Free TEAS real questions with PDF Dumps and Questions and Answers gives the most current and 2022current Pass4sure Test of Essential Academic Skills (Reading- Math- English- Science) Ver. 6- 2022 practice test with Questions and Answers and even free pdf for the latest articles of Admission-Tests TEAS Exam. Training our Real TEAS PDF Download to boost your knowledge and even pass your TEAS test with good Represents. We 100% assurance your success throughout the Test Centre, covering each one particular of the themes of the test and even enhancing your Expertise of the TEAS test. Pass with full surety with these appropriate questions.

Exam Code: TEAS Practice exam 2022 by team
TEAS Test of Essential Academic Skills (Reading, Math, English, Science) Ver. 6, 2022

The ATI TEAS, or Test of Essential Academic Skills, is designed specifically to assess a student's preparedness entering the health science fields. The ATI TEAS test is comprised of 170 questions set up in a multiple-choice format with four-option answers. Questions are designed to test the basic academic skills you will need to perform in class in the areas of: Reading, Math, Science, and English and Language Usage.

Reading Mathematics Science English and Language Usage
Number of Questions 53 36 53 28
Time Limit (Minutes) 64 min 54 min 63 min 28 min
Specific Content Covered Key ideas and details
Craft and structure
Integration of knowledge & ideas
Pre-Test questions Numbers and algebra
Measurement and data
Pre-Test questions Human anatomy & physiology
Life and physical sciences
Scientific reasoning
Pre-Test questions Conventions of standard English
Knowledge of language
Vocabulary acquisition
Pre-Test questions

Passing the TEAS is a key component of getting into nursing and allied health schools, but 30% of qualified applicants are turned away from ADN, Diploma and BSN programs. Since its a comprehensive exam, youll be tested on four different subject areas, so thorough preparation is crucial. We recommend allowing at least 6 weeks of preparation prior to taking the TEAS. On a tighter schedule? Dont worry – we have solutions that fit any timeline.

64 Minutes
Reading 53
Key ideas and details 22
Craft and structure 14
Integration of knowledge and ideas 11
Pre-Test questions 6

54 Minutes
Mathematics 36
Number and algebra 23
Measurement and data 9
Pre-Test questions 4

63 Minutes
Science 53
Human anatomy and physiology 32
Life and physical sciences 8
Scientific reasoning 7
Pre-Test questions 6

28 Minutes
English and Language Usage 28
Conventions of standard English 9
Knowledge of language 9
Vocabulary acquisition 6
Pre-Test Questions 4

TOTAL (209 Minutes) 170

Test of Essential Academic Skills (Reading, Math, English, Science) Ver. 6, 2022
Admission-Tests Essential learn
Killexams : Admission-Tests Essential learn - BingNews Search results Killexams : Admission-Tests Essential learn - BingNews Killexams : The education establishment's attacks on merit will destroy success LSAT study guide on a table. © Provided by Washington Examiner LSAT study guide on a table.

Set up standards of achievement open to all, to the least, to the most inept — and you stop the impetus to effort in men, great or small.” So argues Ellsworth Toohey, the villain of Ayn Rand’s Fountainhead. In an impassioned speech about his quest for power, Toohey reveals the goals of his socialist policies: elevate the mediocre and destroy the successful.

Efforts to remove merit-based admissions and advanced courses from all levels of the U.S. education system are just what Toohey had in mind.


Initiatives attacking merit and achievement are gaining momentum across the country. Last month, for example, the American Bar Association eliminated the requirement for law schools to factor in an applicant’s LSAT score during the admissions process. The California State University system removed ACT and SAT test requirements from admissions criteria at its 23 campuses in March. Rhode Island, New York City, and even Virginia have seen efforts to cancel honors courses or eliminate advanced tracks for high-achieving students at the K-12 level — all in the name of “equity.”

In response to the ABA’s decision to remove the LSAT requirement, 60 law school deans expressed their concerns and opposition to the initiative in a September letter. They correctly recognized that removing merit from the application, evaluations, and coursework in America’s schools is foolish and will result in more subjective admissions standards. Without an objective metric, a GPA or a test score being two examples, the ability to compete on a level playing field is ceded, and power is handed over to people like the fictional Toohey and those who think like him.

In Rand’s story, Howard Roark is a talented architect. His counterpart, Peter Keating, is an incompetent son of wealthy parents. Keating fails in nearly everything he attempts but is vaulted forward by those in power, including Toohey. “Laugh at Roark and hold Peter Keating as a great architect,” Toohey muses, “you’ve destroyed architecture. … Don’t set out to raze all shrines — you’ll frighten men. Enshrine mediocrity — and the shrines are razed.”

The world Toohey wants is “a world of obedience and of unity.” By placing Roark and Keating on equal footing regardless of their talent or achievements, Toohey consolidates power for himself, a newspaper critic.

