, Clause 7). Senators or Representatives who meet the minimum requirements of age, U.S. citizenship, and state residency are still disqualified from serving if they refuse to take the constitutional oath of office (Article VI, Clause 3).

Moreover, the Constitution specifically refers to Senators and Representatives in forbidding the states from imposing any religious test for any federal office (Article VI, Clause 3). Textually, this would be an unnecessary prohibition if the Qualifications Clauses by themselves excluded states from imposing additional qualifications. Historically, states have imposed various requirements besides those listed in the Qualifications Clauses, such as disqualifying state judges from running for Congress, and the Supreme Court has upheld them if they are reasonable and do not violate specific guarantees, such as free speech. Lastly, beginning in 1842, Congress has passed legislation requiring states to elect Members of Congress by district, even though there is no such requirement in the Constitution. Even Justice Story had earlier opined that such an act was improper.

In the wake of U.S. Term Limits v. Thornton, there have been several challenges to state and federal laws on the basis that they constitute improper additional qualifications under Article I, Section 2, Clause 2, but few have been successful. However, in Campbell v. Davidson (10th Cir. 2000), a circuit court struck down a Colorado statute that prevented those who are ineligible to vote, such as felons, unregistered voters, and people residing outside the congressional district, from running for office. The court quoted Thornton in stating that election procedures could not “provide States with license to exclude classes of candidates from federal office.”

Most courts have distinguished between election procedures and qualification requirements. Thus, requiring a certain percentage of signatures in order to run for office is not a qualification, nor are filing fees, nor is the requirement that persons who are federal employees not run for office “in a partisan election” while they are employed. Another court declared the residency qualification is fulfilled on the day of election.

Wed, 22 Apr 2020 07:17:00 -0500 en text/html
Killexams : International qualifications

A Level






European Baccalaureate (EB)






International Baccalaureate (IB)






Reifeprufung/Matura (Austria)






Certificat d'Enseignement Secondaire (Belgium)






Diploma za sredno obrazovanie (Bulgaria)






Matura (Croatia)






Apolytirion (Cyprus); Apolytirion + A Level

19/91% with required subjects at Advanced level


18.5/88% + A


18/86% + A*A

19/91% with required subjects at Advanced level


18.5/88% + A


18/86% + AA

18.5/88% with required subjects at Advanced level


18/86% + A


17.5/83% + AA

18/86% with required subjects at Advanced level


17.5/83% + A


17/81% + AB

18/86% with required subjects at Advanced level


17.5/83% + A


17/81% + AB

Maturitni Zkousce (Czech Republic)

1, 1, 1, 1

1, 1, 1, 2

1, 1, 2, 2

1, 2, 2, 2

2, 2, 2, 2

Bevis for Studentereksamen (Denmark)

10 with required subjects at high (A) level

10 with required subjects at high (A) level

9 with required subjects at high (A) level

9 with required subjects at high (A) level

8 with required subjects at high (A) level

Gümnaasiumi lõputunnistus and Riigieksamid (State Exams) (Estonia)

4.5 average from GI + 85% average from state exams

4.4 average from GI + 80% average from state exams

4.3 average from GI + 79% average from state exams

4.2 average from GI + 78% average from state exams

4.0 average from GI + 75% average from state exams

Ylioppilastutkintotodistus/ Studentexamensbetyg (Finland)






French Baccalaureate (FB, France)






FB à l'Option Internationale (France)






Abitur (Germany)






Apolytirion (Greece); Apolytirion + A Level



18.5 + A


18 + A*A



18.5 + A


18 + AA



18 + A


17.5 + AA



17.5 + A


17 + AB



17 + B


16.5 + BB

Érettségi (Hungary)

82% overall average, from five subjects. Any pre-requisite subjects must be at Advanced Level.

80% overall average, from five subjects. Any pre-requisite subjects must be at Advanced Level.

80% overall average, from five subjects. Any pre-requisite subjects must be at Advanced Level.

75% overall average, from five subjects. Any pre-requisite subjects must be at Advanced Level.

72% overall average, from five subjects. Any pre-requisite subjects must be at Advanced Level.

