10 Tips to Choose Online IAS Coaching

Many a time, varying circumstances simply don’t allow an IAS aspirant to attend classes at a traditional IAS coaching center. Thus, they opt for online IAS coaching. However, many find it a complicated task to opt for the best institution. They are highly confused as to what online IAS coaching they should opt for.

The choice should be made in a careful manner. The reasons are several and should not be ignored. The syllabus prescribed by UPSC is highly vast. Moreover, the Civil Services is the most popular career option among Indian youth. Apart from all that, IAS happens to be the most sought after of the cadres that UPSC offers.

All of these factors make the IAS exam the toughest of the tough with the fiercest of the competitions. Thus, it is obvious that the choice of online IAS coaching should not be taken lightly.

Though a lot depends on the discretion and the requirements of an IAS aspirant, the tips given below would definitely help you choose the most suitable of the online IAS coaching to crack the IAS exam with great competence:

Videos: It is always advisable to go ahead with the online IAS coaching that provides you with the latest i.e., the updated video classes. Hence, you would get to attend the same classroom sessions that are being provided to the regular students in the classrooms.

Faculty & Mentorship: It definitely makes more sense to opt for online IAS coaching where the faculty teaching online is highly experienced and eminent. The faculty that has a tight grip on the subject and also considerable experience of teaching the same as per the requirements of the UPSC Syllabus is more likely to equip you with the skills required to crack the IAS exam successfully. Besides, if the online coaching institution allows you to be benefitted by the guidance of the eminent mentors, you should consider yourself a fortunate IAS aspirant.

Misc. online resources: Apart from a lecture on a video, it is advisable to explore other resources including the lectures on YouTube.

Online Test Series: The Online Test Series is highly important. They put your skills to test. The better you score, the more confident you feel while you actually face the IAS exam. Besides, you get to know your weak points as well as the strengths and prepare accordingly. Thus, it is wiser to look for the online IAS coaching that offers the most competent of the Online Sectional Tests. Besides, most of the Online IAS Coaching institutions provide scanned copies of the evaluated tests. The queries and the doubts of the aspirants are also well taken care of.

Current Affairs: Knowledge of current affairs plays a decisive role if you have been planning to join IAS. Thus, while opting for online IAS coaching, it’s best to opt for the online institution that not only equips the students with a thorough knowledge of the current affairs but also keeps them updated.

Customer support: As you plan to study online rather than getting yourself enrolled in a regular classroom coaching institution, you should make sure that the entire team of the online institution comprises professionals offering a good customer care support. It would help you approach the faculty as the team would be of great help taking your calls and forwarding your mails as required helping you get the time of the faculty so that all your queries and doubts are answered well.

Query Solving Sessions: In case you feel that you need a little more time and guidance by the faculty members so that all your queries are solved, you should convey the same to the customer care team of the Online IAS Coaching institution. It is highly important to gain an absolutely clear knowledge of all the subjects and topics covered by the syllabus prescribed by UPSC. Thus, it is only logical to opt for the online IAS coaching institution that provides you with the provision for the query solving sessions as and when required.

Upgraded content: Like almost all are aware that the style and the pattern of the UPSC question paper keep changing and you are never sure how many of the questions can be asked from a specific topic in the exam, it is best to look for the online IAS coaching that encompasses the changing patterns and styles. The online coaching institution must encompass the changes in the sectional tests, Current Affairs and wherever required.

Honing the Answer Writing Skills: It should never be forgotten that you are going to face the exam in order to join the Indian Administrative Services. Thus, UPSC is going to assess your skills as a potential administrator chiefly by what you write in the exam. The answers should show an alert, aware, analytical and unprejudiced mind. These are the qualities that make up a good administrator. And also these are the qualities that UPSC requires in a potential administrator. So, opt for an online IAS coaching that sharpens your answer writing skills and conveys all of your administerial qualities to UPSC by means of the answers that you pen down in the exam.

Fee: Most of the online IAS coaching institutions are economically viable as compared with the regular classroom coaching institutions. However, it is best to make sure that the online coaching institution that you opt for does equip you with all the skills required to crack the IAS exam.