Power in education should remain in the hands of the students and their parents. This is achieved with unbiased, measurable criteria, evaluations, and opportunities open to all who meet the standard. Students who make the grade, pass the test, or achieve the right score can succeed and advance. Replace this merit-based system with subjective analysis and the consequence will be an elevation of mediocrity and, worse, a loss of agency for students.

The threat this poses to our nation goes beyond the education system. Removing the expectation of or reward for rigor in education not only teaches students that merit has no place in society but has also been shown to result in lower-quality outcomes. Virginia saw this firsthand: The state moved in 2014 to reduce the number of standardized tests, and by 2022, in a state that previously ranked above the national average, students had fallen behind significantly.

The health and prosperity of the nation rely on a system in which merit is valued. Hard work and talent are essential to the arguments for freedom and individual liberty. Students should be encouraged to achieve and given the necessary opportunities for advanced learning. Testing provides the necessary objective metrics to evaluate performance and promote the most talented. If states, institutions, and school boards deprive students of this, the nation will suffer.

Unfortunately, Toohey would be proud of the ABA. And Rand would be terrified.


Garrett Exner is the executive director of the Public Interest Fellowship in Washington, D.C. He previously served as a staffer to Sen. Ted Cruz (R-TX), as a counterterrorism policy adviser in the Office of the Secretary of Defense, and as a special operations officer in the Marine Corps with deployments to Iraq, North Africa, East Africa, and the South Pacific.


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Original Author: Garrett Exner

Original Location: The education establishment's attacks on merit will destroy success

Fri, 02 Dec 2022 21:00:00 -0600 en-US text/html
Killexams : How do university admissions officers think about English proficiency tests?

For many university admissions teams, the pandemic represented a major shift in how they approached assessing candidates’ English-language abilities. Where once international students would flock to testing centres, they were now compelled to take these tests from home. At the same time, test providers needed to ensure their assessments were fair, secure and accessible to a diverse range of students. 

The aim is still to discover whether a student will thrive in the classroom environment, explains Beau Benson, senior associate director for international recruitment at Northeastern University. “Most students will need to be comfortable with rapidly spoken English in the classroom, so we aim to assess students in a way that reflects their experience on campus,” he says. “You don’t want their language skills to hold them back, so they’re not having to translate words in their head before they say them.”

Northeastern offers a six-month work placement programme with Fortune 500 companies so, Benson says, “academic English will be of limited use”. A language immersion programme is available but it helps to have a strong base of “real-world” language to start. 

Marco Dinovelli, assistant vice-chancellor of undergraduate admissions at Rutgers University, adds that English proficiency is important for life outside the classroom. “To me, the purpose of the test is whether it can show that the student can communicate in a way that means they can not only be successful in class but in office hours, their interactions on campus, talking to a resident adviser or getting involved in campus activities,” he says.

Practising English writing, speaking and listening in day-to-day scenarios can be more useful preparation than learning vocabulary by rote, Dinovelli says. The Duolingo English Test adapts to the student’s ability as they move through the test so universities can get a more realistic view of real-world ability. 

There will naturally be a lot of pressure to perform well in the test as it can be one of the final hurdles before being accepted by a university, and many students are tempted to take it multiple times.

“So many students put pressure on themselves to get a perfect score and end up over-testing,” Benson says. “If they’re not getting it on the second or third attempt, there may be a disconnect and they should perhaps consider a more immersive programme. We see some students taking it 25 times but ultimately scores aren’t that different, or not enough to warrant a different admissions decision.”

Another common mistake is allowing the high-stakes nature of an English-language admissions test to get to students, says Dinovelli. “You can study too much and try to cram too much in,” he adds. This can lead students to prioritise passing the test over developing a strong English-language proficiency. “If they’ve taught themselves to take the test, they’re setting themselves up for failure once on campus,” Benson concludes.

The students that perform well are those who – above all – communicate well by knowing how to put words together, even if without a perfect accent. “It’s about practising the language rather than trying to figure out the questions you’ll be asked,” Benson adds.

Find out more about the Duolingo English Test.

Fri, 25 Nov 2022 15:47:00 -0600 en text/html
Killexams : In college admissions, ‘test-optional’ is the new normal

Fewer than half of the students who applied early to college this fall submitted standardized test scores, according to an analysis by the nonprofit that publishes the Common Application.

The data point could mark a watershed moment in admissions, college advisers say, when a pandemic pause in SAT and ACT testing requirements evolved into something more permanent.

Just three years ago, 78 percent of applicants included test scores in their early Common App submissions, a round of admissions that ends Nov. 1.

The share of applicants reporting SAT or ACT scores plunged in 2020, as COVID-19 shuttered testing sites and drove hundreds of colleges to adopt “test-optional” admissions.

Many observers expected the testing requirement to return as restrictions lifted. It hasn’t.

“We’ve actually seen an increase in the share of colleges on the Common App that don’t require a test score,” said Preston Magouirk, senior manager of research and analytics at Common App.

More than 1,800 colleges are “test-optional” this year, including most elite public and private campuses, according to the National Center for Fair and Open Testing, or FairTest.