Irish Leaving Certificate (ILC, Ireland)

H1 H2 H2 H2 H2 H2

H2 H2 H2 H2 H2 H2

H2 H2 H2 H2 H2 H3

H2 H2 H2 H2 H3 H3

H2 H2 H2 H3 H3 H3

Diploma di Esame di Stato (Italy)

95% overall

90% overall

85% overall

80% overall

75% overall

Atestāts par vispārējo vidējo izglītību (Latvia)

9.6 overall + 87%, 85%, 85% in three state exams

9.5 overall + 85%, 85%, 85% in three state exams

9.2 overall + 85%, 85%, 80% in three state exams

8.7 overall + 85%, 80%, 80% in three state exams

8.5 overall + 80%, 75%, 75% in three state exams

Brandos Atestatas + 3 state exams (Lithuania)

9.5 overall + 87%, 85%, 85% in three state exams

9 overall + 85%, 85%, 85% in three state exams

9 overall + 85%, 85%, 80% in three state exams

8.5 overall + 85%, 80%, 80% in three state exams

8 overall + 80%, 75%, 75% in three state exams

Diplôme de Fin d'Etudes Secondaires (Luxembourg)

48 (final year average)

48 (final year average)

45 (final year average)

44 (final year average)

43 (final year average)

State Matura (Macedonia)

5 overall

5 overall

5 overall

4.5 overall

4 overall

Matriculation Certificate (Malta)






VWO (Netherlands)






Vitnemål (Norway)

An average score of 4.9

An average score of 4.7

An average score of 4.5

An average score of 4.3

An average score of 4.1

Matura (Poland)

New Matura with 3 Extended Level subjects in the 85th percentile

New Matura with 3 Extended Level subjects in the 80th percentile

New Matura with 3 Extended Level subjects in the 75th percentile

New Matura with 3 Extended Level subjects in the 70th percentile

New Matura with 3 Extended Level subjects in the 70th percentile

Certificado de fim de Estudios Secundarios (Portugal)






Diploma de Bacalaureat (Romania)






Vysvedčenie o maturitnej skúške (Slovakia)

1 overall

1 overall

1 overall

2 overall

2 overall

Maturitetno Spricevalo (Slovenia)






Titulo de Bachillerato (Spain)






Slutbeytg (Sweden)

Successful completion of 2500 credits, with 85% of subjects at grade A

Successful completion of 2500 credits, with 80% of subjects at grade A

Successful completion of 2500 credits, with 75% of subjects at grade A

Successful completion of 2500 credits, with 50% of subjects at grade A, all other subjects at grade C or above

Successful completion of 2500 credits, with all subjects at grade B or above

Certificat de Maturité/ Maturitätszeugnis/ Maturitätsausweis/ Attestato di Maturità (Switzerland)






Mon, 07 Nov 2022 03:31:00 -0600 en text/html
Killexams : Certificate of University Preparation – CertUniPrep

Admission to Massey

All students must meet university entrance requirements to be admitted to the University.

Specific requirements

To enter the Certificate of University Preparation you will:

New Zealand or domestic students

You will meet the university admission requirements as specified, or shall have:

  • completed Year 13 at a New Zealand secondary school, or equivalent, and
  • have achieved at least 14 credits in at least one approved subject at NCEA Level 3 or above, or equivalent, and
  • have achieved at least 10 credits in at least two other approved subjects at NCEA Level 3 or above, or equivalent, and
  • have met the literacy and numeracy standards required for University Entrance, or equivalent.

International students

Eligible students with an intended pathway to College of Creative Arts programmes are permitted to enrol in the Creative Arts pathway within the Certificate of University Preparation qualification.

International students with intended pathways to other undergraduate programmes will need to gain admission via this programme:

Prior learning, credit and exemptions

For information on prior learning, exemptions and transfer of credit or other questions:

English language skills

If you need help with your English language skills before you start university, see our English for Academic Purposes (EAP) courses.

Official regulations

To understand what you need to study and must complete to graduate read the official rules and regulations for this qualification.

