Academic Score by Country*

Total Page:16

File Type:pdf, Size:1020Kb

Academic Score by Country* Academic Score by Country* COUNTRY QUALIFICATION 45 63 65 68 72 79 89 90 AUSTRIA Austrian Maturity Certificate 4.1 3.7 3.5 3.4 3.1 2.7 2 2 Bangladeshi Higher Secondary or Intermediate BANGLADESH Certificate 2.3 3.3 3.4 3.6 4 4.8 >4.8 >4.8 Brazilian Secondary School Leaving Certificate BRAZIL or Comparable Qualification 6.7 7.8 7.9 8.2 8.8 9.7 > 9.7 > 9.7 Ontario Secondary School Diploma with CANADA University or University/College Preparation 44 48 49 50 54 64 78 80 courses Chilean Licencia De Educación Media, plus 5.3 plus overall 6.0 plus 6.1 plus 6.4 plus 6.3 plus 6.8 plus 6.8> plus 6.8> plus Prueba de Seleccion Universitada (PSU) PSU score of overall overall overall overall overall overall overall CHILE 500-599 PSU PSU PSU PSU PSU PSU PSU score of score of score of score of score of score of score of 600-649 600-649 600-649 700-749 750-800 750-800 750-800 National University Entrance Exam (Gao Kao) 436 441 449 461 484 516 520 CHINA China Senior Middle School Graduation 73% overall for Certificate all graded subjects 64 plus overall 73 plus 75 plus 81 plus 82 plus 97, plus 97+ plus 97+ plus NATscore of overall overall overall overall overall overall overall Colombian Bachillerato or Comparable COLOMBIA 250-299 NAT NAT NAT NAT NAT NAT NATscore Qualification, plus National Aptitude Test (NAT) score of score of score of score of score of score of of 350- 300-349 300-349 300-349 350-400 350-400 350-400 400 Upper Secondary School Leaving Examinations DENMARK (Studentereksamen) 4.4 5.8 6 6.2 6.6 7.3 8.7 8.8 FRANCE French Baccalaureate <10 10.5 11 11 11.5 12 13 13.5 GERMANY Abitur. Durchschnittsnote 4.2 3.2 3.2 3 2.9 3.2 2 2 Hong Kong Diploma of Secondary Education 8 13 13 14 15 17 20 20 HONG KONG (HKDSE) Academic scores for undergraduate entry is based on the indicative ATAR score. Please note these are indicate only at the time of publications (August 2017) and subject to change without notice. 041217 SCU International CRICOS Provider: 01241G Academic Score by Country* COUNTRY QUALIFICATION 45 63 65 68 72 79 89 90 70 in 4 72 in 4 74 in 4 78 in 4 80 in 4 97 in 4 100 in 4 100 in 4 Indian Higher Secondary School Certificate academic academic academic academic academic academic academic academic (State Board) subjects subjects subjects subjects subjects subjects subjects subjects 5.5 in best 4 7.0 in 7.5 in best 8.5 in best 10.0 in 12.5 in 16.0 in 16.5 in INDIA externally best 4 4 4externally best 4 best 4 best 4 best 4 All India Senior School Certificate (CBSE) examined externally externally examined externally externally externally externally subjects examined examined subjects examined examined examined examined subjects subjects subjects subjects subjects subjects Indian School Certificate (CISCE) 58 63 67 71 77 83 91 92 Sekolah Menengah Atas (SMA) Secondary INDONESIA 6.9 7.8 8 8.2 8.8 9.7 9.7 9.7> School Leaving Certificate INTERNATIONAL 24 24 24 24 26 29 33 34 BACCALAUREATE JAPAN Upper Secondary School Leaving Certificate 3 3.7 3.8 4 4.3 4.8 4.8> 4.8> Senior High School Diploma 3 3.7 3.8 4 4.3 4.8 4.8> 4.8> KOREA Korea Republic College Scholastic Ability Test 269 292 294 298 303 314 331 334 (CSAT) Aggregate 1, in Aggregate Aggregate Aggregate Aggregate Aggregate Aggregate Aggregate best 2 A level 3, in best 4, in best 5, in best 3 5 in best 3 10, in best 15.5, in 16, in best Sijil Tinggi Pelajaran Malaysia (STPM) subjects 3 A Level 3 A Level A Level A Level 3 A Level best 3 A 3 A Level MALAYSIA subjects subjects subjects subjects subjects Level subjects subjects Malaysian Independent Chinese Secondary Schools Unified Examination Certificate 47 65 68 71 74 78> 78> 78> NEPAL Nepalese Proficiency Certificate 73 78 80 82 88 97 97> 97> Nepalese Higher Secondary Certificate 60 65 68 73 80 91 100 100 Academic scores for undergraduate entry is based on the indicative ATAR score. Please note these are indicate only at the time of publications (August 2017) and subject to change without notice. 