The last, but not the least, it is wiser to follow what your mind says after carefully considering all of your requirements before you finally opt for an online IAS coaching institution. There is no point in joining an institution simply because one of your friends did so. Consider all the options and choose carefully. The tips given above would definitely help you do the same.

Posted in Uncategorized | Tagged , , | Comments Off

Equal Education For All American Students

This paper argues that for most of the 20th century, schools have constructed multiple categories of “unlikeness” or unlike ability, and that these categories were created or soon appropriated to mean “children who cannot learn together.” Important evidence collected throughout the century, but most especially in the past twenty years, reveals that school categories favoring children’s likeness, rather than their “unlikeness” promise to improve educational fairness and the country’s educational quality. Ability grouping has been bolstered by the argument that equal opportunity in a democracy requires schools to provide each student access to the kind of knowledge and skills that best suit his or her abilities and likely adult lives. To make the argument more palatable in a culture that, rhetorically at least, values classless and colorblind policies, educators and policymakers have reified categorical differences among people. So, in contemporary schools, there are “gifted” students, “average” students, “Title I” students, “learning disabled” students, and so on, in order to justify the different access and opportunities students receive. Assessment and evaluation technology permits schools to categorize, compare, rank, and assign value to students’ abilities and achievements in relationship to one another (as well as to students in other schools, states, and countries-past and present). Homogeneous grouping began in earnest early in the 20th century. It matched the prevailing IQ conception of intelligence, behavioral theories of learning, a transmission and training model of teaching, and the factory model of school organization. It fit with schools’ role in maintaining a social and economic order in which those with power and privilege routinely pass on their advantages to their children. Homogeneous grouping embodied a belief that permeated schooling during the 20th century-that we understand most about students when we look at their differences, and the more differences that can be identified, the better our understanding and teaching. Homogeneous grouping provided policymakers and educators a way to “solve” an array of problems attributed to the growing diversity of students. New immigrants needed to learn English and American ways. Factories needed trained workers. Urban youth needed supervision. And schools needed to continue their traditional role of providing high-status knowledge to prepare some students for the professions. Policymakers defined equal educational opportunity as giving all students the chance to prepare for largely predetermined and certainly different adult lives. Concurrently, two phenomena shaped a uniquely American definition of democratic schooling: (1) universal schooling would give all students some access to knowledge; (2) IQ could justify differentiated access to knowledge as a hallmark of democratic fairness. While most current grouping practices don’t rely on IQ-at least exclusively-the early dependence upon it set a pattern that continues today. Standardized achievement tests, strikingly similar to IQ tests, play an important role in dividing students into ability groups and qualifying students for compensatory education programs; standardized language proficiency tests determine which class “level” is appropriate for limited English students. In conjunction with other measures, IQ remains central in the identification of gifted and cognitively disabled students.

Over the course of the 20th century, compulsory education laws and the necessity of a highschool diploma drew more and more students to school-even those previously considered uneducable. States and local school systems developed an array of special programs for students who, in earlier times, simply would not have been in school. By the 1960s, the federal government had turned to special categorical programs as its principal way to guarantee education for all American students. The Elementary and Secondary Education Act (ESEA) provided categorical funding for “educationally deprived” students. Lau et. al. v. Nichols et. al. was brought on behalf of Chinese students in San Francisco and led to legislation requiring that all schools provide special assistance to their students whose native language is not English. The Individuals with Disabilities Education Act (IDEA) provided funds to classify students with physical and neurological problems and provide these students with special education programs when it was believed that they could not be accommodated in regular programs. Advocates for “gifted” students increasingly used the “bell curve” logic to argue that the gifted and the cognitively disabled are like a pair of bookends, and that those at the high end of the curve also required special support because they are as different from “normal” students as the disabled. Educators responded in culturally predictable ways. They identified students who were “different,” diagnosed their differences as scientifically as possible, and assigned them to a category. They then grouped students for instruction with others in the same category and tailored curriculum and teaching to what each group “needs” and what the culture expects. So, today, educators routinely assign “normal” students to “regular” classes at different levels (e.g., high, average, slow). They place the others in “special” programs for learning disabled, behavioral problems, gifted, limited English, poverty-related academic deficiencies, and more. Within homogenous groups, teachers assume students can move lock step through lessons and that all class members will profit from the same instruction on the same content at the same pace. Lurking just beneath the surface of these highly rationalized practices, however, are the illusion of homogeneity, the social construction of classifications, the prevailing biases of race and social class, and self-fulfilling prophesies of opportunities and outcomes.