You should read these together with all other relevant Statutes and Regulations of the University including the General Regulations for Undergraduate Degrees, Undergraduate Diplomas, Undergraduate Certificates, Graduate Diplomas and Graduate Certificates.

Returning students

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Tue, 07 Feb 2017 07:46:00 -0600 en-NZ text/html
Killexams : Why choose a University of London qualification?

In a fast-changing environment of worldwide access to higher education, a University of London degree continues to offer a certain of quality, value and intellectual rigour.

Professor Wendy Thomson Vice-Chancellor, University of London

In an increasingly competitive international job market, it is vital to choose a degree or diploma that will help you stand out from the crowd. By earning a globally recognised University of London qualification while learning from world-class LSE academics, you will walk away with a diverse range of professional skills designed for the modern business environment.


Students select a University of London qualification in Economics, Management, Finance or the Social Sciences (EMFSS) for several reasons: 

  • Internationally-recognised qualification
  • Academic direction from LSE faculty
  • Fast track to professional accreditation 
  • Study abroad opportunities at LSE 
  • Postgraduate study opportunities 
  • Flexibility to study anywhere in the world
  • High-level of student support 
  • A global and diverse alumni network 

Studying with LSE and the University of London, you’ll benefit from: 


The University of London is one of the world’s leading universities, internationally recognised for its high academic standards. Studying through the University of London’s world-renowned distance learning options is an affordable and practical alternative to coming to London to study on campus, and with academic direction from LSE you’ll get access to a world-class UK education from wherever you are in the world. With no relocation or accommodation costs, the EMFSS programmes represent great value for money. As a University of London student, you’ll become part of a diverse, global network of students and professionals. 

You can manage your studies to fit in with your own personal and professional commitments. We aim to deliver our EMFSS students as much choice as possible about how, when and where they study. Some prefer the flexibility of being able to study online, and engage with classmates from across the globe. Others prefer the benefits of face-to-face teaching and choose to enrol at one of over 30 carefully-selected local teaching centres. Whichever study option you choose, you’ll benefit from having access to learning materials developed by world-class LSE academics, while you earn a prestigious University of London degree.

Academic direction for these programmes is provided by LSE – globally renowned for our academic excellence, unparalleled interdisciplinary approach to education, and our commitment to understanding the causes of things. By embarking on an undergraduate degree with us and the University of London, you’ll gain access to invaluable insights from LSE faculty who are influential experts in their field. LSE academics and their world-leading research shape the high quality curriculum, course content and study materials specifically designed for these programmes, ensuring you emerge with a qualification that equips you with the knowledge and skills you need to excel in your area of study and into your career for many years to come.

The University of London is committed to providing a nurturing and enriching experience for all students, during and beyond their studies. You will be supported throughout your studies and will have access to a variety of useful resources and services – from essential study skills to mental health and wellbeing resources. You will also be able to access the University of London Online Library free of charge from wherever you are in the world. Registered students are welcome to use the Senate House Library in London and access the main LSE Library for reference purposes. You’ll also have the opportunity to engage with career events and access online resources to support you in achieving your career goals.

LSE was founded to understand the causes of things in order to transform them. It is our commitment that the EMFSS programmes will deliver students the ability to lead in solving problems of contemporary global relevance. Students will graduate with additional knowledge, skills and ways of thinking about the world that will translate to further study at undergraduate or master’s level, or to the workplace. EMFSS students go onto careers in a wide variety of fields, from accounting, banking and information systems, to the media, civil service and journalism. Select programmes contribute to further professional accreditation with a number of international professional bodies. Take a look at our accredited programmes to find out more. 

EMFSS students have a range of opportunities study at LSE in London while completing a University of London programme. Each year, we welcome EMFSS students who take advantage of their 15% discount on course fees and  choose to join our 3-week Summer School. EMFSS summer school scholars get the invaluable opportunity to join a global gathering of over 7,000 students, and often earn credit  towards their final qualification.  

Students who have completed the equivalent of at least four full courses on their University of London EMFSS degree programme are also able to apply for admission to the LSE General Course, which allows students from overseas universities to spend a full academic year at LSE and claim credit for the successful completion of relevant courses.  