Common App data shows that only 4 percent of colleges require test scores for applications this fall, down from 55 percent in pre-pandemic 2019. The group includes a handful of technical universities and Florida’s state university system.

Any number of schools could revert to requiring test scores. But admissions experts don’t believe they will.

“I think it’s harder to go back,” said Jed Applerouth, founder of Applerouth Tutoring Services in Atlanta. “When you go test-optional, you have the freedom to build the class you want to build.”

The test-optional movement began at Bowdoin College in Maine in 1970 and spread through academia, gaining traction in the 2000s amid concerns about equity.

Not until the coronavirus pandemic, though, did a majority of applicants exercise the option to omit test scores from their Common Application requirements.

College admission panels used to count on SAT and ACT scores as a way to compare students across schools. Sorting applicants by GPA or academic rigor can be tricky: An A in honors geometry may not mean the same thing from one school to another.

The test-optional push follows relentless criticism that college-entrance exams favor the affluent, who can afford pricey test-prep classes, effectively paying for a higher score.

A few colleges have rejected standardized tests altogether. California’s public university system, the nation’s largest, no longer accepts them. Elsewhere, most institutions have embraced the test-optional option.

Experts see little downside. By accepting test scores but not requiring them, a selective college often finds that its SAT and ACT averages go up, because students with lower scores don’t submit them.

Admission consultants say test-optional policies free an institution to enroll more economically disadvantaged students, or more affluent “full-pay” students, whose parents cover the full cost of attendance, all without regard to test scores.

“If they want, they can increase diversity,” Applerouth said. “If they want, they can increase full-pay. Why would you give that up?”

The leaders of FairTest and other equity advocates cheer the test-optional trend.

“Any time spent preparing for the SAT or ACT is time spent not studying a novel, time not spent playing the guitar,” said Harry Feder, executive director of FairTest. “I think it’s a waste of kids’ energy and time.”

For applicants, however, the test-optional era brings a host of new complexities.

Applicants now face more decisions on the pros and cons of submitting scores to individual colleges. The choice can trigger a deep dive into a school’s test-score profile, admission statistics and philosophies on testing.

“It’s a combination of multivariable calculus and studying tea leaves,” said Wendie Lubic, a partner in The College Lady, a Washington, D.C., consultancy.

As a general rule, admission consultants encourage applicants to submit scores that fall near the SAT or ACT average for the target school: the higher, the better.

College leaders promise to give every student a fair shake, test scores or no.

“When we say we’re test-optional, we really mean we’re test-optional and don’t think twice when a student doesn’t submit test scores as part of their application,” said Jeff Allen, vice president for admission and financial aid at Macalester College in Saint Paul, Minnesota.

Macalester officials decided to go test-optional shortly before the pandemic descended. A slim majority of Macalester applicants did not submit scores last fall, a quotient that suggests they accept the school’s pledge not to penalize the score-less.

Yet, admission statistics suggest some other schools prefer applicants who post scores.

Lubic, the consultant, cites Boston College. The school’s overall admission rate is 17 percent. Boston College is test-optional. Its website promises that students who do not submit scores will “receive full consideration” in admissions. But school policy also notes, somewhat ominously, that those who do not send scores “will have one less credential to be considered by the Admission Committee.”

To Lubic, the numbers speak for themselves. For the current academic year, Boston College admitted 25 percent of applicants with test scores and 10 percent of those without.

The University of Virginia provides another case study. In the last round of admissions, students without test scores made up 42 percent of applicants but only 26 percent of admissions.

“Amherst, Barnard, Boston College, Boston University, you can see that they actively prefer scores,” Lubic said. “They have actually told people what the admit rate is for students who submit scores, and what the admit rate is for students who don’t submit scores.” The second number, she said, is invariably lower.

“Right now, we’re in the middle of a swamp,” she said. “Nothing is confirmed.”

Jessica, a mother in Richmond, Va., helped her daughter through the college admissions process last year. The daughter had a 4.8 weighted GPA and a 1390 SAT score. The family chose to submit scores to some schools but not to others, depending on each institution’s SAT average and apparent preference.

The daughter gained admission to several colleges whose admission committees never saw her scores, including the honors program at the University of South Carolina, where she ultimately enrolled. The University of Virginia did see her scores — and put her on its waitlist.

“That was a shocker,” said Jessica, who withheld her last name to discuss what remains a sensitive subject in her family.

During the pandemic, when some students lacked access to testing, hundreds of colleges pledged to treat applicants the same with or without test scores.

“That pledge has now expired,” Applerouth said.

In a post-COVID world, he said, test-optional means a college considers an application complete without test scores. It does not necessarily mean the application is on equal footing with the others.

“Academic rigor is optional,” Applerouth said. “Submitting robust AP scores is optional. Being student body president is optional. But optional does not mean without impact.”

