Central University of Kashm Teaching Positions Available

Central University of Kashmir (CUK)
Transit Campus: Sonwar, Near GB Pant Hospital, Srinagar – 190004 (J&K)

Applications on the prescribed form are invited from the eligible candidates for appointment to the following Teaching positions and Library Staff :

1. Professor : 03 posts, Pay Scale : Rs. 37400-67000 AGP Rs. 10000

2. Associate Professor : 06 posts, Pay Scale : Rs. 37400-67000 AGP Rs. 9000

3. Assistant Professor : 11 posts, Pay Scale : Rs. 15600-39100 AGP Rs. 6000

4. Assistant Librarian : 01 post, Pay Scale : Rs.15600-39100 GP Rs. 6000

Application Fee : DD of Rs. 300/- (Rs. 150/- in case of SC, ST & PWD) in favor of Central University of Kashmir, payable at Srinagar (J&K).

How to Apply : Application in the prescribed format should be send to the Registrar, Central University of Kashmir, Sonwar, Near GB Pant Hospital, Srinagar – 190004, J&K on or before 08/03/2011.

Click here for details.

Click here for application form.

2nd Merit List (Revised on 11 February 2011) Honours Admission National University-2011

Observing some mistakes in the previously published "Subject Change and Second Merit List", now a revised "Subject Change and Second Merit List" is published.

Collages are requested to admit students according to this revised "Subject Change and Second Merit List".

Already admitted students according to 1st merit list only need to change their subject accordingly. Re-admission is not required.

 Second Merit List (Revised on 11 February 2011)

 For any information regarding this list please send e-mail to nuadmission1011@gmail.com mentioning Admission Test Roll, HSC roll, Name and contact no.

National University Degree (pass) Result Bangladesh.

Results of Degree (pass), Subsidiary and Certificate Course examinations of 2008 under National University (NU) will be published at 4:00pm today, says an NU press release.

The results will be sent to respective colleges by post.

National University degree pass certificate exam 2009 result has been published  on January 27,2010 at 09PM.Results of Degree (pass), Subsidiary and Certificate Course examinations of 2009 under National University (NU) will be published at 9:00pm yesterday, says an NU press release.The results has been sent to respective colleges by post.

However, the results will also be available on here. The result of the National degree pass certificate exam 2009 Result will publish in this page. you can get College by college National university degree pass certificate exam 2009 result publish ,it in here.

Find your Result

Click the Link Given below

Option-1

Option-2

Option-3

 Option-4

 Option-5

Alternatively you can have your result on your mobile phone.

Type nu (space) deg (space) roll no and send it to 4636 from any mobile operator

BBA Exam Routine 2010 & Center List of National University Bangladesh

 

BBA Exam Routine 2010 & Center List of National University Bangladesh

 

To get the details EXAM ROUTINE click the following link given below

BBA Exam Routine 2010 & Center List.

 The application packages using an Adobe® Acrobat Reader, which can be downloaded free of charge.

The National University was established in 1992 under an act of Parliament of the Government of the people's republic of Bangladesh with features distinct from those of the traditional Universities of the country. The National University caters the general education at graduate and post-graduate level in colleges/institutions which were affiliated to different public universities since independence. About one million students are studying in more than 1600 colleges/institutions affiliated to this university. The National University is expanding in terms of number of students, courses and institutions day by day. To day this university plays the most significant role to provide opportunities for higher education among the students living especially in rural and semi-urban areas. The university has taken a lot of important steps to improve the standard of education by formulating a modern uniform curriculum, providing training of the teachers and supplying teaching materials to the affiliated institutions.

ASA University Bangladesh (ASAUB) Admission on Credit Transfer to Undergraduate Program

Students desiring to take admission transferring their credits from other Universities are expected to have at least a CGPA of 2.5 in all previous exams (SSC and HSC or equivalent) for admission to the University.Students intending to transfer to ASAUB must have to submit syllabus and official transcripts from previously attended Universities colleges and Universities along with the fill up admission form, Transfer students may be allowed to transfer credits if a minimum of "B" grade is obtained in the respective courses or if ASAUB Equivalence Committee recommends such credit transfer.

Notice for Honours Admission Test 2010-2011 National University Bangladesh

Tentative date of 2nd Merit list publication is 30th January 2011

Notice for Honours Admission Test 2010-2011

Click Here

LLB Part-1 Result-2011 Published National University Bangladesh.

LLB Part-1 Result-2009 Published National University Bangladesh.Total 5097 Students Attended, No student get 1st class.