041217 SCU International CRICOS Provider: 01241G Academic Score by Country* COUNTRY QUALIFICATION 45 63 65 68 72 79 89 90 Norwegian Certificate of Completion of Upper NORWAY 1.15 1.3 1.3 1.5 2 3.2 4.2 4.4 Secondary School Examinations or Equivalent Higher Secondary School or Intermediate Certificate - Pre-Eng & Pre-Med Streams 26 29 30 31 32 46 71 73 PAKISTAN Higher Secondary School or Intermediate Certificate -Humanities & Science Streams 54 69 73 77 83 96 96> 96> Grade average Grade Grade Grade Grade Grade Grade Grade 2.0 and pass in average average average average average average average PAPUA NEW Maths and 2.4 with 2.5 with 2.5 with 3.0 with 3.0 with 3.5 with 3.5 with Papua New Guinea Higher School Certifcate English pass in pass in pass in pass in pass in pass in pass in GUINEA Maths Maths Maths Maths Maths Maths Maths and and and and and and and English English English English English English English Peruvian Official Certificate of Secondary 13.9 16 16.3 17 17.8 19.4 19.4> 19.4> PERU Education PHILLIPINES Phiippines National Secondary Aptitude Test 78 86 87 89 92 99 99> 99> Russian Federation Certificate of Completed 3.6 4.1 4.2 4.3 4.5 4.9 4.9> 4.9> RUSSIA Secondary Education Middle Eastern Secondary School Leaving 68 78 80 83 88 97 97> 97> SAUDIA ARABIA Certificate Singapore and Cambridge General Certificate of SINGAPORE 10 14.5 15 15.5 16.5 19 21.5 21.5 Education Advanced Level Spanish Secondary School Diploma or 6.7 7.8 7.9 8.2 8.8 9.7 9.7> 9.7> comparable SPAIN Spanish Titulo de Bachillerato with Prueba de 6.3 7.2 7.3 7.5 7.8 6 8.9 9 Acceso a la Universidad SRI LANKA Sri Lankan General Certificate of Education 3 4 4 4.5 5 6 9 9.5 Academic scores for undergraduate entry is based on the indicative ATAR score. Please note these are indicate only at the time of publications (August 2017) and subject to change without notice. 041217 SCU International CRICOS Provider: 01241G Academic Score by Country* COUNTRY QUALIFICATION 45 63 65 68 72 79 89 90 Swedish Upper Secondary School Leaving 10.7 12.3 12.6 13 13.6 14.7 16.1 16.3 SWEDEN Certificate Taiwanese General Scholastic Aptitude Test 37 50 51 54 57 63 75> 75> (GSAT) TAIWAN Taiwanese Senior High School Leaving 73 81 84 87 90 98 98> 98> Certificate Thailand Certificate of Secondary Education 1.6 1.7 1.8 1.9 2.2 2.6 3.3 3.3 THAILAND (Matayom 6) TURKEY Turkish High School Diploma 3 3.7 3.8 4 4.3 4.8 4.8> 4.8> 12 in 4 or 12.5 in 4 13 in 4 or 14 in 4 or 16.5 in 4 18.5 in 4 19 in 4 or UNITED 7 in 2 or more General Certificate of Education 'A' Levels more or more more more or more or more more subjects KINGDOM subjects subjects subjects subjects subjects subjects subjects High School Diploma and Composite SAT 1 SAT 1160 SAT 1350 SAT 1370 SAT 1410 SAT 1460 SAT 1560 SAT 1740 SAT 1780 Score USA High School Diploma and Enhanced ACT ACT 13 ACT 18 ACT 19 ACT 20 ACT 21 ACT 25 ACT 30 ACT 30 Assessment Average 6.6 in Average Average Average Average Average Average Average 4 academic 7.5 in 4 7.5 in 4 7.5 in 4 8.8 in 4 9.7 in 4 9.7 in 4 9.7 in 4 VIETNAM Bang Tot nghiep Trung hoc Pho thong subjects academic academic academic academic academic academic academic subjects subjects subjects subjects subjects subjects subjects Academic scores for undergraduate entry is based on the indicative ATAR score. Please note these are indicate only at the time of publications (August 2017) and subject to change without notice. 041217 SCU International CRICOS Provider: 01241G .