The retreat from required testing, especially in California, has lowered the stakes for students who take the tests. More than 1.7 million high school students in the class of 2022 took the SAT, up from 1.5 million in 2021, but down from 2.2 million in 2020, according to test publisher the College Board.

On the future of standardized testing, “I think California will continue to drive a lot of the discussion,” said Jon Boeckenstedt, vice provost for enrollment management at Oregon State University.

California’s university system dropped standardized tests from admissions in 2021, a dramatic step affecting several of the nation’s most prestigious public campuses.

“I know College Board continues to campaign quietly in the state to get the public universities to reinstate the tests,” Boeckenstedt said. “And if they do, that would be a game changer.”

For the latest news, weather, sports, and streaming video, head to The Hill.

Fri, 02 Dec 2022 07:39:00 -0600 en-US text/html
Killexams : Nursing programs to simplify selective admission criteria

PHOTO PROVIDED Pennsylvania College of Technology nursing student Johnette A. Michaels, of Danville, left, practices IV insertion alongside Ann E. Morrison, instructor of nursing. Penn College recently announced that it will no longer require the Test of Essential Academic Skills as part of the criteria for selective admission into its nursing majors.

WILLIAMSPORT — Beginning in December, Pennsylvania College of Technology will no longer require the Test of Essential Academic Skills as a criterion for admission into its pre-licensure nursing education majors.

Those majors are the LPN-to-RN associate degree, nursing associate degree and nursing bachelor’s degree.

Beginning with the college’s December selection period, current pre-nursing students and transfer students will be selected based on two criteria: their math/science grade calculation and cumulative graduation GPA. (Previously, current and transfer students who did not take the TEAS exam were not eligible for selective admission.)

High school students seeking direct admission into a nursing major will be required to submit an ACT or SAT score and meet other Penn College admission requirements. Those who do not gain direct admission are accepted as a pre-nursing student and take the prerequisite courses for their desired major. Once the selective admission criteria are met, pre-nursing students are ranked for admission into the nursing program.

Penn College nursing graduates consistently exceed state and national pass rates on national licensure exams and boast a near-100% job placement rate. In 2020-21 and 2021-22, 100% of its associate degree nursing graduates passed the NCLEX-RN — the national licensure exam for registered nurses — on their first attempt.

Penn College offers six nursing degree options, including a part-time associate degree for those seeking RN licensure, traditional two- and four-year degrees, a master’s degree, and pathways for licensed practical nurses to become registered nurses and for registered nurses with a diploma or associate degree to pursue a bachelor’s degree. They represent one of the largest academic program areas at Penn College, with more than 300 in-program students.

Penn College’s undergraduate nursing majors are fully approved by the Pennsylvania State Board of Nursing and accredited by the Accreditation Commission for Education in Nursing.

To learn more about Penn College’s nursing majors, call 570-327-4525 or visit

For information about Penn College, a national leader in applied technology education, visit, email or call toll-free 800-367-9222.

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Thu, 01 Dec 2022 15:06:00 -0600 en-US text/html
Killexams : The Zombie Survival of Affirmative Action © Provided by Real Clear Politics

The U.S. Supreme Court is expected to rule against affirmative action programs this term, finding they violate the Constitution because they deliberately discriminate by race. If you think that ruling will stop universities from treating racial groups differently, think again. Admissions officers are already hard at work figuring out ways to evade the forthcoming decision. They are supported by countless "diversity, equity, and inclusion" bureaucrats, nestled across campus. They are on a mission.

How will they skirt the high court's ruling? By eliminating statistical evidence that they are actually discriminating, even as they continue to do so. They would be caught red-handed if they left data showing they admitted students from favored groups with markedly lower qualifications.

The proof lies in data from standardized tests. For undergraduates, those tests are SATs and ACTs; for law schools, LSATs; for medical schools, MCATs; and so on. Until now, they have been the accepted standard measuring scholastic aptitude and future academic performance.

Unfortunately, test scores for admitted students from different racial groups display stark differences, not the modest ones permitted by the Supreme Court several decades ago. Nor have they gradually faded away, as Justice Sandra Day O'Connor famously hoped.

The differences have remained large and persistent. How large? Economist Peter Arcidiacono gave the answer for hypothetical applicants to Harvard with good grades and high SAT scores. If that hypothetical applicant were an Asian American male, he had a 25% chance of admission. If he were white, his chances rose to 36%. If he were black, however, he was almost certain to be admitted (95%). Other studies have shown similar differences in admission rates to colleges, graduate schools, and professional programs.

Differences like these are central to the cases now before the Supreme Court. They show how Harvard and the University of North Carolina regularly admit minority undergraduates with scores that would lead to rejection for most Asian Americans and whites. That's racial discrimination, and it's illegal, or so the court is likely to find.

If the court rules against affirmative action, universities will then face a choice. They can:

  • Try to evade the court decision by dropping the tests, admitting minority students with lower qualifications than other students, and hoping no one can prove their actions are illegal; or
  • Admit students without regard to race; keep the standardized tests because they are useful predictors of academic performance; and use them, along with high school grades, as primary criteria for admission.