The considerable student differences within supposedly homogenous classes are obvious and well documented. And yet, for most people, the characteristics and categories by which students are sorted remain more salient than the “exceptions” that impugn those categories. Many educational constructs, including those used to classify students, began as narrowly defined, highly specialized, technical terms or measures. However, as they make their way from research to professional journals and teacher preparation programs to popular media to the everyday talk of policymakers and the public, they loose their narrow definitions and specialized uses. What may have begun as specific technical concepts or as informal notions such as “at risk,” “gifted,” “high ability,” “college prep,” “attention deficit,” “hyperactive,” “handicapped,” etc. are quickly reified and become a deeply embedded feature of students’ identities in their own and others’ minds. African American, Latino, and low-income students are consistently overrepresented in low-ability, remedial, and special education classes and programs. This is not surprising, given that grouping practices grew from the once accepted practice of preparing students of different racial, ethnic and social-class backgrounds for their separate (and unequal) places in society. In part, placement patterns reflect differences in minority and white students’ learning opportunities that affect their preparation and achievements. But they also reflect the fact that US schools use white, largely middle-class standards of culture and language styles to screen for academic ability and talent. Teachers and school psychologists sometimes mistake the language and dialect differences of Hispanic and Black students for poor language skills, conceptual misunderstandings, or even poor attitudes. An additional hazard for students of color is that schools often confuse cultural differences with cognitive disabilities, particularly retardation. Researchers have noted for the past 25 years that students with identical IQs but different race and social class have been classified and treated very differently in special education placements. The misidentification problem triggered both federal and state court decisions requiring that potentially disabled students receive due process. In a far reaching decision, the California courts ruled in Larry P. v. Wilson Riles (1979) that schools could no longer use intelligence tests to identify minority students as mentally retarded. However, substantial problems remain and new ones emerge, including recent evidence that African American boys are disproportionately identified as having Attention Deficit Hyperactivity Disorder (ADHD).

Placement in a low class becomes a self-fulfilling prophecy of low expectations, fewer opportunities, and poor academic performance. Poor performance begins the cycle anew, giving additional justification to schools to reduce expectations and opportunities. Extensive research makes clear that, in every aspect of what makes for a quality education, kids in lower tracks typically get less than those in higher tracks and gifted programs. Finally, grouping practices help shape students’ identities, status, and expectations for themselves. Both students and adults mistake labels such as “gifted,” “honor student,” “average,” “remedial,” “learning disabled,” and “mild mental retardation” for certification of overall ability or worth. Everyone without the “gifted” label has the de facto label of “not gifted.” The resource classroom is a low-status place and students who go there are low status students. The result of all this is that most students have needlessly low self-concepts and schools have low expectations. These recommendations reflect growing support for heterogeneous grouping as necessary to ensure that all students have access to high-quality curriculum, teachers, and learning experiences. For example, early analyses of the disappointing performance of U.S. students on the Trends in International Mathematics and Science Study (TIMSS) support mounting concerns that the low scores stem, in part, from the tracking of most American students in less academically demanding math and science classes. Increasingly, educators and policymakers are developing an awareness that schools cannot teach or achieve social justice unless they eliminate grouping practices. A number of school desegregation cases have cited the practice as a source of continuing racial discrimination. However, this goal will not be accomplished quickly, and policy reports will simply gather dust unless enlightened educators understand and act to change the norms and political relations these grouping practices embody. There is a long, hard road ahead.

Posted in Uncategorized | Tagged , , | Comments Off

Ielts Coaching

ILETS has been known in the Best Quality ILETS COACHING and Consistent successful Results. Highest Band Score 8 and The Average Band Score Minimum Retained 6.8 In order to help you know more about IELTS institute in Chandigarh.All information provided on this page is an latest and gets updated at the regular intervals. ielts institutes haS been mentioned for the considering results, quality of training classes and the fee structure. to Feel free to go through the list and choosing an institutes

IELTS coaching Academic or General Training centre was completed IELTS is only the Secure English Language under government approved by UK Visa,s and Immigration (UKVI) for visa customers applying both outside and inside the UK This interactive procedure is as close to a real life situation as any test can be.

iELTS tests all the four critical language skills – listening, reading, writing and speaking.