Recommended publications
  • ACT Workkeys®: Awarding College Credit Through the National Career Readiness Certificate Appendix
    ACT WorkKeys: ® Awarding College Credit through the ACT National Career Readiness Certificate Thomas Langenfeld, PhD Executive Summary The National Career Readiness Certificate (NCRC) is awarded at four levels of achievement—Bronze, Silver, Gold, and Platinum— based on performance on three of the assessments: Applied Math, Graphic Literacy, and Workplace Documents. The three updated assessments replace the former WorkKeys assessments of Applied Mathematics, Reading for Information, and Locating The ACT WorkKeys assessment system Information. ACT designed the three updated assessments to measures job skills that are valuable for build on the strengths of the former assessments, as well as any occupation - skilled or professional incorporating features of the changing work environment. – at any level and in any industry. In 2019, after reviewing materials, documentation, and test forms, the American Council on Education (ACE) recommended that institutions award in the vocational certificate category to individuals who have earned a Silver NCRC certificate, 1 semester hours in quantitative analysis or introduction to organizational communication. For individuals who have earned a Gold or Platinum certificate in the vocational certificate category, ACT recommended that institutions award 2 semester The ACT National Career Readiness hours in applied mathematics. For individuals attending two- Certificate™ is an industry-recognized, and four-year institutions ACE recommended that institutions award in the lower-division baccalaureate/associate degree portable, evidence-based credential that category, 2 semester hours in quantitative analysis or certifies achievement of foundational introduction to organizational communication. skills essential for workplace success. ACT WorkKeys® assessments incorporate a rigorous process of item development to ensure that all scored items are workplace relevant, fair, and align to well-defined specifications.
    [Show full text]
  • Gaokao Admission
    University of San Francisco Gaokao Admission Frequently Asked Questions What is Gaokao Direct Admission? USF offers a special, accelerated admission procedure for Chinese students who have achieved excellent Gaokao scores. Applicants will be admitted to USF based solely on their Gaokao test scores and a one-on-one interview with University staff, designed to evaluate English proficiency. There are no other admission requirements. Interviews in July enable students to begin their education in America immediately– –without spending an extra year preparing for IELTS, TOEFL or SAT tests. Interviews begin in mid-July, applicants receive their results within 24 hours of the interview, and formal admission letters are sent within a week. Students therefore have enough time to apply for F-1 student visas, and can attend USF in the Fall (August) Semester. Students who qualify in July can postpone their admission to the following Spring (January) Semester, if they prefer. Interviews are also held in late November or early December each year. Students who complete these interviews successfully can enter USF in the Spring (January) Semester or the next Fall (August) Semester. Why is USF doing this? For many decades, USF and the City of San Francisco have welcomed students from China. Our Chinese alumni have done very well in life after USF, both professionally and personally. Current Gaokao and other Chinese students enrich the educational experience of international and domestic students, alike; all benefit from the international network of friends made and colleagues introduced here at USF. Over the past few years, we have seen a steady increase in the academic ability and achievements of Chinese applicants to USF.
    [Show full text]
  • Assessment for Qualification and Certification in Upper Secondary Education: a Stefanie Dufaux Review of Country Practices and Research Evidence
    OECD Education Working Papers No. 83 Assessment for Qualification and Certification in Upper Secondary Education: A Stefanie Dufaux Review of Country Practices and Research Evidence https://dx.doi.org/10.1787/5k92zp1cshvb-en Unclassified EDU/WKP(2012)20 Organisation de Coopération et de Développement Économiques Organisation for Economic Co-operation and Development 04-Sep-2012 ___________________________________________________________________________________________ English - Or. English DIRECTORATE FOR EDUCATION Unclassified EDU/WKP(2012)20 ASSESSMENT FOR QUALIFICATION AND CERTIFICATION IN UPPER SECONDARY EDUCATION: A REVIEW OF COUNTRY PRACTICES AND RESEARCH EVIDENCE OECD Education Working Paper No. 83 by Stefanie Dufaux This paper was prepared by Stefanie Dufaux, who joined the OECD Directorate for Education in September 2010 as a Carlo Schmid Fellow, and worked as a Consultant in the Education and Training Policy Division until July 2011. This paper is part of the work undertaken by the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. The overall purpose is to explore how systems of evaluation and assessment can be used to improve the quality, equity and efficiency of school education. The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school assessment and system evaluation. More information is available at: www.oecd.org/edu/evaluationpolicy. Contacts: Ms. Deborah Nusche [Tel: +33(0) 1 45 24 78 01; e-mail: [email protected]] and Mr.