All EMFSS graduates are welcome to apply to pursue further study at LSE. Two scholarships are also awarded each year to EMFSS graduates who are accepted onto a postgraduate course at LSE.  

Find out more about studying at LSE.

When you graduate with a degree, diploma or certificate from the University of London you will receive two important documents – the Final Diploma (the certificate you receive on graduation) and a Diploma Supplement: 

The Final Diploma

  • Indicates that you were registered with the University of London and awarded a University of London degree, diploma or certificate 
  • Gives the name of the London School of Economics and Political Science as the member institution that developed the syllabus, curriculum and provided assessment
  • Features the University of London crest and the Vice-Chancellor’s signature. 

The Diploma Supplement

  • Describes the nature, level and content of the programme you successfully completed
  • Includes the transcript of courses taken, marks achieved and overall classification
  • States the role of the London School of Economics and Political Science and the method of study

Read more about how you can begin your studies: 

Study online  Study locally

Sun, 31 Oct 2021 23:07:00 -0500 en-GB text/html
Killexams : BTEC qualifications

We accept a variety of BTEC Level 3 National qualifications for entry to our undergraduate courses.

Most BTEC qualifications awarded from 2022 will be Regulated Qualification Framework (RQF) awards rather than the pre-reformed Qualifications and Credit Framework (QCF) awards.

The typical offer information given on our course finder is presented in RQF format but please see the section below or contact us if you have a QCF BTEC as we may still be able to consider it.

Our course finder presents the BTEC offer as BTEC Level 3 National Extended Diploma as this is the equivalent of three A-levels. We may ask for Distinctions in particular units, and we may ask for an additional A-level or completion of an admissions test to satisfy a particular subject requirement.

Please check the dropdown boxes below for accepted BTEC/A-level combinations and the subject-specific requirements guidance below for acceptable units to meet Chemistry, Biology, Physics and Engineering Science requirements.  

Subject-specific requirements

Some of our courses have specific criteria that must be met in a particular academic subject to ensure students thrive on the course. Where this can be met with modules in the BTEC Level 3 National Extended Diploma these will be listed in the prospectus or detailed in the lists below.

For some courses we require an additional A-level or offer an additional admissions test as an alternative way to meet a subject requirement. This will be detailed on the prospectus course page.

Where we require an A-level in addition to a BTEC, we accept either a BTEC Level 3 National Diploma or a BTEC Level 3 National Extended Diploma.

Where we require two A-levels in addition to a BTEC, we accept a BTEC Level 3 National Extended Certificate, a BTEC Level 3 National Diploma or a BTEC Level 3 National Extended Diploma.

For some of our undergraduate courses we have subject-specific requirements that must be met with particular units in the Applied Science or Engineering BTEC. When applying for a course with a specific subject requirement, you will need to upload information to your application dashboard detailing which units you will be taking upon submitting your UCAS application.

The units we require are listed as follows:


To meet our biology requirement with an Applied Science BTEC, applicants need to take the following mandatory units:

  • 1. Principles and Applications of Science I
  • 5. Principles and Applications of Science II

Plus any three of the following optional units:

  • 8. Physiology of Human Body Systems
  • 9. Human Regulation and Reproduction
  • 10. Biological Molecules and Metabolic Pathways
  • 11. Genetics and Genetic Engineering
  • 12. Diseases and Infections 
  • 17. Microbiology and Microbiological Techniques


To meet our chemistry requirement with an Applied Science BTEC, applicants need to take the following mandatory units:

  • 1. Principles and Applications of Science I
  • 5. Principles and Applications of Science II

plus any three of the following optional units:

  • 13. Applications of Inorganic Chemistry
  • 14. Applications of Organic Chemistry
  • 18. Industrial Chemical Reactions 
  • 19. Practical Chemical Analysis 
  • 22. Materials Science


To meet our physics requirement with an Engineering BTEC, applicants need to take the following mandatory units:

  • 1: Engineering Principles
  • 6: Microcontroller Systems for Engineers

plus any two of the following optional units:

  • 12: Pneumatic and Hydraulic Systems 
  • 15: Electrical Machines 
  • 16: Three Phase Electrical Systems  
  • 17:  Power and Energy Electronics 
  • 18: Electrical Power Distribution and Transmission 
  • 19. Electronic Devices and Circuits 
  • 20. Analogue Electronic Circuits 
  • 21. Electronic Measurement and Testing of Circuits 
  • 27: Static Mechanical Principles in Practice
  • 28. Dynamic Mechanical Principles in Practice 
  • 29. Principles and Applications of Fluid Mechanics 
  • 30: Mechanical Measurement and Inspection Technology
  • 31. Thermodynamic Principles and Practice 

Engineering Science

To meet our Engineering Science requirement (where the typical A-level offer specifies any one of Physics, Chemistry, Further Mathematics, or Computer Science) with an Engineering BTEC, applicants need to take the following mandatory units:

  • 1. Engineering Principles
  • 6. Microcontroller Systems for Engineers

plus any two of the following optional units:

  • 12: Pneumatic and Hydraulic Systems
  • 15: Electrical Machines
  • 16: Three Phase Electrical Systems
  • 17: Power and Energy Electronics
  • 18: Electrical Power Distribution and Transmission
  • 19. Electronic Devices and Circuits
  • 20. Analogue Electronic Circuits
  • 21. Electronic Measurement and Testing of Circuits
  • 27. Static Mechanical Principles in Practice
  • 28. Dynamic Mechanical Principles in Practice
  • 29. Principles and Applications of Fluid Mechanics
  • 30. Mechanical Measurement and Inspection Technology
  • 31. Thermodynamic Principles and Practice
  • 32. Computer System Principles and Practice
  • 37. Computer Networks
  • 38. Website Production to Control Devices
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Killexams : Qualifications policies

Between September 2015 and 2017, AS and A Levels in England were "decoupled" and reformed, and became separate, linear qualifications, examined at the end of the course. Students entering university from 2017 onwards will have a mixture of old and reformed AS and A Levels, and 2019 entry students who have followed the standard pattern of education will present only reformed AS and A Levels.

Reformed AS Levels are designed to be taught alongside the first year of reformed A Levels so that schools can teach groups of students together regardless of whether the students intend to stop at AS Level or pursue the full A Level. However, even if a student sits an AS Level and then decides to pursue the full A Level, material from the whole two years will be examined as part of the A Level. AS marks cannot be carried forward and AS grades will not contribute to A Level grades.

The assessment of practical skills in reformed Physics, Chemistry and Biology A Levels will be separate from the written exams which lead to the final grade. The A Level will be graded A* to E, and the practical element will get a separate pass or fail grade.

AS Levels: The University of Sheffield approach

We understand that some schools and colleges will still wish to enter all students for AS Levels whereas others will carry out internal assessment at the end of Year 12 to inform students' progression to Year 13, grade predictions and university decisions. The decision whether a student should sit an AS Level even if they intend to take the full A Level must rest with the school or college and the student, and the University of Sheffield will not discriminate for or against students according to which choice they make.

Our admissions decisions are based on a holistic assessment of the information in the UCAS application, with subject choice and predicted grades being among the most important measures in most cases, and we have every confidence that schools and colleges will continue to provide us with helpful indicators of students' potential regardless of whether externally-assessed exams have been taken or not. Many non-A Level qualifications that applicants present are already linear so we are very used to making admissions decisions in the absence of validated grades half way through school-leaving exams.

Whilst we continue to make offers on the basis of three A Levels, we do welcome the evidence of breadth of study which is provided by a fourth subject at AS Level or an Extended Project Qualification and we are often able to make alternative offers to include these. For students applying for Maths or Maths-based subjects, the addition to the standard A Level profile of Further Maths at AS or A Level is always welcome. At present (2018 entry) there are no courses at Sheffield for which AS Level attainment is a key part of the admissions decision.

Practical Science: The University of Sheffield approach

Practical skills are an important part of science education and we expect all students taking a science A Level to complete, and pass, the practical element. Where this is a formal requirement it will be specified in our course entry requirements and in the offers we issue.

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