The speaking test section entails a face-to-face interview with

certified examiner On this course you will study the four skills assessed in the IELTS exam: speaking, listening,

reading and writing. You will also receive expert feedback from your

teacher on how to best develop your English grammar pronunciation and vocabulary.

you will get individual attention from your teacher and advice on how to approach each section of the test.

The IELTS test is a highly dependable, practical and valid English language assessment primarily used by those seeking international education, professional recognition

We provide IELTS Online Training for both General and Academic Module. So, you can choose to train yourself according to your requirements.

We have more than one hundred practise exams which gives you real time IELTS exam experience. After completing an practise exam, you will get band score instantly.

. These Video Classes will help you in learning all about IELTS module

Keeping this in mind, our trainers cater to the students’ needs by designing the curriculum and schedule in a way that suits the student’s individual requirements. The trainer first evaluates the students’ strengths and weaknesses, and then sketches an individualised study plan.

The IELTS is conducted in over 500 international centres, four times in a month. A number of people from different backgrounds appear for the test, making it one of the most accepted forms of international testing. This makes it imperative for aspirants to plan a structured preparation before taking the IELTS.

Posted in Uncategorized | Tagged , | Comments Off

NEBOSH Courses With NIST

The value of life is evoked if it happens to face an unforeseen incident. Natural calamities, industrial accidents, domestic incidents, road accidents and other such traumas occurs every now and then. Besides the consequence of disaster, the significant contributing factors are human behaviour and error such as complacency, ignorance, unwillingness etc., even precautionary & safety measures are planned after many lessons learnt. Considering the above facts, there are certain vocational courses conceptualize the situation and provide adequate awareness to be safe.
NEBOSH is one among the leading organisation in providing enough awareness on occupational safety and health hazards and its safe working methods in various category of courses. They have awareness, award, certificate and diploma courses for the benefit of employees and employer of an organisation. Each course cater the need of professionals according to the severity and type of work. NEBOSH is one leading examination body with high integrity and standards in their examination served across of the globe in different languages. The recent development in Middle East, European and Asian countries contributed NEBOSH the “Queens Award for Enterprise in International Trade” in 2014. NEBOSH is well recognized in Asian countries since 2010 through their active course providers.
NIST is one of the largest organisation in India actively delivering NEBOSH courses since 2009. They have served more than 22000 certificates for various NEBOSH courses predominantly for NEBOSH IGC with more than 7000 students. NIST has accomplished its 300th batch in direct face to face training in NEBOSH IGC with the average of 22 students in each batch. NIST has adopted to the rapid growth of NEBOSH in terms of policies, protocols and work in line with NEBOSH requirements. NIST has high expertise of trainers who are adequately qualified, experienced and approved with NEBOSH. The core front end trainer team helps to deliver the training with good results ranging from 50 to 77% for IGC. NIST is also proud to declare that they are the most preferred organisation for major MNC’s in India to nominate their employees for various NEBOSH Courses. So far NIST has served more than 120 corporates’ for NEBOSH and other HSE courses.
In December 2015, NIST has reached around 520 professionals for NEBOSH International Diploma which is one of the benchmark for course providers in India. In an average, 100 to 120 people prefer to register NEBOSH International Diploma with NIST every year. There is a golden opportunity to receive the graduation from Warwick University in U.K upon the successful accomplishment of all the 4 units. NIST also offers blended learning method to simplify the learning methodologies. Individual guidance is also allotted for students who need specific one-one clarification.
NIST also deals with NEBOSH HSW an award level qualification for entry level professionals. There is good response from youngsters who aspire their career in Safety. In the short span of 3 months, NIST delivered training for around 60 students. These courses are also supported by other international equivalent courses which provide strong fundamentals in Safety. Organizations like IOSH, CIEH should also be mentioned here because of their grounding made easier for undergraduate. NIST has also celebrated its 300th IOSH MS batch in Chennai. NIST Served 200+ IOSH MS certificates for Voltas in short span with excellent feedback. Fundamental courses in Safety like Risk Assessment and Fire Safety are strongly delivered from the oldest organisation in U.K which is CIEH. NIST has also added feather to its cap in celebrating 200th Risk Assessment batch last November.
NIST also facilitated the students who completed NEBOSH IGC & other courses with placement services. NIST alumni work for various reputed organisation spread across the globe whose testimonials played vital role in our business credentials. Most of the NIST alumni after witnessing high standard of training services act as our brand ambassadors since then. With its professionalism, NIST plays major role in providing career opportunities, upgrade in remuneration and designation development.
We invite engineers, young aspirants who wish entry or enhance their career in safety to undertake the occupational safety & health courses offered in NIST to have the dream job.
NIST further focus on quality and sustenance in the field of safety with innovative concepts for the growth of individual, organisation and the country. Safety is our passion hence we have framed our motto “we contribute to safety”. We will train you and assist you to keep the people and work place safer. We would also wish you to contribute the most indispensable and essential safety training and solutions for the accident free industrial world. NIST has emerged as the leader & largest provider of NEBOSH & other safety courses in India. As much as we revere safety, it is our people and team work that are our most valuable assets.