    [Show full text]
  • EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
    EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province.
    [Show full text]
  • Japanese University Entrance Examination Problems in Mathematics
    Japanese University Entrance Examination Problems in Mathematics Edited by Ling-Erl Eileen T. Wu Mathematical Association of America Table of Contents Introduction .......................................................................................................3 1990 University Entrance Center Examination (UECE) ...............................................................4 Results of Performance on 1990 UECE ..............................................................................7 Evaluation of 1990 University Entrance Center Examination (UECE) I. Opinions of and Evaluations by Senior High School Teachers 1. Preface ....................................................................................................7 2. Content and Scope of the Exam Problems .....................................................................8 3. Analysis of the Exam Problems ..............................................................................9 4. Summary .................................................................................................10 II. Analysis by Division of Research, Senior High School Division, Association of Japanese Mathematical Education 1. Guidelines for Exam Problems ..............................................................................11 2. On This Year’s Problems ...................................................................................11 3. Students’ Group Divisions and Performances .................................................................11 4. Content and Intent of Math
    [Show full text]
  • Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools
    Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools – Sergij Gabrøœek – George Bethell CIP – Kataloæni zapis o publikaciji Narodna in univerzitetna knjiænica, Ljubljana 371.274/.276:373.5 GABRØŒEK, Sergij Matura examinations in Slovenia : case study of the introduction of an external examinations system for schools / Sergij Gabrøœek, George Bethell. – Ljubljana : National Examinations Centre, 1996 ISBN 961-6120-49-2 1. Bethell, George 61917696 Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools – Sergij Gabrøœek1 – George Bethell 2 1 Dr. Sergij Gabrøœek, Director, National Examinations Centre, Podmiløœakova 25, 1000 Ljubljana, Slovenia 2 George Bethell, Educational Consultant, 17 Orchard Avenue, Cambridge CB4 2AQ, United Kingdom Contents 7 – Abstract 9 – Background to Slovenia 11 – History of the Development of Matura 21 Description of Matura and Comparison with the School-Based – ‘Final Examination’ 25 – Developing Subject Catalogues for Matura 29 – Development of Question Papers 33 – Preparing for Matura: Trial Examinations 41 – Preparing for Matura: Gaining Support 45 – The National Examinations Centre 53 – Future Activities 57 – Conclusions and Analysis 7 Abstract The place of assessment and certification of learner achievement continues to be of great interest throughout the world. However, in eastern and central Europe there is a particular urgency about the debate as newly independent states review and reform their education systems in the light of changing social and economic conditions. Slovenia is currently in the middle of a development programme which will eventually affect all parts of its education system. In July 1995, a major feature of the programme became reality when the first Matura, or graduation examination, was successfully conducted on a national scale.
    [Show full text]
  • Diploma Equivalency List
    Diploma equivalency list International applicants should have a foreign equivalent of the Dutch VWO-Diploma (pre-university education). You can check whether your diploma meets this requirement in this diploma equivalency list. Please note that this does not guarantee admission, nor can you derive rights from this list. Note as well that, depending on the Bachelor’s programme of your choice, subject-specific requirements and/or language requirements may apply. Please refer to the webpages of the Bachelor's programme of your choice for detailed information. If your diploma is not listed, it may still be an equivalent of the Dutch VWO-Diploma, but additional requirements regarding subjects taken and grades obtained may