For most schools, the choice isn't hard. They will jettison the test requirement, unless they are stopped by their Boards of Trustees or state legislatures (in the case of public universities). This is not guesswork. Universities are already dropping the tests en masse, anticipating the court's decision.

It is crucial to note that universities are not abandoning standardized tests because they are poor measures of future academic performance or because they are biased, racially or culturally. They were scrubbed of bias long ago and do a good job of predicting academic achievement. They are dropped solely to increase the enrollment of African Americans and, to a lesser extent, Hispanics, whose grades and test scores fall below a given university's admission standards for other students. Although this is done ostensibly to help Latino and black students, there is some evidence that it does the opposite. Research suggests that students of any color or ethnicity tend do better academically - and graduate at much higher rates - if they attend universities that broadly match their qualifications. Students struggle if they are admitted with test scores and GPAs significantly below those of their classmates.

Standardized tests have one other advantage, irrelevant to Eastern elites but important to the rest of the country. They offer a golden opportunity for smart kids from remote locations and lesser-known schools to prove they can succeed at rigorous universities. That's not a problem for good students at Phillips Andover Academy or Bronx Science. Admissions officers at Yale, Stanford, and Duke already know the meaning of high grades at those schools. But they don't know anything about students - including the truly outstanding ones - from places like Dry Prong, Louisiana, or Humptulips, Washington. The best way for those students to prove they can succeed at a top-flight university is to submit top-flight SAT scores. Giving those students a shot at admission is one reason the national tests were developed.

The tests have worked as intended for a long time, opening the world of higher education for talented students across the country. A perfect score of 800 on the math test will impress Cal Tech or MIT, whether it comes from Scarsdale, New York, or Sweet Lips, Tennessee. Without the test, how would those universities know what to make of a straight-A student from rural Tennessee?

Dropping the tests poses another problem for even the most progressive universities, beyond making it harder for them to identify the best students. Test scores are used by independent rating agencies, such as U.S. News and World Report, for ranking schools. Top schools have the highest median test scores. If those schools refused to share their scores or submitted them only for a few students, they would either forfeit their top spots in the rankings, or make such ratings little more than guesswork. Since they want to drop the tests without suffering a blow to their reputations, they are developing a cunning work-around. Let's all do it together! If all the top schools drop out together, each one would face a lower reputational cost.

That's exactly what the nation's leading law schools are doing right now, in anticipation of the SCOTUS decision. Almost all of them have decided, "independently" they say, to drop their LSAT test requirements for admission. The American Bar Association, never slow to signal its virtue, is encouraging them to do so. Whether these schools acted independently or coordinated illegally (in violation of anti-trust laws) is an interesting question. But you can be sure Joe Biden's Department of Justice won't bother looking into it. This administration wants to encourage, not impede, the society-wide push for "diversity, equity, and inclusion," as defined by its ideological compatriots.

That's the political vision law schools are pushing. They are dropping the test requirement to hide any statistical evidence of their systematic racial discrimination. Other professional schools and undergraduate colleges are moving down the same path for the same reason. They want to keep affirmative action alive as Zombie creatures, safe from the Supreme Court.

Expect these evasive tactics to be hotly debated after SCOTUS hands down its decision. Progressives will call them clever ways to pursue worthy goals. Conservatives will say they not only dodge the court's ruling, they violate America's deeply held value of equal treatment and its embodiment in our Constitution.

Nor will the attempted evasions go unchallenged. Individual students, denied admission despite strong qualifications, could still bring suit. But they will find it harder to prove their cases without evidence from standardized tests. Boards of Trustees could also mandate the tests as essential elements in admissions, as they have been for decades. So could state legislatures, which oversee public universities. States with conservative governors and legislatures could take that simple step, requiring standardized tests as part of admissions, to ensure non-discrimination or prove university bureaucrats are flouting the law.

A judicial ruling won't end this debate. These issues are among our country's most profound and vexing, legally and historically. Blacks were denied equal education for centuries. Slaves were prohibited from learning to read. After Emancipation, blacks were relegated to poorly funded Jim Crow schools. Their chance to truly compete for higher education didn't begin to open up until the 1950s, and then only gradually. In 1954, the Supreme Court ruled segregated schools were illegal, but implementation took over a decade. In the mid-1960s, comprehensive Civil Rights laws prohibited all racial discrimination. More than half a century after those decisions and their broad social acceptance, the question is how to reconcile America's ideal of equal treatment with the burdens of America's racial history. Their uncomfortable juxtaposition - and the fierce debates about them - won't go away just because the Supreme Court rules that college applicants must be treated equally, regardless of race, creed, or color.

Mon, 28 Nov 2022 22:21:00 -0600 en-US text/html
Killexams : Madhya Pradesh: Law Prep Tutorial inaugurates new branch in Jabalpur

Jabalpur (Madhya Pradesh): With a legacy of over 22 years, Law Prep Tutorial inaugurated its latest branch in the Judicial capital city of Madhya Pradesh - Jabalpur.