Details Result Can found at the following link given below

LLB Part-1 Result-2011 Published National University Bangladesh.

Click Here

Begum Rokeya University, Rangpur Subject Distribution Result for Admission Test 2010-11

Download Subject Distribution Result for Session 2010-2011 Admission Test:

1. Download Subject Distribution Result for A Unit


2. Download Subject Distribution Result for B Unit


3. Download Subject Distribution Result for C Unit

The construction of Begum Rokeya University is just under way on its own campus on the outskirts of Rangpur in the south. Rangpur, a peaceful and tranquil town, is just a 6 hours’ drive from the bustling, crowded city of Dhaka. However, it has good transportation facilities – train, bus and airlines. It is easily accessible because of its interconnecting transportation routes and linkages between all the districts of the country.

Banaras Hindu University (BHU) Varanasi Results of Admission Test for session 2010-11

Banaras Hindu University (BHU) Varanasi
Examination Results 2010

UET / PET Entrance Examination 2010

 TAKE AWAY YOUR RESULT ON MOBILE - SMS

UET / PET Entrance Examination 2010

SMS - ResultBHUROLLNO to 56263
 

Example: RESULT BHU 123456 - Send it to 56263

Get Your Details Result From The Following Link Given Below

Click Here

For-Profits vs Community Colleges -- The Debate Continues...

Are students attending for-profit institutions getting their money's worth, especially compared to attending community college? I've tackled this one before. Now, another study commissioned by a for-profit has appeared, claiming to fill gaps in our knowledge.

Since I only have a powerpoint presentation of the findings to review, and my opinion is pretty-well expressed in other media coverage, I'll just hit a few notes I've not yet seen mentioned elsewhere.

1. The authors want to claim that the for-profit sector is outpacing community colleges' capacity for enrollment expansion. To back this up, they compare recent enrollment growth in the two sectors. But they fail to mention the very different levels of overall enrollment --community colleges enrolled approximately 1.2 million more students in 2009 than were enrolled in 2007-- in comparison there were 1.4 million students total in for-profit institutions in 2007. Growth is affected by the starting point, and obviously capacity is too. It's harder to expand capacity when one's already nearing capacity. Moreover, this kind of assertion ignores the fact that the expansion of community college enrollment depends on the availability of public resources-- in comparison, the for-profit sector does not, and is correspondingly more nimble. But whether that's a "good" thing is far from clear.

2. The authors also purport that for-profit students realize greater wage gains from their investment. But they neglect the fact that community college students begin with higher earnings--and experience nearly the same dollar gains (over $7000). It is arguably more difficult to stimulate an increase in earnings for those who are better-off to start with compared to someone who starts at minimum wage (e.g. to bring someone from $21K to $28K, compared to $15K to $22K).

3. The study also indicates that for-profit students do not appear to know less about debt than other students. Given that they take on more loans, from a wider range of sources, "not knowing less" is insufficient-- if anything, the burden's on the for-profits to do a better than average job since their grads incur more than average debt.

All that said, I applaud the for-profits for their willingness to consider hard facts and data. I'd like to see them provide longitudinal student-unit record data to independent researchers so we can begin to sort out some of the bigger, lingering questions about student learning and the like. Maybe that's in the future.

Queen of the Sciences

Here is a passage from Fr Robert Barron's wonderful book The Priority of Christ (pp. 155-6):

In the thirteenth century, Bonaventure maintained that all of the non-theological arts and sciences taught in the university find their proper center in theology, that science which speaks directly of Christ the Logos. As the rationality of God the creator, Christ is the physical, mathematical, and metaphysical center of the universe and hence the point of orientation for all of the sciences dealing with those dimensions.

In the nineteenth-century, at the high-water mark of modern foundationalism, John Henry Newman felt compelled to call for the re-insertion of theology within the circle of university disciplines. Following the inner logic of Christian revelation, Newman, like Bonaventure, saw that theology not only should be around the table, but must be the centering element in the conversation, precisely because it alone speaks of the creator God who is metaphysically implicit in all finite existence.

A few lines later he adds: "Newman saw that once theology is displaced, some other discipline necessarily takes its position at the center and thereby disturbs the proper harmony among the sciences, for no other discipline has the range or inclusiveness properly to hold the center."

The same argument is made powerfully in Alasdair MacIntyre's recent book, God, Philosophy, Universities. But what is this "proper" harmony that Barron appeals to? Why is only theology capable of "holding the center"? The point is that, while theology cannot determine the methods or content of the individual sciences, it alone is concerned with that which transcends them all. It is a place-holder for that which connects everything - for what Barron terms "co-inherent relationality." Theology as a formal discipline is a quest for that relationality. Without it, rationality itself fragments and falls apart.