apply. For details, please feel free to contact the Admissions Office. Country Name Diploma Albania Diplomë e Maturës Shtetërore Aruba Arubaans VWO-Diploma Austria Reifeprüfungszeugnis or Reife- und Diplomprüfungszeugnis Belgium (Flanders) Diploma van Secundair Onderwijs, Algemeen Secundair Onderwijs (ASO); TSO and KSO to be checked on an individual basis Belgium (Wallonia) Certificat d'Enseignement Secondaire Supérieur, Enseignement Général Bosnia and Herzegovina Diploma o Položenom Maturskom Ispitu (RS)/Diploma o Završenoj Srednjoj školi (FiBH)(Secondary School Leaving Diploma) Bulgaria Diploma za Sredno Obrazovanie Caribbean Advanced Proficiency Caribbean Advanced Proficiency Examinations (CAPE): CAPE is Examinations (CAPE) required with three double units (Unit 1 + 2) in three general/academic subjects Croatia Maturalna
    [Show full text]
  • Formingresponsiblecitizens
    FormingResponsibleCitizens Forming Responsible Citizens: Promoting Gender Equality and Preventing Violence in the Mediterranean Region Pedagogical guide of TUNISIA — An overview ELABORATED BY COORDINATED BY LABELLED BY 1 Forming Responsible Citizens Project labelled by the Union for the Mediterranean, coordinated by ideaborn, and financed by the Ministry of Foreign Affairs of the Kingdom of Norway and by the Royal Government of the Principality of Monaco. Implemented in partnership with the Tunisian Social Development and Empowerment Center (SDEC), the Moroccan Center for Civic Education (MCCE), the Jordanian Centre for Civic Education (JCCE), the Adyan Foundation of Lebanon and the Lebanese National Commission for UNESCO. Pedagogical guide of TUNISIA — An Overview Elaborated by the Tunisian Social Development and Empowerment Center (SDEC), directed by Mr Amara Benromdhane, in collaboration with Ms Ilhem Mansour, Mr Moncef Khemiri, and Mr Belgacem Hassen Coordination: ideaborn Editing and translation: Beatrice Gelsi, Elisabetta Manzi Design: Optima Publicidad, marketing y comunicación SL, Canary Islands, Spain All correspondence relating to this publication should be addressed to ideaborn Plaça Comercial 2, Entresuelo 2ª 08003 Barcelona, Catalonia, Spain Email: [email protected] www.ideaborn.com © ideaborn Printed in 2018 in the Canary Islands, Spain The content of this document is the sole responsibility of ideaborn and its partners and can in no way be considered as reflecting the position of either the Union for the Mediterranean, the
    [Show full text]
  • Higher Education Entrance Qualifications and Exams in Europe: a Comparison
    DIRECTORATE-GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT B: STRUCTURAL AND COHESION POLICIES CULTURE AND EDUCATION HIGHER EDUCATION ENTRANCE QUALIFICATIONS AND EXAMS IN EUROPE: A COMPARISON STUDY This document was requested by the European Parliament's Committee on Culture and Education. AUTHORS Cecile Hoareau McGrath, Marie Louise Henham, Anne Corbett, Niccolo Durazzi, Michael Frearson, Barbara Janta, Bregtje W. Kamphuis, Eriko Katashiro, Nina Brankovic, Benoit Guerin, Catriona Manville, Inga Schwartz, Daniel Schweppenstedde RESPONSIBLE ADMINISTRATOR Markus J. Prutsch Policy Department B: Structural and Cohesion Policies European Parliament B-1047 Brussels E-mail: [email protected] EDITORIAL ASSISTANCE Lyna Pärt LINGUISTIC VERSIONS Original: EN Translation: DE, FR ABOUT THE PUBLISHER To contact the Policy Department or to subscribe to its monthly newsletter please write to: [email protected] Manuscript completed in May 2014 Brussels © European Union, 2014 This document is available on the Internet at: http://www.europarl.europa.eu/studies DISCLAIMER The opinions expressed in this document are the sole responsibility of the authors and do not necessarily represent the official position of the European Parliament. Reproduction and translation for non-commercial purposes are authorized, provided the source is acknowledged and the publisher is given prior notice and sent a copy. DIRECTORATE-GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT B: STRUCTURAL AND COHESION POLICIES CULTURE AND EDUCATION HIGHER EDUCATION ENTRANCE QUALIFICATIONS AND EXAMS IN EUROPE: A COMPARISON STUDY Abstract The study analyses admission systems to higher education across ten countries, covering some countries of the European Union (France, Germany, Italy, Slovenia, Sweden and the United Kingdom), a candidate country (Turkey) as well as commonly used international comparators (Australia, Japan and the US).