Incepted with a vision to offer the ultimate "Getting into Law School" Program, the newest branch combines the best Entrance Preparation with law admissions teaching and tutoring.

The experienced Faculty and a wide variety of law admissions professionals, create a holistic experience for CLAT aspirants with the right guidance and approach.

Law Prep Tutorial ranks among the best CLAT coaching institutes in Jabalpur. The institute offers the best comprehensive package for the preparation for various law entrance exams across the country. Students will learn from the most experienced and highly trained academic professionals who mentor the students to achieve their career goals.

Law Prep Tutorial, India's leading CLAT Coaching Institute is all set to conduct its LPSAT 2022 (Law Prep Scholarship Cum Admission Test) on 27th November 2022. CLAT aspirants can login to the official website and register for LPSAT 2022. Meritorious students will bag a chance to get a 100 per cent Scholarship on your CLAT preparation. The LPSAT 2022 examinations will be conducted across 13 centres Pan India free of cost.

Highlighting the brand's vision, Aishwarya Sharma, Director, Law Prep Tutorial Jabalpur shared, "At Law Prep, our goal is to exceed the expectations of our students and help them score well in the entrance examination. The legal profession has evolved considerably over time. Law professionals are not only confined to the courtroom representing their clients but are also working in corporate enterprises, IT companies, administrative services and law firms. Law Prep Tutorial offers the most comprehensive package to help students prepare for the CLAT examination. Keeping in mind the increasing competition for these examinations, course structure and contents have been designed to make student comfortable with 'speed n accuracy' to attain the goal of getting through LAW schools." The Common Law Admission Test (CLAT) is a centralized national level entrance test for admissions to 22 National Law Universities (NLU) in India. Law Prep Tutorial offers first of its kind CLAT preparation solution. It has precise and to the point subject analysis and unique methodology of simple techniques to learn concepts.

LPT's CLAT course material is scientifically designed and revised according to the latest examination patterns. The complete study material comprises concept learning modules and work books. The course wise modules explain all types of questions that come in the examination and emphasize on simple techniques to solve questions by taking the smallest amount of time.

The most unique feature, of this entire program, is easy and innovative learning ideas which are an outcome of extensive research of team Law Prep Tutorial. Law Prep Tutorial in an initiative by a team of adequately qualified and vastly experienced professionals. Team includes Law school alumni, ex-Law school faculty, aptitude test trainers, subject experts and research associates.

LPT offers first of its kind of course which includes modules and methods on 'How to learn words' 'How to Strengthen your speed' 'Accelerate maths calculations' 'Mastering LR skills' etc. One of the features of Law Prep Tutorial program is 'learning solution'. All the important areas, difficult concepts, and doubts will be explained by the teachers during offline classes.

An unbeatable track record of success and the highest success rate is one of the most important reasons for any aspirant to get enrolled with us. Our course has been a great success for students in terms of securing a good rank to get top-notch law schools in India. Law Prep Tutorial has catered aiapproximately 1,00,000 students.

With over 13 centers Pan India, Law Prep Tutorial provides students an opportunity to evaluate your performance in tests and your position all over India among all aspirants. Law Prep Tutorial course offers a lot of short-cut techniques, test-smarts, paper attempting strategy, time management skills and test-taking techniques in its modules, so essential for your success at the final stage.

It also offers SPA (Student performance analysis) system, in which students are advised how to Strengthen their scores in exams on individual basis.

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Fri, 25 Nov 2022 18:03:00 -0600 en text/html
Killexams : Importance of math in high school for bachelors’ in India and abroad

It is crucial to choose your subjects in classes 11 and 12 keeping your long-term plans in mind

Selecting the right subjects in high school (classes 9 to 12) is a crucial decision. The subjects chosen have long-term ramifications including the majors the student can choose to study, and the colleges they can get admitted to. In speaking with thousands of students and parents, we have found that subject selection is stressful and not well understood.

Interestingly, while math may not be an essential requirement for studying certain college courses in India, it is often helpful in the admission tests. On the other hand, students who want to pursue their college studies abroad should understand the subject requirements for various majors (economics, commerce, medicine) to Strengthen their admission prospects for top universities. Here are some guidelines on math requirements in different bachelor’s programmes across the world.

Bachelors’ studies in India

In India, students choose a ‘stream’ or an area of study such as engineering, medicine, arts, law, sciences or commerce in college. Several streams require an entrance exam for college admissions. Most national curricula/boards permit students to choose one of the following options in grade 11, a) science with math, b) science without math, c) commerce, d) economics and e) arts.

While engineering and architecture students are required to have math, for most other students math is optional in grades 11 and 12. However, in our experience, it is usually advantageous for students to opt for math. For example, students choosing commerce or economics are not required to have math, but they will find it useful both in higher studies as well as for admission to their dream university. Similarly, students planning to pursue professional courses like chartered accountancy need to be comfortable with math.