Icon by Solrunn Nes (www.icon-painting.com). "Just as the Virgin was called to offer herself entirely as human being and as woman that God's Word might take flesh and come among us, so too philosophy is called to offer its rational and critical resources that theology, as the understanding of faith, may be fruitful and creative. And just as in giving her assent to Gabriel's word, Mary lost nothing of her true humanity and freedom, so too when philosophy heeds the summons of the Gospel's truth its autonomy is in no way impaired. Indeed, it is then that philosophy sees all its enquiries rise to their highest expression" (John Paul II, Fides et Ratio, 108).

Queen of the Sciences

Here is a passage from Fr Robert Barron's wonderful book The Priority of Christ (pp. 155-6):

In the thirteenth century, Bonaventure maintained that all of the non-theological arts and sciences taught in the university find their proper center in theology, that science which speaks directly of Christ the Logos. As the rationality of God the creator, Christ is the physical, mathematical, and metaphysical center of the universe and hence the point of orientation for all of the sciences dealing with those dimensions.

In the nineteenth-century, at the high-water mark of modern foundationalism, John Henry Newman felt compelled to call for the re-insertion of theology within the circle of university disciplines. Following the inner logic of Christian revelation, Newman, like Bonaventure, saw that theology not only should be around the table, but must be the centering element in the conversation, precisely because it alone speaks of the creator God who is metaphysically implicit in all finite existence.

A few lines later he adds: "Newman saw that once theology is displaced, some other discipline necessarily takes its position at the center and thereby disturbs the proper harmony among the sciences, for no other discipline has the range or inclusiveness properly to hold the center."

The same argument is made powerfully in Alasdair MacIntyre's recent book, God, Philosophy, Universities. But what is this "proper" harmony that Barron appeals to? Why is only theology capable of "holding the center"? The point is that, while theology cannot determine the methods or content of the individual sciences, it alone is concerned with that which transcends them all. It is a place-holder for that which connects everything - for what Barron terms "co-inherent relationality." Theology as a formal discipline is a quest for that relationality. Without it, rationality itself fragments and falls apart.

Icon by Solrunn Nes (www.icon-painting.com). "Just as the Virgin was called to offer herself entirely as human being and as woman that God's Word might take flesh and come among us, so too philosophy is called to offer its rational and critical resources that theology, as the understanding of faith, may be fruitful and creative. And just as in giving her assent to Gabriel's word, Mary lost nothing of her true humanity and freedom, so too when philosophy heeds the summons of the Gospel's truth its autonomy is in no way impaired. Indeed, it is then that philosophy sees all its enquiries rise to their highest expression" (John Paul II, Fides et Ratio, 108).

The Power Elite

Cross-posted from Brainstorm

It’s hard to get to know the rich. Gaining insight into how they think, act, behave is much harder to do, since in general they maintain the highest levels of privacy.

This is a well-known fact in social science research, and it leads to a preponderance of studies examining poor folks rather than rich ones. Why do we (think we) know so much more about the “truly disadvantaged,” the "unmarried mothers with children," the "children of the slum"? Quite simply, because they let the public (and researchers) in. Open to questions, sometimes flattered by or at least welcoming the attention, in need of the monetary incentives offered, and often lacking the presumption that inquiry will lead to destruction—for how could things get any worse?

In contrast, it’s rare to find a rich ethnography of the elite. Sure, there are a handful—but they are notable for the researcher’s ability to “study up”—to get those higher in the power structure to consent to questions.

So, why be surprised that Elyse Ashburn reports in today’s Chronicle, the private universities won’t let the sunshine in? Of course they won’t. That’s part of maintaining their elite aura, the mysterious glow that attracts students and families and leads them to believe that for the right sum, magical postsecondary dust will imbue them with super-human earning power.

This is precisely how inequality is maintained, and the elite of any kind will work to make it happen. The only way to change the situation is to begin to dismantle the entire apparatus, one that allows different rules for different schools and different kids, based on their funding mechanisms. Will that ever happen? I doubt it. For the rich, too much is at stake.

UPDATE: Budget Balancing For Dummies

The Wisconsin State Journal has the update on this recent blog post ("Budget Balancing For Dummies").

Almost all state workers will have to take furloughs, regardless of whether their paychecks come from the state, federal grants, or private sources, under versions of the budget passed by both the state Assembly and Senate.