    [Show full text]
  • The ACT Test User Handbook for Educators
    2020l2021 The ACT® Test User Handbook for Educators What’s Inside • Overview of the ACT • Preparing for and Taking the ACT • ACT Reports and Services • Uses of ACT Data www.act.org What’s New for 2020–2021 • Overview of the Full ACT Test (page 1) • US and State Ranks (pages 6–7) • Interest-Major Fit (pages 9–10 and pages 74–75) • Registering for the ACT (page 19) • Choosing a Test Option (page 20) • Special Circumstances (pages 22–23) • ACT Fee Waivers (pages 24–25) • Test Information Release (page 26) • Test Day Requirements (page 26) • ACT Reports and Services (pages 28–32) • Terms and Conditions (pages 33–41) • ACT Privacy Policy (pages 42–43) • Updated Student Report (pages 44–45) • High School Reporting (pages 54–56) • Updated High School Report (pages 57–58) • College Reporting (pages 61–63) • Educational Opportunity Services (pages 69) ACT endorses the Code of Fair Testing Practices in Education and the Code of Professional Responsibilities in Educational Measurement, which guide the conduct of those involved in educational testing. ACT is committed to ensuring that each of its testing programs upholds the guidelines in each Code. You may locate copies of these Codes through the following organizations: • Code of Fair Testing Practices in Education: American Psychological Association (www.apa.org) • Code of Professional Responsibilities in Educational Measurement: National Council on Measurement in Education (www.ncme.org) © 2021 by ACT, Inc. All rights reserved. ACT National Curriculum Survey™ and ACT Online Prep™ are trademarks, and ACT®, ACT Aspire®, ACT ASSET®, ACT Compass®, ACT Explore®, ACT Information Manager®, ACT National Curriculum Survey®, and ACT Plan® are registered trademarks of ACT, Inc.
    [Show full text]
  • Bedside Neuro-Otological Examination and Interpretation of Commonly
    J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.2004.054478 on 24 November 2004. Downloaded from BEDSIDE NEURO-OTOLOGICAL EXAMINATION AND INTERPRETATION iv32 OF COMMONLY USED INVESTIGATIONS RDavies J Neurol Neurosurg Psychiatry 2004;75(Suppl IV):iv32–iv44. doi: 10.1136/jnnp.2004.054478 he assessment of the patient with a neuro-otological problem is not a complex task if approached in a logical manner. It is best addressed by taking a comprehensive history, by a Tphysical examination that is directed towards detecting abnormalities of eye movements and abnormalities of gait, and also towards identifying any associated otological or neurological problems. This examination needs to be mindful of the factors that can compromise the value of the signs elicited, and the range of investigative techniques available. The majority of patients that present with neuro-otological symptoms do not have a space occupying lesion and the over reliance on imaging techniques is likely to miss more common conditions, such as benign paroxysmal positional vertigo (BPPV), or the failure to compensate following an acute unilateral labyrinthine event. The role of the neuro-otologist is to identify the site of the lesion, gather information that may lead to an aetiological diagnosis, and from there, to formulate a management plan. c BACKGROUND Balance is maintained through the integration at the brainstem level of information from the vestibular end organs, and the visual and proprioceptive sensory modalities. This processing takes place in the vestibular nuclei, with modulating influences from higher centres including the cerebellum, the extrapyramidal system, the cerebral cortex, and the contiguous reticular formation (fig 1).
    [Show full text]
  • Exam Accepted Exam Details ACT ACT (American College Test) Exam
    VALID EXAM AND DIPLOMA FOR APPLICATION A certificate with the status of the diploma and Matura are valid indefinitely as stated below list, Exams that have the status of the University Entrance exam are valid for the two years. 100% of the points are counted for the exams stated in Table 1 and 2. Table 1 Exam Accepted Exam Details For the Faculty of Medicine and Dentistry at least to have in total (Science), (Mathematics) 27 points out of 36 ACT ACT (American College Test) Exam For the Engineering-Architecture programs minimum 25 points, For the other undergraduate programs minimum 23 points For Associate Degree programs minimum 20 points For the Faculty of Medicine and Dentistry “Evidence-Based Reading and Writing” and “Math” for each test to have at least 640 points, SAT 1 SAT 1 For the Engineering-Architecture programs' minimum 560 points, For the other undergraduate programs minimum 480 points For Associate Degree programs minimum of 320 points GCE GCE (A LEVEL EXAM) At least to have A-Level in 3 subject which is related to the at least one (A LEVEL (Application with expected results applied program. EXAM) cannot be accepted.) Table 2 Exam Accepted Exam Details For the Faculty of Medicine and Dentistry minimum of 80 points, SAKARYA Sakarya University International For the Engineering-Architecture programs minimum 70 points, YOS Student Exam (SAKARYA YOS) For the other undergraduate programs minimum 60 points, For Associate Degree programs minimum 40 points 80% of the points are counted for the exams stated in Table 3 Table 3 Country Accepted Exam Details The other Universities YOS exam results accepted by Sakarya The exams are to be held by other higher University will be multiplied by 0.8 in placement procedure.
    [Show full text]