Students appearing for NEET (medical entrance) are required to have physics, chemistry, and biology as subjects. While they are not tested on math, usually students with a strong foundation in math usually perform better on physics as well as physical chemistry.

Similarly, even students that are planning to apply for other entrance tests like CLAT (law), IPMAT (business), NPAT (business, economics, commerce) or CUET (business, commerce, art, science), will have an edge if they have a strong foundation of math.

CBSE now offers applied mathematics which is focused on Topics such as algebra, financial mathematics, calculus and probability. This subject is very useful for commerce and economics students.

Bachelors’ studies in the UK

Most universities in the UK do not have entrance tests for undergraduate admissions. The admission decision is primarily based on the academic performance of the student in high school. In general, most UK universities require four years of Math in high school for studying economics, business, computer science, engineering and architecture. This often comes as a surprise to the business and economics students who did not opt for math in grade 11 and 12.

Interestingly, for students planning to study medicine in the UK, the crucial subjects are chemistry and math while biology is optional. As such, it is important to choose your subjects keeping your long-term plans in mind.

Bachelors’ studies in the US

The US universities follow a holistic approach in their admissions. The academic decision places equal emphasis on academic performance as well as extra-curricular activities of the students in high school.

Due to their holistic process, US universities don’t use any single criteria to determine acceptance or rejection. However, Math is important for getting admission to the Ivy Leagues and other top universities. This applies not only to engineering and computer science but also to majors such as economics, biology, and business. Some universities also offer foundation courses in math for undergraduate students to cover Topics such as algebra and pre-calculus.

In case a student did not opt for math in grades 11 and 12, they should try to demonstrate their proficiency through strong SAT scores or possibly through the advanced placement exams.

Bachelors’ studies in Canada and Australia

Four years of math during high school is required by top universities in Canada, and Australia. Math is crucial for studying courses like computer science, economics, life sciences, mathematical or physical sciences, and business. Universities in these countries don’t conduct entrance tests for admissions to their undergraduate programmes.

The admission decisions are based primarily on grades, co-curricular activities, personal statements, and letters of recommendation. Some universities offer foundation courses in pre-calculus or algebra to students that have two years of math.

Bachelors’ studies in Singapore

Singapore requires four years of math in high school for undergraduate courses such as computer science, economics, life sciences, physical sciences, architecture, and business. Additionally, Singapore universities also require entrance tests for admissions to certain programmes.

While an overview has been provided here, it’s impossible to cover every scenario. In case of doubts, students should consult an experienced counsellor and map out their overall strategy.

Mon, 28 Nov 2022 10:48:00 -0600 en text/html
Killexams : UConn responds to diversity college admissions SCOTUS case, acknowledging progress and need for growth

Late this October, the U.S. Supreme Court heard arguments in two cases that could have major implications for diversity in college admissions. In an email to the University of Connecticut community, president Radenka Maric affirmed the importance of what she called “holistic admissions processes” and diverse learning environments. Maric’s proactive comments assured readers that, regardless of the outcome of the cases, UConn would remain committed to creating and sustaining a diverse community. 

“At stake is the ability of universities to recruit a diverse and dynamic student body through holistic admissions processes,” Maric said in the email. “We value diverse learning environments that help students sharpen their critical thinking and analytical skills, prepare students to succeed in an increasingly diverse and interconnected world, break down stereotypes and reduce bias, and enable UConn to fulfill its role in opening doors for students of all backgrounds.” 

Students for Fair Admissions v. Harvard and University of North Carolina concerns the ability of universities to consider the race and ethnicity of applicants. Affirmative action supporters claim that this is a critical process in addressing structural racism and building a diverse student body, according to the Washington Post. SFFA is challenging over 40 years of legal precedent. The ability to implement a holistic, race-conscious admissions process was established in 1978 in Regents of the University of California v. Bakke and has been upheld in several other Supreme Court cases, most recently in 2016. 

Rather than solely considering an applicant’s GPA and test scores, a holistic admissions process also considers the applicant’s unique experiences and background. This process allows universities to consider a broad range of factors contributing to academic readiness and potential for success. 

As Maric shared in her email, diverse learning environments benefit all learners, as well as society at large. According to Dr. Jeffrey Hines, UConn Health’s inaugural chief diversity officer, by building a racially diverse student body, universities not only help to uplift historically marginalized groups but also curate viewpoint diversity in the classroom. By bringing together students from different backgrounds and different points of view, he said, students can challenge their perspectives and learn from one another. 

“UConn’s mission is to make sure that our students are global citizens so that we’re informed and we’re well educated about not just the state of the world but the experiences of other people, As a student, [diversity] informs us about the society in which we live, in that our world is larger than our own point of view and our own perspective.” 

Mason Holland

“Viewpoint diversity, thought diversity and cognitive diversity drive the ability for people to be better problem solvers, to be better at approaching situations and solving complex issues, and to have better initiatives around critical thinking,” Hines said in a virtual interview. 