Posted in Uncategorized | Tagged , , | Comments Off

Study Bachelors, Masters & Pg Courses in Australia

5 Reason To Study In Australia
Over the years, Australia has emerged as one of the most favourite destinations for students opting for international education. Thanks to its quality of education and life that attracts thousands of international students each year. Moreover, Australia is home to 7 universities in the Top 100 of the prestigious QS ranking. Along with a top-class education, the country also offers an array of diverse courses and attractive work opportunities. Hence, here are the top 5 reasons to study in Australia:-
1. World-class Education
2. Diversity and Multiculturalism
3. Opportunities
4. Strong Research/Technology
5. Great Work Opportunities

The University of Western Australia

The University of Western Australia is considered an internationally renowned university. One of the only two Australian members of Worldwide Universities Network. Established in 1911 with a motto of “Seek Wisdom”. The University of Western Australia is one of the popular “sandstone universities”, creating leaders in various fields especially government and politics.
Australia’s 23rd Prime Minister- Bob Hawke, Chief Justice of the Australian High Court- Robert French, former federal minister – Kim Edward Beazley and many more respectable leaders are the alumni of the

The University of Western Australia.

The University of Western Australia is also the only Western Australian university in the Group of Eight – a coalition of the top research universities in Australia.

• The University of Western Australia offers a wide range of courses at both bachelors and post-graduate level.
• Innovative and flexible course structures across various fields and subjects
• All the courses are based on global models and help prepare the students to be ready to work in the dynamic international business world.
• Popular courses at the university include – Master of Business Information and Logistics Management, Graduate Diploma in Forensic Odontology, Master of Information Technology.

In addition to the main campus of the University of Western Australia in Crawley, the university has two additional centres in Albany and Claremont.
• Crawley Campus: In the outlying district of Crawley, a few minutes from Perth business centre is the main campus of the university. It is a blend of modern and heritage architecture.
• UWA Albany: Located in the south-coast town of Albany, it is the regional campus of the university. The Albany campus not only has a supportive community but is conducive to research.
• UWA Claremont: A few miles away from the main campus of the university, is the Claremont site. Amongst other facilities, this campus also has Centre for English Language Training and The Australian Music Examination Board.

Class Structure:
The University of Western Australia has an admirable class structure:
• 18,787 students
• 49:51 Student Ratio of Females to Males
• 21.8 number of students per staff
• 25% percentage of International Students

Other Dynamics:
The University of Western Australia focuses on overall growth and progress of the students.
• University Events: Events like Prosh and Rim Asian University Games have been a major highlight in the students’ experiences. Such events continue to take place in the university.
• Sports: The campus gives sports a significant importance. They have a fitness centre, an aquatic centre, a recreation centre, a water-sports complex and a sports shop.
• Libraries: the University has six main subject libraries including the iconic Reid Library.
• Strategic Partnerships: the University also has strategic international partnerships with institutions in Singapore and Malaysia.
• Other facilities: Clinical Training and Education Centre (CTEC), Cultural Precinct, Harry Perkins Institute of Medical Research. And also include Indian Ocean Marine Research Centre (IOMRC), Oral Health Centre.

Posted in Uncategorized | Tagged , , , | Comments Off