Some state workers paid with federal grants, particularly university researchers, argued they shouldn’t have to take the 16 unpaid days off as mandated by Gov. Doyle over the next two years because it wouldn’t save the state money.

An amendment proposed by Rep. Kelda Helen Roys, D-Madison, that would have shielded some of those employees from taking furloughs never made it into the Assembly's budget.

No one proposed a similar amendment in the Senate, making it unlikely that it will be inserted in conference committee, which reconciles the budgets passed by the two houses.

Seems to me that this brain-dead policy choice is completely counter to economic stimulation. By unnecessarily reducing workers' paychecks through a policy that saves the state of Wisconsin $0, how much will the state lose in income tax revenue, retail sales taxes, and the like as a result of this policy aimed solely at 'feel good' public relations?

Also, treating non-state-funded university faculty and staff in this way sorta flies in the face of the retention fund aimed at keeping high-demand faculty in Wisconsin. At best, it's going to create a run on this fund - by slapping UW faculty and staff with the furlough, plus the rescinded salary increases over the next two years. That's money out of the state's pocket.

What was it that Forrest Gump said?

My Take on Taylor

Right now the blogosphere has run amok with talk of Mark Taylor's New York Times op-ed ("End the University as We Know It"), calling for the end of the university as we know it. Of course, with an op-ed like that, many will hate him. So I figured, why not highlight what's good here--and worth considering? In truth, Taylor hits a few high notes I'd like to simply echo. Such as....

1. There is far too little intra-departmental collaboration, and this may well point to the need for new models. I love the idea of cross-disciplinary organizational schemes with faculty gathered around common problems rather than traditional disciplines. But the "problem" areas have got to be more specific than simply "education" or "journalism" or "public policy." Not enough. I'm surprised Taylor didn't recognize that we already have a faculty focused on the problem of "law"-- duh.....

2. Grad students need to know how to get non-academic jobs, and know that life exists (and can be quite good) outside academia.

3. Colleges and universities need to start acting like teammates, especially those within public systems. Yes, SYSTEMS. Share resources, share students, share faculty--share. Can you tell I have a two-year-old?

The only one I strongly oppose--abolishing tenure. Not for the reasons you might think--truth be told, I'm not really focused on long-term job security. I think bright creative people tend to find jobs, somewhere (and of course I'd like to think I meet those criteria). But we need tenure, or something like it, because now is not the time to throw academic freedom into the wind. Trust me.

The Academic Ranking Of World Universities

An assessment carried out by AllAboutUni.com reveals that Australia has a high density of the World's Top-500 universities compared to other OECD countries. AllAboutUni.com is an independent, global and interactive website where visitors can obtain information about universities (global rankings, student reviews, university news and campus pictures).

The Academic Ranking of World Universities (ARWU) is produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include highly cited researchers, articles indexed in major citation indices and staff winning Nobel Prizes.

The World’s Top-500 universities (2008) are mainly located in Europe (n=210; 40%), the Americas (n=190; 40%) and the Asian/Pacific region (n=100; 20%). There are 15 universities located in Australia, representing 3% of the World's Top-500 universities and 15% of the universities in the Asian/Pacific region.

The Top-5 universities in Australia are: 1. Australian National University (ranked 59th in the world); 2.University of Melbourne (73rd); 3.University of Sydney (97th); 4. University of Queensland (101-151) and University of Western Australia (101-151). As with many countries, the top university is located in the capital city (Canberra).

In order to make inter-country comparisons, AllAboutUni.com calculates the number of universities in the World’s Top-500 per million inhabitants. The overall number of universities per million inhabitants is 0.4 for OECD, with the highest densities found in small countries in Western Europe (Sweden (1.2), Finland (1.1) and Switzerland (1.0)) and New Zealand (1.2).

The number of universities in the World’s Top-500 universities that are located in Australia is 0.7 per million inhabitants. Other large industrialized countries have the following figures: Australia (0.7), the Netherlands (0.7), United Kingdom (0.7), Canada (0.6), United States (0.5), Germany (0.5), France (0.4), Italy (0.4), Japan (0.2), Spain (0.2) and South Korea (0.2).

At the top of the ARWU ranking, there are three Australian universities in the World’s Top-100 universities. This compares to 54 for the US, eleven for the UK, six for Germany, four each for Canada, Japan and Sweden, and three for Australia, France and Switzerland. All other countries have fewer than three universities in the World’s Top-100 universities.

In conclusion, Australia performs well when its universities are compared to other OECD countries. It has a relatively high density of top universities per million inhabitants and has three universities in the World's Top-100.

Author: John Paget

more informations visit:

www.AllAboutUni.com