Students feel this benefit as well. Mason Holland, a seventh-semester student and Undergraduate Student Government president, said that he has personally felt the positive impact of diversity in the classroom. 

“UConn’s mission is to make sure that our students are global citizens so that we’re informed and we’re well educated about not just the state of the world but the experiences of other people,” Holland said in an interview. “As a student, [diversity] informs us about the society in which we live, in that our world is larger than our own point of view and our own perspective.” 

Beyond college admissions, Hines said the outcome of this case could have far-reaching ripple effects on all aspects of society. 

“Diverse teams drive the building in general of diverse workforces, which are beneficial to a variety of different industries and sectors,” Hines said. “So it’s not the benefit that a compositionally diverse person gets, but there are benefits that are to the learning environment, which is critical to all of us.” 

UConn has been more proactive in prioritizing diversity, equity and inclusion in recent years. Last year, then-interim UConn president Andrew Agwunobi joined the state of Connecticut in declaring racism a public health crisis. This year’s freshman class, the class of 2026, is the most diverse in the history of the university, with 47% being students of color. Furthermore, in addition to her email, president Maric published an op-ed in the CT Mirror affirming the importance of diverse college communities. 

“DIVERSE TEAMS drive the building in general of diverse workforces, which are beneficial to a variety of different industries and sectors. so it’s not the benefit that a compositionally diverse person gets, but there are benefits that are to the learning environment, which is critical to all of us.”

Dr. Jeffrey Hines

“UConn is being very proactive in this space,” Hines said. “I’m proud of UConn and the state of Connecticut’s response.” 

Despite these gains in the realm of diversity and inclusion, Holland said UConn still has room to grow. Along with the nation, UConn experienced a surge of interest and activism in 2020 in the wake of George Floyd’s murder. Since then, he said that fire and push for change has died down a bit. 

“I think that the farther BLM [Black Lives Matter] has gotten away from the national and also the collective consciousness at UConn, the administrative priorities have also shifted to not really supporting diversity and equity as much,” Holland said. “I don’t think it’s as much of a priority as it once was.” 

Many students of color said they are feeling scared and disillusioned by the prospect of this Supreme Court decision. 

“As a woman of color, I feel, and I think many people of color are probably feeling, this anxiety and fear for the future,” Srimayi Chaturvedula, USG’s communications director, said in an interview. “When you don’t consider a part of someone’s identity that’s really important to them and who they are…it’s like a slap in the face, it’s honestly a scary reality to picture.” 

Nonetheless, Holland said he and USG are working hard to act on their goals of equity and inclusion. This includes pushing the university to continue to hire more diverse faculty members and provide more funding and resources to the cultural centers and programs. He said USG is also working to make the one-credit UNIV 3088 “Anti-Black Racism” course mandatory and focusing on supporting students during this uncertain time. 

“It’s really important to acknowledge the emotional aspect of how these kinds of things affect students,” Chaturvedula said. “On behalf of USG and everyone in USG, there’s always a safe space for students with us … and that will never change.” 

The Court’s opinion on the Harvard and UNC cases is not expected until next summer. Although, during the oral arguments last month, questioning from the six conservative Supreme Court Justices was “sharp and skeptical,” according to the New York Times

“This case could have disastrous effects for Black and Brown students across the nation if we no longer look at race and incorporate it into college admissions,” Holland said. “It’s really an equity thing, it’s not an equality thing.” 

“as a woman of color, i feel, and i think many people of color are probably feeling, this anxiety and fear for the future. when you don’t consider a part of someone’s identity that’s really important to them and who they are, it’s like a slap in the face, it’s honestly a scary reality to picture.”

Srimayi Chaturvedula

While equality emphasizes the even distribution of resources, equity considers the unique circumstances that individuals face and appropriately allocates resources to reach an equal outcome. Equity is at the very heart of affirmative action policies; it ensures that historically marginalized groups are given opportunities to succeed that weren’t previously available to them, leveling the playing field, according to the ACLU

Regardless of the outcome of this case, Chaturvedula said that students of all identities will find support at USG and the wider UConn community. Still, advocates insist students continue to fight for issues that matter to them. 

“I really implore students to give validation to their feelings, continue to be educated about what is going on and how it is going to affect generations after us,” Holland said. “But also to not give up hope. There are things that we can do in our own way — we don’t have to seek out power when we have power within ourselves.” 

Source List: 

  1. Dr. Jeffrey Hines, Chief Diversity Officer, UConn Health, 
  1. Mason Holland, President, UConn Undergraduate Student Government, 
  1. Srimayi Chaturvedula, Communications Director, UConn Undergraduate Student Government, 
  1. President Maric’s email in UConn Today: 
  1. President Maric’s op-ed in CT Mirror: 
  1. The New York Times’ report on oral arguments:  
  1. Office of the General Counsel: Case Summary:  
Wed, 07 Dec 2022 20:00:00 -0600 en-US text/html
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